There are three worksheets: Covers the digestive system. Cover the small intestine and Disease of the small intestine. Calorimeter. These worksheets can be used for pupils on the GCSE/IGCSE course. It can also be used to help A-level pupils review prior learning. Worksheet comes in PDF form.

Worksheet contains 320 active recall questions to cover Topic 3 – Cell Structure, Reproduction and Development from the international edexcel biology course. The questions can be used for: -Short quizzes -Revision questions -Homework -Assesssment

Worksheet with model answers to go through the key structures. Sutiable for the IGCSE/GCSE course. Print on A3 and colour for best results. No Answers included

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

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (d) Cloning 5.17B describe the process of micropropagation (tissue culture) in which explants are grown in vitro 5.18B understand how micropropagation can be used to produce commercial quantities of genetically identical plants with desirable characteristics 5.19B describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep 5.20B understand how cloned transgenic animals can be used to produce human proteins

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 20 slides covering Stem cells. By the end of the powerpoint students would have covered: A stem cell is an undifferentiated cell of an organism which is capable of giving rise to many more cells of the same type, and from which certain other cells can arise from differentiation. Students should be able to describe the function of stem cells in embryos, in adult animals and in the meristems in plants. Stem cells from human embryos can be cloned and made to differentiate into most different types of human cells. Stem cells from adult bone marrow can form many types of cells including blood cells. Meristem tissue in plants can differentiate into any type of plant cell, throughout the life of the plant. Knowledge and understanding of stem cell techniques are not required. Treatment with stem cells may be able to help conditions such as diabetes and paralysis. In therapeutic cloning an embryo is produced with the same genes as the patient. Stem cells from the embryo are not rejected by the patient’s body so they may be used for medical treatment. The use of stem cells has potential risks such as transfer of viral infection, and some people have ethical or religious objections. Stem cells from meristems in plants can be used to produce clones of plants quickly and economically. • Rare species can be cloned to protect from extinction. • Crop plants with special features such as disease resistance can be cloned to produce large numbers of identical plants for farmers.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 26 slides covering Plant tissues, organs and systems. By the end of the powerpoint students would have covered: 4.2.3.1 Plant tissues 4.2.3.2 Plant organ system

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 41 slides covering DNA: By the end of the powerpoint students would have covered: 4.6.1.4 DNA and the genome 4.6.1.5 DNA structure (biology only)

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.

Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: (b) Inheritance 3.14 understand that the genome is the entire DNA of an organism and that a gene is a section of a molecule of DNA that codes for a specific protein 3.15 understand that the nucleus of a cell contains chromosomes on which genes are located 3.16B describe a DNA molecule as two strands coiled to form a double helix, the strands being linked by a series of paired bases: adenine (A) with thymine (T), and cytosine © with guanine (G) 3.17B understand that an RNA molecule is single stranded and contains uracil (U) instead of thymine (T) 3.18B describe the stages of protein synthesis including transcription and translation, including the role of mRNA, ribosomes, tRNA, codons and anticodons 3.19 understand how genes exist in alternative forms called alleles which give rise to differences in inherited characteristics 3.20 understand the meaning of the terms: dominant, recessive, homozygous, heterozygous, phenotype, and genotype 3.21B understand the meaning of the term codominance 3.22 understand that most phenotypic features are the result of polygenic inheritance rather than single genes 3.23 describe patterns of monohybrid inheritance using a genetic diagram 3.24 understand how to interpret family pedigrees 3.25 predict probabilities of outcomes from monohybrid crosses 3.26 understand how the sex of a person is controlled by one pair of chromosomes, XX in a female and XY in a male 3.27 describe the determination of the sex of offspring at fertilisation, using a genetic diagram 3.28 understand how division of a diploid cell by mitosis produces two cells that contain identical sets of chromosomes 3.29 understand that mitosis occurs during growth, repair, cloning and asexual reproduction 3.30 understand how division of a cell by meiosis produces four cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes 3.31 understand how random fertilisation produces genetic variation of offspring 3.32 know that in human cells the diploid number of chromosomes is 46 and the haploid number is 23 3.33 understand that variation within a species can be genetic, environmental, or a combination of both 3.34 understand that mutation is a rare, random change in genetic material that can be inherited 3.35B understand how a change in DNA can affect the phenotype by altering the sequence of amino acids in a protein 3.36B understand how most genetic mutations have no effect on the phenotype, some have a small effect and rarely do they have a significant effect 3.38 explain Darwin’s theory of evolution by natural selection 3.39 understand how resistance to antibiotics can increase in bacterial populations, and appreciate how such an increase can lead to infections being difficult to control

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (b) Feeding relationships 4.6  understand the names given to different trophic levels, including producers, primary, secondary and tertiary consumers and decomposers 4.7  understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer 4.8  understand the transfer of substances and energy along a food chain 4.9  understand why only about 10% of energy is transferred from one trophic level to the next

Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: (a) Reproduction 3.1  understand the differences between sexual and asexual reproduction 3.2  understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo Flowering plants 3.3  describe the structures of an insect-pollinated and a wind-pollinated flower and explain how each is adapted for pollination 3.4  understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation 3.5  practical: investigate the conditions needed for seed germination 3.6  understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis 3.7  understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings)

Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: Humans 3.8  understand how the structure of the male and female reproductive systems are adapted for their functions 3.9  understand the roles of oestrogen and progesterone in the menstrual cycle 3.10B understand the roles of FSH and LH in the menstrual cycle 3.11  describe the role of the placenta in the nutrition of the developing embryo 3.12  understand how the developing embryo is protected by amniotic fluid 3.13  understand the roles of oestrogen and testosterone in the development of secondary sexual characteristics

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: The organism in the environment 4.1 understand the terms population, community, habitat and ecosystem 4.2 practical: investigate the population size of an organism in two different areas using quadrats 4.3B understand the term biodiversity 4.4B practical: investigate the distribution of organisms in their habitats and measure biodiversity using quadrats 4.5 understand how abiotic and biotic factors affect the population size and distribution of organisms

New specification-64 Key recall questions (no answers) on topic 3- Reproduction and inheritance. Great for students to use to make flash cards.

New specification-33 Key recall questions (no answers) on Topic 4- Ecology and the environment. 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. 29 slides covering Photosynthesis By the end of the powerpoint students would have covered: 4.4.1.1 Photosynthetic reaction Photosynthesis is represented by the equation: carbon dioxide + water light glucose + oxygen Students should recognise the chemical symbols: CO2, H2O, O2 and C6H12O6. Students should be able to describe photosynthesis as an endothermic reaction in which energy is transferred from the environment to the chloroplasts by light. 4.4.1.2 Rate of photosynthesis Students should be able to explain the effects of temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll on the rate of photosynthesis. Students should be able to: measure and calculate rates of photosynthesis extract and interpret graphs of photosynthesis rate involving one limiting factor plot and draw appropriate graphs selecting appropriate scale for axes translate information between graphical and numeric form. (HT only) These factors interact and any one of them may be the factor that limits photosynthesis. (HT only) Students should be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor. (HT only) Students should understand and use inverse proportion – the inverse square law and light intensity in the context of photosynthesis. (HT only) Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis while still maintaining profit. **Required practical activity 6: investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed. ** 4.4.1.3 Uses of glucose from photosynthesis The glucose produced in photosynthesis may be: used for respiration converted into insoluble starch for storage used to produce fat or oil for storage used to produce cellulose, which strengthens the cell wall used to produce amino acids for protein synthesis. To produce proteins, plants also use nitrate ions that are absorbed from the

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 23 slides covering the The heart and blood vessels. By the end of the powerpoint students would have covered: Students should know the structure and functioning of the human heart and lungs, including how lungs are adapted for gaseous exchange. The heart is an organ that pumps blood around the body in a double circulatory system. The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body. Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required. Knowledge of the lungs is restricted to the trachea, bronchi, alveoli and the capillary network surrounding the alveoli. The natural resting heart rate is controlled by a group of cells located in the right atrium that act as a pacemaker. Artificial pacemakers are electrical devices used to correct irregularities in the heart rate. The body contains three different types of blood vessel: • arteries • veins • capillaries. Students should be able to explain how the structure of these vessels relates to their functions. Students should be able to use simple compound measures such as rate and carry out rate calculations for blood flow.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 50 slides covering The human digestive system. By the end of the powerpoint students would have covered: -4.2.1 Principles of organisation -4.2.2.1 The human digestive system Includes two required practicals: -Required practical activity 4: use qualitative reagents to test for a range of carbohydrates, lipids and proteins. -Required practical activity 5: investigate the effect of pH on the rate of reaction of amylase enzyme. There is also an additional practical on temperature and enzyme action.