Designed for the new specification AQA GCSE( covers spec point 4.7.3.1 ) course but can be modified for other exam boards. 12 slides covering the following objectives: Define biodiversity Describe why biodiversity is important Explain how waste, deforestation and global warming have an impact on biodiversity. **“There is a different starter for combined or Triple students” **

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( covers spec point 4.1.1 ) course but can be modified for other exam boards. 19 slides covering Culturing microorganisms: -State how bacteria multiple -Describe how to prepare an uncontaminated culture using aseptic technique -Calculate cross-sectional areas of colonies -Calculate the number of bacteria in a population after a certain time if given the mean division time -Required practical activity 2: investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition.

Designed to use as a revision tool to help students summarise content from Infection and response. Alternatively can be given as a homework task. Resource contains 3 revision mats.

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 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. 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 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. 29 slides covering the eye: By the end of the powerpoint students would have covered: 4.5.2.3 The eye (biology only) Contains examination questions

Designed for the new specification AQA GCSE( covers spec point 4.7.1 ) course but can be modified for other exam boards. 38 slides covering adaptations : 4.7.1.1 Communities 4.7.1.2 Abiotic factors 4.7.1.3 Biotic factors 4.7.1.4 Adaptations

Designed for the new specification AQA GCSE( covers spec point 4.7.2 ) course but can be modified for other exam boards. 20 slides covering How materials are cycled (carbon cycle and water cycle): 4.7.2.2 How materials are cycled

Designed for the new specification AQA GCSE( covers spec point 4.7.2 ) course but can be modified for other exam boards. 18 slides covering Decomposition. By the end of the powerpoint students would have covered: 4.7.2.3 Decomposition (biology only)

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 IGCSE Edexcel course but can be used for other examination boards. Covers: (g) Gas exchange Humans 2.46 describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes 2.47 understand the role of the intercostal muscles and the diaphragm in ventilation 2.48 explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries 2.49 understand the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease 2.50 practical: investigate breathing in humans, including the release of carbon dioxide and the effect of exercise

Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: 2.80  understand how organisms are able to respond to changes in their environment 2.81  understand that homeostasis is the maintenance of a constant internal environment, and that body water content and body temperature are both examples of homeostasis 2.82  understand that a co-ordinated response requires a stimulus, a receptor and an effector Flowering plants 2.83  understand that plants respond to stimuli 2.84  describe the geotropic and phototropic responses of roots and stems 2.85  understand the role of auxin in the phototropic response of stems

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: Flowering plants 2.70 understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf Humans 2.71 know the excretory products of the lungs, kidneys and skin (organs of excretion) 2.72B understand how the kidney carries out its roles of excretion and osmoregulation 2.73B describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra 2.74B describe the structure of a nephron, including the Bowman’s capsule and glomerulus, convoluted tubules, loop of Henle and collecting duct 2.75B describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate 2.76B understand how water is reabsorbed into the blood from the collecting duct 2.77B understand why selective reabsorption of glucose occurs at the proximal convoluted tubule 2.78B describe the role of ADH in regulating the water content of the blood 2.79B understand that urine contains water, urea and ions

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: (f) Respiration 2.34 understand how the process of respiration produces ATP in living organisms 2.35 know that ATP provides energy for cells 2.36 describe the differences between aerobic and anaerobic respiration 2.37 know the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms 2.38 know the word equation for anaerobic respiration in plants and in animals 2.39 practical: investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms Contains exam style questions.