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 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. 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.

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.

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. 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.

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. 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.

Put all your students names into the different slides, click slide show and the powerpoint will go through all the names and you can randomly stop the slide show to pick a student to ask a question. Press the left arrow to stop and right arrow to start again.

Put all your students names into the sneakers bar, click slide show and the powerpoint will go through all the names and you can randomly stop the slide show to pick a student to ask a question.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 27 slides covering Monoclonal antibodies By the end of the powerpoint students would have covered: 4.3.2.1 Producing monoclonal antibodies 4.3.2.2 Uses of monoclonal antibodies

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( covers spec point4.1.1.1 ) course but can be modified for other exam boards. 19 slides covering Atoms, Elements and Compounds. By the end of the powerpoint students would have covered: -Understand that elements can be represented by a chemical symbol -Recognise how the periodic table is arranged -Describe how compounds are formed

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 course but can be modified for other exam boards. 12 slides covering Active transport . By the end of the powerpoint students would have covered: Active transport moves substances from a more dilute solution to a more concentrated solution (against a concentration gradient). This requires energy from respiration. Active transport allows mineral ions to be absorbed into plant root hairs from very dilute solutions in the soil. Plants require ions for healthy growth. It also allows sugar molecules to be absorbed from lower concentrations in the gut into the blood which has a higher sugar concentration. Sugar molecules are used for cell respiration. Students should be able to: describe how substances are transported into and out of cells by diffusion, osmosis and active transport explain the differences between the three processes.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 16 slides covering Osmosis . By the end of the powerpoint students would have covered: Water may move across cell membranes via osmosis. Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane. Students should be able to: use simple compound measures of rate of water uptake use percentages calculate percentage gain and loss of mass of plant tissue. Required practical activity 3: investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE course (Spec point 4.5.1.2) but can be modified for other exam boards. 11 slides covering Contact and non-contact forces. By the end of the powerpoint students would have covered: -Define what forces are -State the units for forces -Be able to explain the differences between contact and non-contact forces.

A personal learning checklist for the new AQA science course. Students RAG rate the objectives. Contains a What went well, Even better if and student response section for teachers to give feedback to students. Check list covers: 4.1.1, 4.1.2, 4.1.3 Check out my other resources at www.tes.com/teaching-resources/shop/mr_science