This lesson is designed for the NEW AQA Biology GCSE, particularly the ‘Homeostasis’ SoW and specifically for the higher tier. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam question. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to the reasons why a patient might be suffering with kidney damage and introduced to the treatments pupils will be learning about this lesson: dialysis and kidney transplants. For the next part of the lesson pupils will then need to get into four groups, two groups will read information on the treatment of dialysis and two will read information on kidney transplants. Using this information pupils will answer questions in their book and once a group has finished with one of the treatments, they should swap with another groups and answer questions about the other treatment. This task should take 40 minutes in total, once finished pupils should self-assess their work using the answers provided on the PowerPoint presentation. The last activity is for pupils to answer an exam-style question on the function of the kidneys and treatment for patients with kidney disease, once completed pupils can mark their work using the mark scheme provided. The plenary task is a 3-2-1 task, pupils write down 3 facts, 2 key words and 1 question to test peers knowledge of the topic of the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource aimed at the NEW AQA GCSE Biology specification, developed to meet learning outcomes within the 'Infection & Response' unit. This lesson is part of a 12 lesson bundle for the NEW 'Infection & Response' Unit, found in my TES shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by describing the process by which a bacteria may become resistant to an antibiotic. Pupils will then watch a storyboard animation which demonstrates this process visually. Pupils can then use this animation to create their own storyboard, including diagrams and captions, to represent the process of natural selection in bacteria which leads to antibiotic resistance. The focus of the lesson is then on MRSA, a few real-life headlines are given as an example of an antibiotic resistant bacteria. Pupils will brainstorm what sorts of methods hospitals employ to reduce the spread of such 'super bugs'. The final activity is for pupils to completed questions on antibiotic resistance and how to prevent the spread of antibiotic resistant bacteria such as MRSA. The mark scheme for the questions are included on the Power Point presentation for students to mark their own work or peer-assess. The plenary is a recap on the learning outcomes, pupils will need to assess whether they are R/A/G.

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Bioenergetics' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils are then introduced to the idea that aerobic respiration is exothermic and look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. A mid-plenary is a true or false task and the final activity is a levelled worksheet pupils will complete using information cards on how animal and plant organisms use the energy released by respiration. Once finished they can self-assess using the mark scheme on the PowerPoint slides. Pupils have a choice of two activities to complete for their plenary - either an anagram challenge or a summary sentence using a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with students given some pictures of a range of people that look differently to one another, students will need to think > pair > share what the differences are between these people and the reasons why they look different to each other. Pupils will then be introduced to the difference between examples of inherited and environmental characteristics. Firstly pupils will focus on inherited characteristics, the students will need to complete a mind map in their books of the traits they have inherited from their parents (or from grandparents). As an extra challenge pupils can consider why they do not look identical to either parent. The next task will focus on environmental characteristics, pupils will need to draw a table in their books and they will need to sort examples of environmental factors with the type of environmental variation they cause into the table correctly. This work can be self-assessed once it is is complete using the answers provided. For the next activity pupils will be given a card sort of different examples of variation, e.g. height, freckles, eye colour, tattoos. Pupils will need to sort these cards into a Venn diagram in their books - just inherited variation, just environmental variation or potentially caused by both. This work can be self-assessed once it is complete. The next part of the lesson focuses on types of data - continuous or discontinuous. Pupils are firstly shown the difference between the two and then they will need to complete a worksheet to assess their understanding on this. Once completed the worksheet can be self or peer assessed. The final task is for pupils to get into teams (or be sorted by the teacher into teams) and they work their way around the room filling in information about themselves for different types of traits (e.g. handedness, foot length, whether they can roll their tongue). Pupils will assigned one trait each and will need to produce a graph of the class results. This will test their understanding of continuous vs. discontinuous data and how this should be represented in a graph format. The plenary task is for pupils to consider a world where there was no variation and discuss the advantages and disadvantages of this world, trying to use some of the key words provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW and for higher tier students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap of normal body temperature and what happens if the temperature falls above or below this temperature. Pupils will also be introduced to the role of the thermoregulatory centre and thermoregulatory receptors in monitoring body temperature. Pupils are then asked to discuss and produce a list of mechanisms that helps the body to cool down on a hot day. This leads onto describe the role of sweating and vasodilation in cooling the body down. Pupils are then asked to consider what they think might happen if the body becomes too cold and again produce a list of mechanisms which might help warm it up. Using the PowerPoint slides the mechanisms of shivering and vasoconstriction will be demonstrated to pupils. Using this information pupils will need to copy and complete a flow diagram to demonstrate the role of thermoregulatory centre in controlling body temperature, this can be self-assessed once it has been completed. Pupils will now copy and label a diagram of the skin to show the position of sweat glands, hair, hair muscle and blood vessels, this can be marked once it has been completed. The next activity is for pupils to sort statements into two columns - one describing what happens when the body is too hot and one for when the body is too cold. Once completed the mark scheme can be used by pupils to self or peer-assess their work. The final activity is a 6-mark exam-style question on this topic, pupils should try and complete this in silence and at the back of their books to really test their knowledge of this topic. Once complete the mark scheme can be used for pupils to mark their own work. The plenary task is for pupils to pick a summary question of their choice from the two provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an activity whereby students are asked to sit quietly for a few minutes and think about what is happening to their bodies when they breathe in and out. Hopefully students recognise that their chest rises up as muscles contract and relax. This then leads to a video, students should watch the video and whilst watching they will need to complete a fill-in-the-blank task which summarises what is happening inside the lungs during inhalation and exahalation. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will be given a cartoon strip demonstrating the stages of both inhalation and exhalation, with some information missing. Higher ability students will be given a cartoon strip where they need to create captions for each diagram, lower/middle ability students will be required to fill in the blanks for each caption. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Next, the bell jar model is introduced which demonstrates what happens to the lungs during inhalation and exhalation. The teacher can conduct a demonstration using the bell jar model, students will need to come up with an explanation for what is happening when the teacher either pulls down on the rubber sheet or pushed upwards on the rubber sheet. Students can check their responses to this task using the answers included in the PowerPoint presentation. The last slide shows students the practical apparatus that can be used to measure total lung volume in the lab, students can have a go at using this apparatus if there is time at the end of the lesson. The plenary is a word search activity, students will need to find a list of words which are related to the breathing and gas exchange lessons. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a quick recap from the previous lesson on the cause and control of diabetes, pupils will need to copy and complete sentences in their books, which can then be self-assessed. Next pupils are given detailed posters of information on the treatments available to patients with type 1 and type 2 diabetes. Pupils will need to read through these posters in pairs/on a table and answer the questions on the PowerPoint slide. Once finished, pupils can self-assess their work using the answers provided. Pupils will now focus on the advantages and disadvantages of different medical cures for type 1 diabetes. In pairs they will be given a set of cards informing them of new advances in treatments available to patients with type 1 diabetes and they will need to create a summary table to weight up the pro’s and con’s of each treatment. The final activity is an exam question on what pupils have learnt so far that lesson, this is accompanied with a mark scheme which pupils can use to mark their work. The plenary activity is an anagram challenge, pupils need to unscramble the letters to spell a key word from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Biological Molecules’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a starter discussion to explain the effect temperature has on enzymes. Students should explain why they think many enzymes cannot function at over 60 degrees celcius. Then, go on to teach students the inhibitor classifications and their functions through three slides containing definitions and diagrams. Students then have an opportunity to identify competitive and non-competitive inhibitors as a class through two easy diagrams. Students will then be asked to complete “worksheet 1” independently, in order to practise diagramming competitive and non-competitive inhibition with complete definitions, on their own. The answers are displayed on the following slide so students may self-assess, or you may choose to have them assess each-others’ work in partners. You can find worksheet 1 at the end of the PowerPoint on slide 17. The following slide explains substrate concentration and reaction rate with competitive, and then non-competitive inhibition. Students should use worksheet 2 (slide 18 of the PowerPoint) to take notes and answer the questions independently. When worksheet 2 is complete, define potassium cyanide and encourage a discussion between pairs about the danger of cyanide. Students should then complete the exam style questions from slide 19 and self-assess. If necessary, leave time for questions and discussion. The lesson concludes with a plenary task which asks students to write a tweet demonstrating what they’ve learned, their tweet should be no more than 140 characters and include #keywords. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a diagram of a food chain, showing how energy is transferred from organism to organism and a definition for the term ‘food-chain’. This is then followed by a question, asking students to identify which of the organisms is a producer, a consumer, a herbivore and a carnivore. Students can discuss with their partner before feeding back to the class, the answers are then revealed and students can self-assess their work. Next, students are given a match-up activity whereby they need to correctly match the type of organism (producer, primary/secondary/tertiary consumer) with the correct description and example. This task can be self-assessed using the mark scheme included once it is complete. Students will now be given a selection of organisms - plant, aphid, hawk, vole, ferret, moth larva - using these organisms they will need to construct their own food chain, including labels and arrows. An example answer is provided for pupils to check their work, other examples could be made using the animal selection provided. Next, students will focus on energy losses through a food chain. Firstly, students will be told that energy can be lost from animal to animal along a food chain, students should then ‘Think > Pair > Share’ their ideas about why this happens. The answers can then be revealed using the PowerPoint presentation, students can check their answers and correct their work if necessary. Lastly, students are introduced to the idea of a food web - giving an example of a marine food web. Students are then asked a set of questions about this food web, students can answer these questions in their books before self-assessing them using the mark scheme available. The plenary task will then require students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly pupils are asked to consider why organisms may not be able to continuously carry out aerobic respiration. They can discuss in pairs and then as a class and be introduced to the idea of anaerobic respiration. They will fill then complete a fill-in-the-blank task to sum up this process. Pupils will then watch a video where they will answer questions about anaerobic respiration, their answers can be checked against the mark scheme provided. Now pupils are introduced to the idea of oxygen debt, they are given an information card in pairs (for lower ability classes you may want to tag read this as a class) and then pupils will need to answer questions about this information. They can talk about in partners, once finished they can self or peer assess their work. Finally the different products of anaerobic respiration that are made in different organisms are highlighted, it is touched upon in the video but this is clear slide to show anaerobic respiration in plants, bacteria and yeast. Pupils will complete some exam-style questions to assess their knowledge of this topic, can be answered in the back of their books to fully test them! Pupils can then mark their own work using the mark scheme provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource which meets specification points within the NEW AQA GCSE Trilogy 'Cells' Sow. Other lessons designed for the new 'Cells' SoW and other new Trilogy Biology and Physics SoW can be found in my TES shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by identifying the purpose of mitosis - growth and repair. Pupils will then be given a double-sided worksheet, the first side corresponds to the first 5 mins 51 seconds of the video included in the PowerPoint slide. Pupils will need to watch the video and answer the questions on the sheet, they are in order but for lower ability classes you may want to stop the video and guide pupils through the work. Self-assess this work using the answers provided in the PowerPoint before moving on with the video. The next part of the video guides pupils through what happens during Mitosis - Prophase, Metaphase, Anaphase, Telophase. Pupils have diagrams of the the processes on the back of their worksheet, they will need to use the video to name the stages and describe what is happening. Self-assess work using the answers that are provided in the PowerPoint. The next activity, pupils are given real images of a cell going through mitosis and descriptions of the stages, they need to cut and stick the stages and the pictures in the correct order to complete a flow diagram. Pupils peer or self-assess their work using red/green pens. **Past-paper question provided as an extra activity for higher-ability pupils - pupils answer the question in their books and peer-assess using the mark scheme** Plenary - pupils write a text message or a tweet to their friend to tell them what they have learnt about this lesson. All resources are included, as well as mark schemes for when pupils self/peer-assess their work. Please leave a review with feedback :) thanks!

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a ‘Think, Pair, Share’ task for students to discuss amongst themselves - ‘Why can’t muscles continiously carry out aerobic respiration?’ After a short class discussion, the answer to this questions can be revealed to the class. Students will then complete a fill-in-the-blank task to summarise what they have learned about anaerobic respiration so far, this work can be self-assessed using the mark scheme provided. Students will now watch a video on anaerobic respiration, whilst students are watching this video they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now look at how anaerobic respiration is carried in different organisms, particularly plants and yeast, focusing on the importance of anaerobic respiration in yeast for food production. Next, students knowledge of aerobic and anaerobic respiration is assessed using a true or false activity, this task can be marked and corrected using the answers provided on the PowerPoint. The last activity is a set of exam-style questions, students can use their knowledge from this lesson to answer this set of questions in their books. This work can then be self-assessed using the mark scheme provided. The plenary activity requires students to come up with a list of questions for a list of answers which are provided for them in the plenary. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins with a definition for osmosis and defining the difference between solvent and solutes. Pupils are then asked to think > pair > share about what they think a partially permeable membrane might be. In the next activity, pupils are given a definition for concentrated and dilute solutions and are shown three different diagrams, they need to decide whether they are showing pure water, a concentrated or a dilute solution. Now pupils are introduced to isotonic, hypertonic and hypotonic solutions. They are firstly shown what happens to animals cells in each of these solutions using an animation. Pupils will then need to match the type of solution to it’s description and also complete a cartoon strip to explain what happens to animal cells in each of these solutions, a list of key words is provided. Students will then think about the importance of osmosis to plants and will need to match diagrams of plant cells in isotonic/hypertonic/hypotonic solutions to the correct description. The last activity is an exam-style question on osmosis, pupils can self-assess their work using the mark scheme provided. The plenary task is for pupils to write 5 summary sentences about what they have learnt so far using the list of key words provided. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins by getting pupils to think about what diffusion is and then giving them the scientific definition for the process. Pupils will then need to read statements about the stages of diffusion, look at diagrams demonstrating these stages and match them together in their books. This activity will be self-assessed using the answers in the PowerPoint presentation. Pupils will then need to think > pair > share about the factors they think will affect the rate of diffusion. Once they have come up with their own ideas and shared them as a class you can show them the animation provided to demonstrate how concentration of particles and size affects the rate of diffusion. Pupils are then asked to consider how temperature might affect the rate, you can demonstrate this affect using the link to another animation which demonstrates this effect. Pupils will then complete a fill-in-the-blank task to demonstrate their knowledge of how these different factors affect the rate of diffusion, which can be self-assessed using the answers provided. Pupils will then look at the importance of diffusion in living organisms and specifically the types of adaptation organism might have to speed up the rate of diffusion. The final activity is a past-paper questions, when completed pupils will self-asses using the mark scheme. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a definition on biodiversity, pupils are shown a pie chart of the numbers of different groups of organisms that have been identified to date. The first task is for pupils to consider which numbers correspond to which groups of organisms. Once pupils have discussed in pairs or groups the answers will be revealed, pupils can check their work against the answers provided. The next part of the lesson focuses on how and why scientists quantify biodiversity, pupils are firstly asked why it might be important to map out biodiversity - they can discuss in groups before the answer is revealed on the PowerPoint presentation. A map of the world depicting certain biodiversity hotspots is then shown to students and they are asked a couple of question about this map, pupils will be required to answer these questions in their books and then self-assess their work using the answers provided. Pupils are then asked to think > pair > share their ideas on why it is important to maintain biodiversity, in groups pupils may be given an A3 sheet for them to mind map their ideas onto. Once finished each group can feedback their ideas to the class and a larger mind map could be completed on the white board. Some of the key reasons for maintaining biodiversity cant then be detailed on the PowerPoint presentation for students to assess their work. The last task is for pupils to use information posters placed around the room to answer a set of questions, all on the topic of maintaining biodiversity. Once pupils have spent a good amount of time writing their answers down they should sit in their seats and use the mark scheme provided on the PowerPoint presentation to peer-assess their work. The plenary activity is for pupils to draw a feedback grid in their partners books and write down one positive comment, one negative comment and a question to test their knowledge. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource for the new AQA GCSE Biology ‘Infection and Response’ module. The lesson begins with an introduction to the structure of fungi and protists and some of the diseases they can cause in plants and animals. Pupils can then stick a piece of information in their books which outlines the rose black spot fungal disease of plants and the protist disease of malaria in humans. Pupils should use this information to work their way through the levelled tasks on the board. You can then go through the answers to these questions and pupils can self-assess or peer-asses their work. The mid-lesson progress check is an activity where pupils match definitions to the correct key words, pupils can self-assess their work. In the next activity pupils can create a pamphlet/poster aimed at patients going abroad to a country where they could be at risk of contracting malaria. Pupils can work through the tasks for each of the parts of the ABCD approach in order to complete this poster. Pupils can then peer-assess their work. Plenary is a quick quiz pupils can complete at the back of their books. Other lessons from the ‘Infection and Response’ unit can be found in my TES shop. Thanks :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with an introduction to the main functions of the female and male reproductive systems. This then leads into a task whereby students will firstly watch a video on the structure of the female reproductive system, during which they will need to label a diagram. After this, students will watch a video on the structure of the male reproductive system, again students will need to label a diagram whilst watching this video. Students can then mark their work using the mark scheme provided. Next, students will each be given a card of information which describes the function of one part of either the male/female reproductive system. Students will need to walk around the room and share information with each other to complete their own table to summarise each of these functions. The mark scheme for this task is also included so students can either self assess or peer assess their work. The next activity is a progress check task, students will answer a set of levelled questions based upon what they have learned so far this topic. Once this task has been completed, students can mark and correct their own work. Lastly, students will complete an activity whereby they will be required to match the correct reproductive structure with it’s function, students can self-assess their work once complete, using the answers provided. The plenary task is an anagram challenge - students should try to unscramble the words to reveal 6 key words learned over the last two lessons on adolescence and reproductive systems. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)