Students should understand the plants minerals, using them as market place. understand the need for plant minerals.

Students should understand what photosynthesis is, the word and symbol equation and what is needed/produced. Students should understand how the leaf is adapted for photosynthesis.

students should understand the process of osmosis, and how it differs to diffusion

Students should understand extinction, what it is and reasons for extinction. Understand factors that cause extinction. Highlight factors that we can do to prevent extinction

Students are required to evaluate non-hormonal and hormonal methods of contraception

Students should understand the importance of contraception and how to evaulate hormonal/non-hormonal methods of contraception. Exam question attached, also to put learning into practice.

Students to recap briefly on optimum enzyme function and the pH that amylase functions at its optimum level at. Includes questions to test knowledge/understanding of the practical. Answers below:

Students should recap what enzymes are how they work and describe their shape and specificity to certain substrates. Second powerpoint is a research tasks on factors that affect enzyme structure and function.

Students should understand how glucose is regulated in the body and what happens if glucose levels are not properly regulated and the difference between type 1+ 2 diabetes

Use questions for the video: Define the term homeostasis? (1) Name 4 things that have to be kept constant in the body (4) Describe what would happen if waste products built up. (1) Name a waste gas produced by cells.(1) State the process in cells which produces this gas. (1) Where does the waste gas leave the body? (1) How does water enter the body? (2) Name the process in cells which produces water. (1) Describe the urine produced by the body when there are high levels of water present. (2) Name 3 substances found in urine (3) Where is the urine stored in the body? (1) Explain why people sweat? (1) Where is the thermoregulatory centre? (1) State the optimum human body temperature? (1) Explain why cells need a constant supply of glucose (1) Name the organ which monitors and controls blood glucose levels (1) Describe the job (role) of insulin (1) What problem do diabetics have? (1) (25 marks)

Students should understand the process of interdependence and adaptations of predators and prey (and interpret predator-prey cycle data).

All: Recall that alleles can either be dominant or recessive Most: Explain why offspring look the way they do in relation to the alleles they inherit Some: Independently Construct your own Punnet squares to show inheritance in offspring

Students should understand the importance of the skeleton and why a skeleton is needed. Students should be able to label bones of the body. Includes worksheets: questions from activate and design your own skeleton

Students should understand the equation for calculating magnifaction. Examples given. Students should understand what magnification is and how microscopes work, comparing electron and light microscope.

Students should understand what abiotic and biotic factors affect ecosystems and to maintain a stable ecosystem. Also detail on adaptation and competition in plants/animals.

Students should understand structure and function of DNA and understanding human genome.

Students should understand the relation between starch production and photosynthesis. Students should understand how starch is stored and used within a plant (using mind=map) Exam questions follow (as well as link to testing for starch)

Students should understand the importance of reflexes and the reflex arc. Exam questions follow

Students should understand the nervous system (what it consists of) and the response to stimuli. Exam questions are included.

Students should be able to: • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation or globally • explain the effect of lifestyle factors including diet, alcohol and smoking on the incidence of non-communicable diseases at local, national and global levels. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. MS 2d Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. MS 2c, 4a Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors. MS 2g