This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the B3.1 Gas exchange in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of 90 slides and contains the followings: All the information ( HL) the IB have included in the new spec. Exam tips Clear diagrams Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: B3.1.1: Outline the need for gas exchange in living organisms. B3.1.2: Describe properties of gas-exchange surfaces. B3.1.3: Explain how concentration gradients are maintained at exchange surfaces in animals. B3.1.4: Describe the adaptations of mammalian lungs for gas exchange. B3.1.5: Explain the process of ventilation. B3.1.6: Determine measurements of lung volumes. B3.1.7: Outline the adaptations of leaves for gas exchange. B3.1.8: Draw and label a plan diagram to show the distribution of tissues in a transverse section of a dicotyledonous leaf. B3.1.9: Outline the process of transpiration and the factors that affect the rate of transpiration. B3.1.10: Determine stomatal density. B3.1.11: Outline the adaptations of foetal and adult haemoglobin for the transport of oxygen. B3.1.12: Explain the Bohr shift and the benefits for respiring tissues. B3.1.13: Analyse and explain oxygen dissociation curves.

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the Theme/Unit C1.1 Enzymes in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of over 60 slides and contains the followings: All the information the IB have included in the new spec. Exam tips Clear diagrams Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: C1.1: Define metabolism. C1.2: Distinguish between anabolism and catabolism and give examples. C1.3: Describe the structure and role of enzymes. C1.4: Describe the mechanism of enzyme catalysis. C1.5: Describe the role of molecular motion and substrate–active site collisions in enzyme catalysis. C1.6: Explain the relationship between the structure of the active site, enzyme–substrate specificity and denaturation. C1.7: Explain the effect of enzymes on the activation energy. C1.8: Explain the effect of temperature, pH, substrate concentration on the enzyme activity. C1.9: Determine reaction rate through experimentation and secondary data. C1.10:Distinguish intracellular and extracellular enzyme-catalysed reactions. C1.11: Distinguish cyclical and linear pathways in metabolism. C1.12: Explain the generation of heat by metabolic reactions. C1.13: Distinguish competitive and non-competitive inhibition and give examples. C1.14: Explain the end-product inhibition and give examples. C1.15: Explain mechanism-based inhibition.

This PowerPoint contains everything you need to teach Thinking and decision making in the cognitive approach unit IB Psychology specification. This Powerpoint contains the followings: All the information ( HL) the IB have included in the new spec. Exam tips Clear diagrams Videos Student research tasks Student workbook which accompanies the lessons The following content is included: Economics of irrational decisions Bounded rationality Rational thinking and intuitive thinking: (Sanfey and Chang, 2008) Characteristics of System 1 and System 2 thinking Wason (1968) Interacting systems: (Kahneman, 2003): Dual processing Atler & Oppenheimer, 2007 Summary of unit with student workbook

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the B4.2 Ecological niches in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of 60 slides and contains the followings: All the information the IB have included in the new spec. Exam tips Clear diagrams Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: B4.2.1: Explain what biotic and abiotic interactions are and how they influence growth, survival and reproduction, including how a species obtains food. B4.2.2: Explain the differences between obligate anaerobes, facultative anaerobes and obligate aerobes. B4.2.3: Summarise the process of photosynthesis as the mode of nutrition in plants, algae and several groups of photosynthetic prokaryotes. B4.2.4: Explain the various modes of holozoic, mixotrophic, saprotrophic nutrition. B4.2.5: Give details of the diversity of nutrition in archaea. B4.2.6: Summarise the relationship between dentition and the diet of omnivorous and herbivorous representative members of the family Hominidae. B4.2.7: Infer the diet of several hominid species from anatomical features. B4.2.8: Describe the adaptations of herbivores for feeding on plants and of plants for resisting herbivory. B4.2.9:Describe the adaptations of predators for finding, catching and killing prey and of prey animals for resisting predation. B4.2.10: Describe the adaptations of plants for harvesting light. B4.2.11: Describe and explain the differences between the fundamental and the realised niches. B4.2.12:Explain the concept of competitive exclusion and the uniqueness of ecological niches

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the B4.1 Adaptations to environment in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of 60 slides and contains the followings: All the information ( HL) the IB have included in the new spec. Exam tips Clear diagrams Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: B4.1.1: Define habitat as a place in which a community, species, population or organism lives. B4.1.2: Define adaptation and discuss various ways that organisms have adapted to the abiotic factors of their habitat particularly the sand dunes and mangrove swamp. B4.1.3: Explain how abiotic variables affect a species distribution and contribute to its range of tolerance. B4.1.4: Use transect data to correlate the distribution of an organism using sensors and data loggers. B4.1.5: State the conditions required for coral reef formation. B4.1.6: Describe how abiotic factors act as the determinants of terrestrial biome distribution. B4.1.7: Recognise biomes as groups of ecosystems with similar communities due to similar abiotic conditions and convergent evolution B4.1.8: State the adaptations to life in hot deserts and tropical rainforest.

This PowerPoint contains everything you need to teach Intuitive and rational thinking in the cognitive approach unit IB Psychology specification. This Powerpoint contains the followings: All the information ( HL) the IB have included in the new spec. Clear diagrams Videos Student research tasks **Student workbook which accompanies the lessons ** The following content is included: Usefulness of intuitive thinking Computational model of decision making heuristic Examples of heuristic Class experiment of anchoring effect Class experiment of framing effect Availability heuristic: Experiment and examples Rational thinking Activating system 2

This PowerPoint contains everything you need to teach Thinking and decision making models in the cognitive approach unit IB Psychology specification. This Powerpoint contains the followings: All the information ( HL) the IB have included in the new spec. Clear diagrams Videos Student research tasks Student workbook which accompanies the lessons The following content is included: Model for reasoned action Explanation of model with clear examples Model of planned behaviour Evaluation of both models Free will Research tasks and acommpanying workbook.

This PowerPoint contains everything you need to teach techniques and methods to study the brain in biological apprach unit IB Psychology specification. This Powerpoint contains the followings: All the information ( HL) the IB have included in the new spec. Clear diagrams Videos Extended writing question Student research tasks **Student workbook which accompanies the lessons ** The following content is included: Animal research evaluation Case study of animal research to understand fear MRI: How they work? EEG: How they work? CT: How they work? PET: How they work? fMRI: How they work? Evaluation of the use of case studies. Triangulation

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the Theme/Unit C1.2 Respiration in the new IB Biology specification. ***YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of over 80 slides and contains the followings: All the information the IB have included in the new spec. Exam tips Clear diagrams Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: C1.2.1: Explain what ATP is and how it functions as a cell’s energy currency. C1.2.2: Describe processes within cells that use ATP as an energy source. C1.2.3: Describe the interconversions and energy changes between ATP and ADP. C1.2.4: Describe cell respiration as the process that produces ATP using energy from carbon compounds and be able to distinguish between cell respiration and gas exchange. C1.2.5: Distinguish between aerobic and anaerobic respiration. C1.2.6: Describe the variables that affect the rate of cell respiration and be able to calculate the rate of respiration. C1.2.7: Explain the role of NAD as a hydrogen carrier in cell respiration. C1.2.8: Describe the conversion of glucose to pyruvate by the process of glycolysis. C1.2.9: Describe anaerobic respiration as a means to regenerate NAD, producing lactate as a by-product. C1.2.10: Describe anaerobic respiration in yeast and how we make use of it for brewing and baking. C1.2.11: Describe the link reaction and the conversion of pyruvate to acetyl groups. C1.2.12: Describe the Krebs cycle. C1.2.13: Explain how NAD transfers energy to the electron transport chain (ETC) for the pumping of protons across the inner mitochondrial membrane. C1.2.14: Describe the establishment of a proton gradient across the inner membrane by the flow of electrons through the ETC. C1.2.15: Describe the formation of ATP via chemiosmosis. C1.2.16: Outline the role of oxygen as the final electron acceptor. C1.2.17: Outline how carbohydrates and lipids are used differently in the cell respiration pathway.

This resource consist of everything you will need to teach iGCSE Co-ordinated science (cambridge) C8 Acids, bases and salts. This resource consists of 7 powerpoints (over 100 slides in total) and a student checklist. Approximately 10 lessons are needed to complete this unit. Lessons included: Properties of Acids and bases Types of Oxides research Types of Oxides lesson Testing for anions and cations Making salts Testing for gases Summary lesson and exam questions Each lesson consists: Starter tasks Clear diagrams and explanations Student questions with answers Research tasks Videos Student checklist

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the Theme/Unit C2.1 Chemical signalling in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of over 70 slides and contains the followings: All the information the IB have included in the new spec. Exam tips Clear diagrams Summary videos Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: C2.1.1: Define the term ligand. C2.1.2: Outline the stages of signal transduction. C2.1.3: Explain the mechanism of quorum sensing in bacteria and discuss its role in bacterial behaviour. C2.1.4: Understand bioluminescence and its importance and applications. C2.1.5: Identify the categories of signalling chemicals in animals ­ hormones, neurotransmitters, cytokines and calcium ions. C2.1.6: Differentiate between different types of signals used by multicellular organisms. C2.1.7: Describe the difference in structure and function of hormones and neurotransmitters. C2.1.8: Demonstrate an understanding of mechanisms that signalling molecules use to produce localised as well as distant effects. C2.1.9: Analyse the role of signalling molecules in the transmission of signals from one part of the body to another. C2.1.10: Compare and contrast transmembrane receptors and intracellular receptors. C2.1.11: Describe the different signalling pathways activated by transmembrane receptors and intracellular receptors. C2.1.12: Explain the mechanisms of initiation of signal transduction pathways. C2.1.13: Compare and contrast different types of transmembrane receptors and their mechanisms of action, including neurotransmitter receptors and G protein-coupled receptors. C2.1.14:Analyse the role of transmembrane receptors in changing membrane potential and activating intracellular signalling pathways. C2.1.15: Explain that positive feedback amplifies the response. C2.1.16: Explain that negative feedback dampens or inhibits the signalling response. C2.1.17: Explain that a balance of both positive and negative feedback is necessary for proper cellular response

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the B3.3 Muscle and motility in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of 68 slides and contains the followings: All the information ( HL) the IB have included in the new spec. Exam tips Clear diagrams Student research tasks Clearly identified HL and SL content Student checklist Summary The following content is included: B3.3.1: Recognise the concept of movement in different species. B3.3.2: Outline the structure of a sarcomere. B3.3.3: Explain how a sarcomere contracts. B3.3.4: Outline the role of titin and antagonistic muscles in muscle relaxation. B3.3.5: Describe the structure and function of motor units in skeletal muscles. B3.3.6: Outline the role of the skeleton as anchorage for muscles and as levers. B3.3.7: Explain the role of the different components of a joint. B3.3.8: Compare the range of motion of a joint. B3.3.9: Explain the antagonistic action of the internal and external intercostal muscles. B3.3.10: Give examples of reasons for locomotion. B3.3.11: Describe adaptations for swimming in marine mammals.

This bundle consists of 9 end of unit exams for: A1.1 Water A1.2 Nucleic acids A2.1: Origins of cells A2.2: Cell structure A2.3: Viruses A3.1: Diversity in organisms A3.2: Classification & cladisitics A4.1: Evolution & Speciation A4.2: Ecosystems Exam exam can be used as an end of topic exam and consists of: 7-10 multiple choice questions Questions using IB command terms: state, explain, analyse, describe Data based question Mark schemes included

This PowerPoint contains everything you need to teach the Theme/Unit C2.2 Neural signalling in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of over 100 slides and contains the followings: All the information the IB have included in the new spec. Exam tips Clear diagrams Summary videos Student research tasks Clearly identified HL and SL content Student checklist **Exam style questions Summary The following content is included: C2.2.1: Describe the structure of a neuron having a cell body with elongated nerve fibres of varying length projecting from it. C2.2.2: Describe the axon as a long single fibre helping in the conduction of electrical impulse and dendrites as multiple shorter fibres receiving and processing incoming signals. C2.2.3: Describe how energy from ATP drives sodium ions into the membrane causing depolarisation. C2.2.4: Explain the concept of membrane polarisation and membrane potential. C2.2.5: Explain the reasons for resting potential being negative. C2.2.6: Compare the speed in myelinated and non-myelinated fibres. C2.2.7: Explain the role of synapsis in communication between neurons. C2.2.8: Compare and contrast the mechanisms of neurotransmitter release in different types of synapses. C2.2.9: Analyse the factors that affect the magnitude and duration of excitatory postsynaptic potentials. C2.2.10: Describe the process of depolarisation and repolarisation during an action potential. C2.2.11: Evaluate the importance of action potential propagation in neural communication and information processing. C2.2.12: Explain the concept of an oscilloscope and its use in measuring neural activity. C2.2.13: Interpret and analyse oscilloscope traces of resting potentials and action potentials. C2.2.14: Describe the process of saltatory conduction in myelinated fibres. C2.2.15:Compare and contrast the speed and efficiency of action potential propagation in myelinated and unmyelinated fibres. C2.2.16: Describe the effects of exogenous chemicals on synaptic transmission, including drugs and toxins. C2.2.17: Analyse the factors that affect the magnitude and duration of inhibitory postsynaptic potentials. C2.2.18: Understand that multiple presynaptic neurons interact with all-or-nothing consequences in terms of postsynaptic depolarisation. C2.2.19:Understand that nerve endings have channels for positively charged ions, which open in response to a stimulus such as high temperature, acid or certain chemicals such as capsaicin in chilli peppers. C2.2.20:Explain that the entry of positively charged ions causes the threshold potential to be reached and propagation of nerve impulses. C2.2.21:Explain that consciousness is another example of the consequences of interaction.

This PowerPoint contains everything you need to teach Localisation of brain function the brain in biological apprach unit IB Psychology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint contains the followings: All the information ( HL) the IB have included in the new spec. Clear diagrams Videos Extended writing question Student research tasks **Student workbook which accompanies the lessons ** Content covered includes: Previous techniques such as trepanning and phrenology Causation and correlation Wider Penfield and the homunculus Hippocampus and declarative memory The amygdala and fear Interconnected nature of the brain

This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here This PowerPoint contains everything you need to teach the Theme/Unit C3.2 Defence against diseases in the new IB Biology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint consists of over 90 slides and contains the followings: All the information the IB have included in the new spec. Exam tips Clear diagrams Summary videos Student research tasks Clearly identified HL and SL content Student checklist **Exam style questions Summary The following content is included: C3.2.1: Identify the categories of pathogens. C3.2.2: Describe the role of the skin and mucous membranes in primary defence of the body. C3.2.3: Explain the process of clotting of blood. C3.2.4: Differentiate between innate immune system and adaptive immune system. C3.2.5: State the role of phagocytes in controlling infection. C3.2.6: Explain the role of lymphocytes in adaptive immune responses. C3.2.7: Recall that antigens trigger antibody production. C3.2.8: Explain the activation of T-lymphocytes by helper T-cells. C3.2.9: Outline the role of activated B-lymphocytes in production of sufficient quantities of antibodies. C3.2.10: Describe the role of memory cells in immunity. C3.2.11: Describe the means of transmission of HIV. C3.2.12: Study the effect of the virus on the functioning of the immune system (lymphocytes) C3.2.13: State the role of antibiotics in controlling bacterial infections. C3.2.14: Infer the causes of bacterial resistance. C3.2.15: Explain the transmission of zoonotic diseases. C3.2.16: Explain the role of vaccines in developing immunity. C3.2.17: Describe the interdependence of a population in building herd immunity. C3.2.18: Evaluate data related to COVID-19 pandemic

This PowerPoint contains everything you need to teach Neuroplasticity in biological approach unit IB Psychology specification. **YouTube video is a preview of the full resource (does not include all slides) ** This Powerpoint contains the followings: All the information ( HL) the IB have included in the new spec. Clear diagrams Videos Extended writing question Student research tasks Student workbook which accompanies the lessons Now includes student project on Neuroplasticity and metacognition Content covered includes: Explanation of neuroplasticity Neural/synaptic pruning Case studies of neuroplasticity Evaluating data tasks Practical applications of neruoplastcity Student project on neuroplasticity and metacognition