Designed for the new specification AQA GCSE course but can be modified for other exam boards. 20 slides covering The theory of evolution: By the end of the powerpoint students would have covered: 4.6.3.1 Theory of evolution (biology only)

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 14 slides covering selective breeding By the end of the powerpoint students would have covered: 4.6.2.3 from the specification.

Designed for the new specification AQA GCSE( covers spec point 4.5.3.2 ) course but can be modified for other exam boards. 19 slides covering Control of blood glucose levels: Describe how Blood glucose concentration is monitored and controlled by the pancreas Explain the difference between Type 1 and Type 2 diabetes Extract information and interpret data from graphs that show the effect of insulin in blood glucose levels

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 23 slides covering the The heart and blood vessels. By the end of the powerpoint students would have covered: Students should know the structure and functioning of the human heart and lungs, including how lungs are adapted for gaseous exchange. The heart is an organ that pumps blood around the body in a double circulatory system. The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body. Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required. Knowledge of the lungs is restricted to the trachea, bronchi, alveoli and the capillary network surrounding the alveoli. The natural resting heart rate is controlled by a group of cells located in the right atrium that act as a pacemaker. Artificial pacemakers are electrical devices used to correct irregularities in the heart rate. The body contains three different types of blood vessel: • arteries • veins • capillaries. Students should be able to explain how the structure of these vessels relates to their functions. Students should be able to use simple compound measures such as rate and carry out rate calculations for blood flow.

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 IGCSE Edexcel course but can be used for other examination boards. Covers: Micro-organisms 5.5  understand the role of yeast in the production of food including bread 5.6  practical: investigate the role of anaerobic respiration by yeast in different conditions 5.7  understand the role of bacteria (Lactobacillus) in the production of yoghurt 5.8 understand the use of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of micro- organisms

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 21 slides covering Fertilisation in plants By the end of the powerpoint students would have covered: 3.13 know the process of fertilisation in flowering plants, starting with the growth of a pollen tube and ending with the fusion of nuclei. Powerpoint contains exam questions.

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 20 slides covering The organisation of cells By the end of the powerpoint students would have covered: -How the cells of multicellular organisms are organised into tissues. -How the tissues are organised into organs. -How the organs are organised into organ systems. Powerpoint contains exam questions

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 18 slides covering Prokaryotic cells By the end of the powerpoint students would have covered: -The ultrastructure of Prokaryotic cells. -Understand the function organelles in Prokaryotic cells Powerpoint contains a exam style question

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 18 slides covering Mitosis By the end of the powerpoint students would have covered: -Understand the cell cycle’s role in the production of identical daughter cells for growth and asexual reproduction. -Know how to calculate mitotic indices. Powerpoint contains exam questions

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 21 slides covering The cell cycle By the end of the powerpoint students would have covered: -The cell cycle’s role in the production of identical daughter cells for growth and asexual reproduction. Powerpoint contains exam questions

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.

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 24 slides coveringThe Structure of Neurones By the end of the powerpoint students would have covered: 8.7 understand how the effects of drugs can be caused by their influence on nerve impulse transmission, illustrated by nicotine, lidocaine and cobra venom alpha toxin, the use of L-DOPA in the treatment of Parkinson’s disease and the action of MDMA (ecstasy) Powerpoint contains exam questions.

Designed for the new specification International A-level edexcel course but can be modified for other exam boards. 17 slides coveringThe Structure of Neurones By the end of the powerpoint students would have covered: 8.5 understand the role of myelination in saltatory conduction. Powerpoint contains exam questions.

Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: (a)Level of organisation 2.1 describe the levels of organisation in organisms: organelles, cells, tissues, organs and systems (b) Cell structure 2.2 describe cell structures, including the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole 2.3 describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole 2.4 know the similarities and differences in the structure of plant and animal cells 2.5B explain the importance of cell differentiation in the development of specialised cells 2.6B understand the advantages and disadvantages of using stem cells in medicine Contains exam style questions

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: 2.51  understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell 2.52  understand the need for a transport system in multicellular organisms Flowering plants 2.53  describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant 2.54  describe the role of xylem in transporting water and mineral ions from the roots to other parts of the plant 2.55B understand how water is absorbed by root hair cells 2.56B understand that transpiration is the evaporation of water from the surface of a plant 2.57B understand how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity 2.58B practical: investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot Contains exam questions

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 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 AQA GCSE course but can be modified for other exam boards. 32 slides covering Diffusion. (contains a optional practical) By the end of the powerpoint students would have covered: Substances may move into and out of cells across the cell membranes via diffusion. Diffusion is the spreading out of the particles of any substance in solution, or particles of a gas, resulting in a net movement from an area of higher concentration to an area of lower concentration. Some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange, and of the waste product urea from cells into the blood plasma for excretion in the kidney. Students should be able to explain how different factors affect the rate of diffusion. Factors which affect the rate of diffusion are: the difference in concentrations (concentration gradient) the temperature the surface area of the membrane. A single-celled organism has a relatively large surface area to volume ratio. This allows sufficient transport of molecules into and out of the cell to meet the needs of the organism. Students should be able to calculate and compare surface area to volume ratios. Students should be able to explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area to volume ratio. Students should be able to explain how the small intestine and lungs in mammals, gills in fish, and the roots and leaves in plants, are adapted for exchanging materials. In multicellular organisms, surfaces and organ systems are specialised for exchanging materials. This is to allow sufficient molecules tobe transported into and out of cells for the organism’s needs. The effectiveness of an exchange surface is increased by: having a large surface area a membrane that is thin, to provide a short diffusion path (in animals) having an efficient blood supply (in animals, for gaseous exchange) being ventilated.

Designed for the new specification AQA GCSE( covers spec point 4.5.4.1) course but can be modified for other exam boards. 26 slides covering Plant hormones and response: -Be able to describe how plants respond to light and gravity. -Be able to investigate the effect of light or gravity on the growth of newly germinated seedlings. -Be able to describe the effects of some plant hormones and the different ways people use them to control plant growth.