Worksheet with model answers to go through the key structures.
Sutiable for the IGCSE/GCSE course.
Print on A3 and colour for best results.
No Answers included
Designed for the new specification IGCSE Edexcel course but can be used for other examination boards.
Covers:
(d) Cloning
5.17B describe the process of micropropagation (tissue culture) in which explants are grown in vitro
5.18B understand how micropropagation can be used to produce commercial quantities of genetically identical plants with desirable characteristics
5.19B describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep
5.20B understand how cloned transgenic animals can be used to produce human proteins
Designed for the new specification AQA GCSE course but can be modified for other exam boards.
20 slides covering Stem cells.
By the end of the powerpoint students would have covered:
A stem cell is an undifferentiated cell of an organism which is capable of giving rise to many more cells of the same type, and from which certain other cells can arise from differentiation.
Students should be able to describe the function of stem cells in embryos, in adult animals and in the meristems in plants.
Stem cells from human embryos can be cloned and made to differentiate into most different types of human cells.
Stem cells from adult bone marrow can form many types of cells including blood cells.
Meristem tissue in plants can differentiate into any type of plant cell, throughout the life of the plant.
Knowledge and understanding of stem cell techniques are not required.
Treatment with stem cells may be able to help conditions such as diabetes and paralysis.
In therapeutic cloning an embryo is produced with the same genes as the patient. Stem cells from the embryo are not rejected by the patient’s body so they may be used for medical treatment.
The use of stem cells has potential risks such as transfer of viral infection, and some people have ethical or religious objections.
Stem cells from meristems in plants can be used to produce clones of plants quickly and economically.
• Rare species can be cloned to protect from extinction.
• Crop plants with special features such as disease resistance can be cloned to produce large numbers of identical plants for farmers.
Designed for the new specification IGCSE Edexcel course but can be used for other examination boards.
Covers:
(b) Feeding relationships
4.6 understand the names given to different trophic levels, including producers, primary, secondary and tertiary consumers and decomposers
4.7 understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer
4.8 understand the transfer of substances and energy along a food chain
4.9 understand why only about 10% of energy is transferred from one trophic level to the next
Designed for the new specification IGCSE edexcel course but can be used for other examination boards.
Covers:
Humans
3.8 understand how the structure of the male and female reproductive systems are adapted for their functions
3.9 understand the roles of oestrogen and progesterone in the menstrual cycle
3.10B understand the roles of FSH and LH in the menstrual cycle
3.11 describe the role of the placenta in the nutrition of the developing embryo
3.12 understand how the developing embryo is protected by amniotic fluid
3.13 understand the roles of oestrogen and testosterone in the development of secondary sexual characteristics
Contains 4 lessons covering:
Homeostasis
The human nervous system
The brain
The eye
Lessons are designed for the new AQA course covering specification points: 4.5.1, 4.5.2.1,4.5.2.2,4.5.2.3
These lessons can be adapted to be used with other exam boards as all new science specifications now cover the same content.
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.
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( covers spec point 4.7.1 ) course but can be modified for other exam boards.
38 slides covering adaptations :
4.7.1.1 Communities
4.7.1.2 Abiotic factors
4.7.1.3 Biotic factors
4.7.1.4 Adaptations
Designed for the new specification IGCSE Edexcel course but can be used for other examination boards.
Covers:
a) Food production
Fish farming
5.9B understand the methods used to farm large numbers of fish to provide a source of protein, including maintaining water quality, controlling intraspecific and interspecific predation, controlling disease, removing waste products, controlling the quality and frequency of feeding, and selective breeding
Designed for the new specification IGCSE Edexcel course but can be used for other examination boards.
Covers:
(d) Human influences on the environment
4.12 understand the biological consequences of pollution of air by sulfur dioxide and carbon monoxide
4.13 understand that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse gases
4.14 understand how human activities contribute to greenhouse gases
4.15 understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences
4.16 understand the biological consequences of pollution of water by sewage
4.17 understand the biological consequences of eutrophication caused by leached minerals from fertiliser
4.18B understand the effects of deforestation, including leaching, soil erosion, disturbance of evapotranspiration and the carbon cycle, and the balance of atmospheric gases
Designed for the new specification AQA GCSE course but can be modified for other exam boards.
29 slides covering Inheritance:
By the end of the powerpoint students would have covered:
4.6.1.6 Genetic inheritance
4.6.1.7 Inherited disorders
4.6.1.8 Sex determination
Designed for the new specification AQA GCSE course but can be modified for other exam boards.
16 slides covering trophic levels in a ecosystem.
By the end of the powerpoint students would have covered:
4.7.4.1 Trophic levels
4.7.4.2 Pyramids of biomass
4.7.4.3 Transfer of biomass
Check out my other resources at www.tes.com/teaching-resources/shop/mr_science
Contains topics covering (7 powerpoints):
Human endocrine system
Control of blood glucose levels
Hormones in human reproduction
Contraception
Treating infertility
Negative feedback
Plant hormones and response
Using plant hormones
Lessons are designed for the new AQA course covering specification points: 4.5.3.1, 4.5.3.2, 4.5.3.4, 4.5.3.5, 4.5.3.6, 4.5.3.7, 4.5.4.1 and 4.5.4.2
These lessons can be adapted to be used with other exam boards as all new science specifications now cover the same content.
Designed for the new specification IGCSE CIE (Cambridge) course but can be used for other examination boards.
Powerpoint presentation covers:
Core
1 State the distinguishing properties of solids, liquids and gases
2 Describe the structures of solids, liquids and gases in terms of particle separation, arrangement and motion.
3 Describe changes of state in terms of melting, boiling, evaporating, freezing and condensing
Supplement
5 Explain changes of state in terms of kinetic particle theory, including the interpretation of heating and cooling curves
Designed for the new specification AQA GCSE course but can be modified for other exam boards.
32 slides covering Cell structure (cell specialisation and cell differentiation).
By the end of the powerpoint students would have covered:
**4.1.1.3 Cell specialisation **
Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism.
Cells may be specialised to carry out a particular function:
sperm cells, nerve cells and muscle cells in animals
root hair cells, xylem and phloem cells in plants.
**4.1.1.4 Cell differentiation **
Students should be able to explain the importance of cell differentiation.
As an organism develops, cells differentiate to form different types of cells.
Most types of animal cell differentiate at an early stage.
Many types of plant cells retain the ability to differentiate throughout life.
In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell.
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.