Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: (b) Variety of living organisms 1.2 describe the common features shown by eukaryotic organisms: plants, animals, fungi and protoctists 1.3 describe the common features shown by prokaryotic organisms such as bacteria 1.4 understand the term pathogen and know that pathogens may include fungi, bacteria, protoctists or viruses Contains exam style questions

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 26 slides covering Plant tissues, organs and systems. By the end of the powerpoint students would have covered: 4.2.3.1 Plant tissues 4.2.3.2 Plant organ system

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 IGCSE Edexcel course but can be used for other examination boards. Covers: (g) Gas exchange Humans 2.46 describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes 2.47 understand the role of the intercostal muscles and the diaphragm in ventilation 2.48 explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries 2.49 understand the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease 2.50 practical: investigate breathing in humans, including the release of carbon dioxide and the effect of exercise

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (g) Gas exchange Flowering plants 2.40B understand the role of diffusion in gas exchange 2.41B understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis 2.42B understand how the structure of the leaf is adapted for gas exchange 2.43B describe the role of stomata in gas exchange 2.44B understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light 2.45B practical: investigate the effect of light on net gas exchange from a leaf, using hydrogen-carbonate indicator Includes a video for flipped learning.

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (f) Respiration 2.34 understand how the process of respiration produces ATP in living organisms 2.35 know that ATP provides energy for cells 2.36 describe the differences between aerobic and anaerobic respiration 2.37 know the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms 2.38 know the word equation for anaerobic respiration in plants and in animals 2.39 practical: investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms Contains exam style questions.

There are two worksheets: covers the structure and function of a leaf. cover photosynthesis and factors that affect photosynthesis. This worksheet can be used for pupils on the GCSE/IGCSE course. It can also be used to help A-level pupils review prior learning. Worksheet comes in PDF form.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE course (covers spec point 4.1.1.3) but can be modified for other exam boards. 10 slides covering Animal cell specialisation . By the end of the powerpoint students would have covered: -Explain how cells become specialised through differentiation. -Why are animal cells specialised -Be able to link structure to function of different animal cells.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science 7 practice exam questions suitable for the new GCSE AQA specification. Great revision tool or could be used as a end of topic test.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.5.1.4 ) course but can be modified for other exam boards. 13 slides covering Resultant forces . By the end of the powerpoint students would have covered: Add labels to a diagram to show several forces acting on it. Calculate resultant force produced by several forces acting on an object in coplanar directions. Draw a scaled free-body force diagram showing forces as vectors and find the resultant force vector.

A personal learning checklist for the new AQA science course. Students RAG rate the objectives. Contains a What went well, Even better if and student response section for teachers to give feedback to students. Check list covers: 4.1.1, 4.1.2, 4.1.3 Check out my other resources at www.tes.com/teaching-resources/shop/mr_science

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE course (Spec point 4.5.1.2) but can be modified for other exam boards. 11 slides covering Contact and non-contact forces. By the end of the powerpoint students would have covered: -Define what forces are -State the units for forces -Be able to explain the differences between contact and non-contact forces.

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.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.1.1.1 ) course but can be modified for other exam boards. 11 slides covering Chemical equations. By the end of the powerpoint students would have covered: State that mass is conserved in a chemical reaction. Explain why mass is conserved in a chemical reaction. Write balanced symbol equations.

Designed for the new specification AQA GCSE( covers spec point 4.1.1.3 ) course but can be modified for other exam boards. 11 slides covering History of the atom. By the end of the powerpoint students would have covered: Describe how and why the atomic model has changed over time Describe the difference between the plum-pudding model of the atom and the nuclear model of the atom Describe why the new evidence from the scattering experiment led to a change in the atomic model

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.5.2.4 ) course but can be modified for other exam boards. 9 slides covering Controlling body temperature: State the role of the thermoregulatory centre Describe how body temperature is monitored and controlled Explain how mechanisms lower or raise body temperature

A short video lasting 1min and 45sec that can be used as an introduction into how enzymes work. Suitable for GCSE/A-level students in all exam boards.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science 22 questions for students to practice balancing equations.

Put all your students names into the different slides, click slide show and the powerpoint will go through all the names and you can randomly stop the slide show to pick a student to ask a question. Press the left arrow to stop and right arrow to start again.

Matches the AQA A-level biology specification on kerboodle. Intended to track assessment marks at A-level You can manipulate the grade boundary to your schools needs simple fill in the % marks column and the spread sheet will generate the grade.