Revision activities for Infection and Response for GCSE. Taken from all aspects of the syllabus.

Student should be able to: Make an informed judgement about embryo screening by evaluating in detail the economic, social, and ethical issues. List advantages and disadvantages of embryo screening. Suggest reasons why embryos might be screened.

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 how to conduct the required practical on reaction time and analyse the results and data from it. Ruler drop investigation.

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

Students should understand that there are: medicinal, recreational and illegal drugs. They should understand addiction and withdrawal symptoms. They will do a market place task with a range of drug sheet information.

Lesson (including research task on human genome project)

Students should be able to state examples of genetic diseases. Students should state symptoms and the genetics behind inheriting these diseases, making reference to recessive and dominant alleles

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

Students should understand the importance of starch in plants Students should understand how starch is used and the method on how to test for starch Exam questions 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

Students should understand what exothermic and endothermic reactions are and how to tell if a reaction is either one. Students will conduct mini experiments (place at different tables?) and fill in the data and come up with conclusions for their practical work. Can ask high ability students to create their own table of results if necessary.

Students should understand what anaerobic respiration is, to understand the difference between anaerobic and aerobic respiration and explain muscle fatigue. Includes AfL quiz, revision mats and tasks.

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

Students should understand what biodiversity is, the factors that affect biodiversity and why it is important for humans to preserve biodiversity.

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

An independent research project for KS4 students covering metabolism. It has a quick starter, and the basics of what students need to know about with regards to metabolism: what it is, how the liver plays a part in metabolism and various metabolic reactions.

Engaging lesson about stem cells: adult and embryonic Stem cell uses and applications Evaluation of embryonic stem cells - HA

Engaging starter ( thalidomide) Students should understand how penicillin was development and the stages of drug trials.

Student should understand the periodic table, how it is laid out and what elements are. Using elements, and symbols, create a word