1. Cells What do you already know? – Working as a group, on the piece of paper on your desk, draw an animal and plant cell with as much detail as you can. 5 minute find out – You have 5 minutes to use any of the resources in this room to develop your own knowledge about cells – DO NOT MAKE NOTES Learning Outcomes: You should be able to….. * Draw and describe the structure of animal and plant cells * Describe the functions of the parts of animal and plant cells * List the differences between animal and plant cells and explain why plant and animal cells have these differences

2. Cells – Draw and label a plant and animal cell – Extension - Give a full explanation of what every different ‘organelle’ does and state whether you find it in a plant cell/ animal cell or both. Learning Outcomes: You should be able to….. * Draw and describe the structure of animal and plant cells * Describe the functions of the parts of animal and plant cells * List the differences between animal and plant cells and explain why plant and animal cells have these differences

3. Draw and label an animal and plant cell, adding as much detail as possible An Animal cell A Plant / Algae cell

4. StructureAnimal/Plant or both? Function Nucleus Cytoplasm Cell Membrane Mitochondria Ribosomes Cell Wall Chloroplasts Vacuole IMPORTANT – All the chemical reaction which take place inside a cell are controlled by enzymes

5. How can we see cells??? Success Criteria: You should be able to….. * Explain how we can see cells * Draw and label a bacterial and yeast cell * List the differences between plant and animal cells compared to bacterial and yeast cells and explain why there are these differences

7. Are all cells animal or plant? There are a few other types of cell. Two important ones are…. Bacterial cells Yeast cells (a type of fungus) Success Criteria: You should be able to….. * Explain how we can see cells * Draw and label a bacterial and yeast cell * List the differences between plant and animal cells compared to bacterial and yeast cells and explain why there are these differences

8. Pictures of bacteria and yeast cell

9. A bacterial cell consists of cytoplasm and a membrane surrounded by a cell wall; the genes are not in a distinct nucleus. Some of the bacterial genes are in circular plasmids. Yeast is a single-celled organism. Yeast cells have a nucleus, cytoplasm and a membrane surrounded by a cell wall.

10. What type of cell am I and how do you know?

15. Similarities and difference between plants, animal, yeast and bacterial cells! Work as a group to see how many of these you can come up with. WHY do they have these features?

16. Diffusion What is happening? Use these examples to help you define diffusion Diffusion is the net movement of particles from where they are in high concentration to where there are fewer of them (lower concentration). Success criteria: You should be able to….. To look at different scenarios and devise your own idea of what is happening. To define diffusion To give examples of where we see diffusion in action and explain how different cells are specially adapted to be suitable for diffusion.

17. What would happen to these particles over time? How could we increase the speed at which this happened? – The greater the concentration of particles, the greater the rate of diffusion. – The higher the temperature the greater the speed of diffusion.

18. Where can we see diffusion in action within the human body? Work as a group to spend 5 minutes researching this question. Be prepared to share your findings with the class. To extend this you may wish to consider how cells are specially adapted to facilitate/ help diffusion. Success criteria: You should be able to….. To look at different scenarios and devise your own idea of what is happening. To define diffusion To give examples of where we see diffusion in action and explain how different cells are specially adapted to be suitable for diffusion.

19. Osmosis Osmosis is the diffusion/movement of water from a high water concentration (dilute solution) to a low water concentration (concentrated solution) through a partially permeable membrane. Learning Outcomes: You should be able to….. Define the term osmosis. Plan and set up experiments prove your theory of osmosis. Explain how osmosis is different to diffusion. To explain how the rate of osmosis can be altered.

20. Using bags of partially permeable membrane to make model cells, we can clearly see the effect of osmosis as water moves across the membrane from a dilute to a concentrated solution.

21. Active Transport Active transport is the movement of substances against a concentration gradient. From an area of low concentration to an area of high concentration. This needs ENERGY (released from respiration). Ext – please look up 2 examples of where active transport happens.

22. Pick out 3 facts from this video http://www.youtube.com/watch?v=qotIWgL7 zFs http://www.youtube.com/watch?v=qotIWgL7 zFs

23. Exchanging Materials How can substances cross this membrane? What things would this Amoeba need to get in and out of it? Ext – how could we increase the speed at which things cross the membrane?

24. How am I adapted to be good at exchange? In multicellular organisms many organ systems are specialised for exchanging materials. eg by having a large surface area, being thin, having an efficient blood supply and being well ventilated. Exchange surfaces in organisms are adapted to maximise effectiveness.

25. Why don’t we all just absorb things?? Think about any animal How does it get the things it needs? Now think about an amoeba How does it get the things it needs? Why don’t animals just rely on diffusion/ osmosis across a membrane to get all the thing they need? Learning Outcomes: You should be able to….. State the different ways in which substances can move in and out of a cell. To look at and explain the adaptations that villi have to be good at exchange. To explain the relationship between surface area and volume.

26. Surface area: Volume

28. Our specific case study Key adaptations How do substances move across? Can everything cross into the bloodstream?

29. Choose your plenary Explain clearly how the surface area to volume ratio of an organism affects the way it exchanges materials with the environment Research the common musk turtle & explain how its tongue is different from other reptiles and how this adaptation helps it to survive Summarise the adaptations you would expect to see in effective exchange surfaces & explain the importance of each adaptation Learning Outcomes: You should be able to….. State the different ways in which substances can move in and out of a cell. To look at and explain the adaptations that villi have to be good at exchange. To explain the relationship between surface area and volume.

30. DNAThe part of a cell that contains genetic information. CellThread-like structures holding genes. GeneThe chemical from which chromosomes are made. ChromosomeThe basic building block of a living organism. NucleusA small packet of information controlling a characteristic.

31. Chromosomes Success criteria: You should be able to….. Define and use key terms such as chromosome; gene and DNA. Give the main stages in Mitosis. Explain when and why mitosis is used.

33. What is happening and why?  In body cells, chromosomes are usually found in pairs.  Cells divide by MITOSIS to produce exact copies (daughter cells) during growth or to make replacement cells.

34. Chromosomes condense and become visible. Chromosomes make a copy of themselves. Nuclear membrane breaks down. Line up across the cell. Pairs of chromosome move away from each other. Cell membrane splits into two separate cells. Two daughter cells (clones) MITOSIS

36. What is mitosis and when is it used?..When new daughter cells are made, which are exact replicas of parent cells – same DNA...during ASEXUAL reproduction, where the offspring are clones of the parents – have the same genes as their parents. Growth of an organism and replacement of old/damaged cells Learning Outcomes: You should be able to….. Define and use key terms such as chromosome; gene and DNA. Give the main stages in Mitosis. Explain when and why mitosis is used.

37. Is Mitosis used for sexual reproduction? Explain your answer Learning Outcomes: You should be able to….. Define and use key terms such as chromosome; gene and DNA. Give the main stages in Mitosis. Explain when and why mitosis is used.

38. Meiosis What is happening?

39. Meiosis Sex cells are formed by a type of cell division called meiosis. It produces sex cells (gametes), they are genetically unique. Whereas body cells have 2 sets of genetic information, gametes only have one set. Therefore they contain half the number of chromosomes of an ordinary cell (E.g. in humans 23 chromosomes)

40. Meiosis

41. Sexual Reproduction Produces genetically unique offspring Two parents Fertilisation: Gametes join and a single body cell with new pairs of chromosomes is formed. Sperm + Ova Zygote 23 46 +  New individual develops by this cell dividing by mitosis Learning Outcomes: You should be able to….. Draw and explain the key stages in mitosis Give the main stages in meiosis and explain when and where it is used. Give the similarities and differences between mitosis and meiosis.

42. Sexual reproduction Which type of cell division is happening…… a)To produce the gametes b)Once fertilisation has occurred a) b)

43. MeiosisMitosis  Use  Product  Number of chromosomes  No. divisions  No. daugh. cells Used for making sex cells (gametes) Used for growth and repair Produces genetically unique cells due to crossing over between chromosomes when they are lined up. Produces genetically identical cells (clones) Cells have half the number of chromosomes (Haploid) Humans 23 Cells have the full number of chromosomes (Diploid) Humans 46 Two stages of divisionOne stage of division Produces four daughter cells Produces two daughter cells

44. Stem Cells Why do our cells divide? What does it mean when we say ‘Most types of animal cell differentiate at an early stage whereas many plant cells retain the ability to differentiate throughout life ’?

45. Stem Cells What are stem cells? Give examples of stem cells and where we find them What do we hope to use stem cells for? What are some of the social and ethical concerns surrounding the use of Stem Cells?

46. Stem Cells What are scientists currently using stem cells for? What do they hope to use stem cells for? What are some of the social and ethical concerns surrounding the use of Stem Cells? Learning Outcomes: You should be able to….. Explain the term differentiate and apply it to stem cells To give 2 places that you can find stem cells and explain what they are capable of doing. To explain how stems cells are currently being used in medicine.

47. Building body parts Salamander style Watch the clip and try to pick out the ethical issues highlighted in this clip. What are your ideas and opinions? http://www.youtube.com/watch?v=eMHVRkw J_R0 http://www.youtube.com/watch?v=eMHVRkw J_R0

48. Banking your baby’s cord blood It is now possible for the blood from the umbilical cord of a newborn baby to be collected and stored. Research this idea and then write a paragraph explaining the pros and cons of this procedure to prospective parents. Learning Outcomes: You should be able to….. Explain the term differentiate and apply it to stem cells To give 2 places that you can find stem cells and explain what they are capable of doing. To explain how stems cells are currently being used in medicine.

49. Cells, tissues and organs! Write 4 sentences, each with one of the words below in it: * Cell * Organ * Tissue * Function Extension – write an extra sentence with all of these words in. Success Criteria: You should be able to….. Define the term ‘tissue’ and explain how this relates to organs and systems. Describe some animal tissues and explain their functions. Explain how specific organs are specially adapted to carry out their functions.

50. Examples Cells – Muscle cells, epithelial cells, gland cells, egg cells, root hair cells Tissues – muscular tissue, which can contract to bring about movement – glandular tissue, which can produce substances such as enzymes and hormones – epithelial tissue, which covers some parts of the body and the surfaces of plants Organs – Stomach – Heart – Lungs

51. Case study - The stomach What types of tissue are found in the stomach? WHERE would you find these tissues and WHAT functions do they have? Success Critieria: You should be able to….. Define the term ‘tissue’ and explain how this relates to organs and systems. Describe some animal tissues and explain their functions. Explain how specific organs are specially adapted to carry out their functions.

52. What does this mean? Large multicellular organisms develop systems for exchanging materials. During the development of a multicellular organism, cells differentiate so that they can perform different functions. Success Criteria: You should be able to….. Define the term ‘tissue’ and explain how this relates to organs and systems. Describe some animal tissues and explain their functions. Explain how specific organs are specially adapted to carry out their functions.

53. What is an organ system? 5 minute find out Organ systems are groups of organs that perform a particular function. The digestive system is one example of a system in which humans and other mammals exchange substances with the environment Success Criteria: You should be able to….. * Define an organ system and apply your knowledge to the digestive system as an example * Give the main organs of a plant and explain what they do. * Explain in detail how organs in an organ system work together.

54. Plants Cells??? Tissues??? – What are these and what do they do? Organs??? What are my organs?

55. What does this mean? Large multicellular organisms develop systems for exchanging materials. During the development of a multicellular organism, cells differentiate so that they can perform different functions. Success Criteria: You should be able to….. * Define an organ system and apply your knowledge to the digestive system as an example * Give the main organs of a plant and explain what they do. * Explain in detail how organs in an organ system work together.

56. Carbohydrates Lipids Proteins Success Criteria : You should be able to….. Give a simple method for testing for starch, sugars, lipids and proteins and carry these out. To explain what carbohydrate, lipids and proteins are made from To give examples of where we find and use carbohydrates, lipids and proteins

57. Which nutrients are in your foods? FoodFood TestResultConclusion

58. Enzymes 5 examples  What is an enzyme?  What are they made from?  Why is the shape important?

59. Enzyme Structure What is a catalyst? What is an enzyme? What is the relationship between an enzyme and a catalyst? Success Criteria: – To explain what an enzyme is and what it is made from. – To link together proteins, enzymes and catalysts – To construct a series of models to show what enzymes are and how they work

60. Enzyme structure Catalysts are substances which speed up chemical reactions, but which remain unchanged themselves Enzymes are BIOLOGICAL CATALYSTS. They are proteins made from long chains of amino acids.

61. Catalase … is an enzyme which is found in many living tissues … it breaks down hydrogen peroxide into water and oxygen causing it to bubble (the oxygen!) …the more violent the reaction & therefore more bubble, the more catalase there is in the tissue! Success Criteria: – To explain what an enzyme is and what it is made from. – To link together proteins, enzymes and catalysts – To construct a series of models to show what enzymes are and how they work

62. Enzymes An enzyme is made from….

63. Why does the enzyme which breaks down starch in the saliva (amylase) not also break down fats?  The long chains of amino acids are folded into a special shape which makes an ACTIVE SITE. Other substances with the opposite specific shape can then fit into the active site. This is vital for enzyme action Let’s apply what we know…..

64. What factors effect the rate of enzyme action? Temperature pH How and why do these factors have an effect? Discuss and be prepared to share in 3 mins. * To explain how enzymes work and why they are affected by temperature and pH

65. The effect of temperature and pH on enzyme activity What have you found out? Which pH does pepsin work best at? How do you know this? Does this mean that all enzymes work best at this pH? What can you conclude about the optimum temperature for pepsin? What happens to the pepsin at a higher temperature?  All enzymes have an optimum temperature and pH at which they work best

66. The effect of temperature on enzyme activity It is vital for enzyme activity that their active site is the correct shape. High temperatures can denature enzymes and therefore change the shape of the active site.  37 o C  50 o C

67. Describe and explain this graph

68. The effect of pH on enzyme activity Every enzyme has an optimum pH, where it will work at its fastest rate. Either side of this pH the bonds holding the protein together (and therefore giving the active site its specific shape) are altered, therefore altering the shape of the active site Optimum pHHigh/ low pH

69. * To explain how enzymes work and why they are affected by temperature and pH Describe and explain this graph

70. What are enzymes required for in living things? List as many different ideas as you can think of  Respiration  Photosynthesis  Protein synthesis

71. Enzymes in industry How are enzymes used:- – In the home – In Industry Give the advantages and disadvantages of using enzymes in industry

72. The breakdown equations! Carbohydrate Protein Fats (Lipids)

73. High temperatures stop enzymes from working. Discuss Learning Objectives: – To review the factors which affect enzyme action and discuss how and why this have an effect. – To be able to give 3 uses of enzymes in the home and in industry – To evaluate the use of enzymes in the home and in industry

74. Making use of enzymes Statement: – Some microorganisms produce enzymes that pass out of the cells. These enzymes have many uses in the home and in industry. Is this statement correct? Can you validate it? Can you give examples to prove and reinforce this statement Answers on a whiteboard please!

75. Biological detergents Contain protein-digesting enzymes (Proteases) Contain fat-digesting enzymes (Lipases) Are more effective at lower temps….! Proteases ‘pre-digest’ protein in baby food Carbohydrases – convert starch into sugar syrup Isomerases – convert glucose syrup into fructose syrup which is sweeter and so can be used in smaller quantities in slimming foods.

76. Using Enzymes….. AdvantagesDisadvantages

77. In industry, enzymes are used to bring about reactions at normal temperatures and pressures that would otherwise require expensive, energy-demanding equipment. However, most enzymes are denatured at high temperatures and many are costly to produce.

78. How am I adapted to be good at exchange?

79. How are exchange surfaces adapted to be good at exchange? The effectiveness of an exchange surface is increased by: – having a large surface area. – being thin, to provide a short diffusion path. – (in animals) having an efficient blood supply. – (in animals, for gaseous exchange) being ventilated.

80. Exchanging materials Lets get thinking…. How do these organisms exchange materials? Which one has the bigger challenge and why? As the size and complexity of an organism increases, it becomes more difficult for them to exchange materials.

81. Key terms Gas Exchange Respiration Ventilation 5 mins, use which ever resources you wish To define respiration and breathing and explain the difference between them

82. Our lungs!..found in our thorax Post – it notes please!

86. Why do we need to be able to breathe? What is the function of it? To give at least 2 suggestions as to why we need to breath

87. What actually happens when we breathe? * To give a step by step account of what actually happens when you breathe in and out * To develop link breathing to pressure and volume changes in thoracic cavity

88. What happens if your lungs cannot function on their own?

89. Homework = Artificial breathing aids What are they? Examples? How have breathing aids and ventilators changed over the last 100 years? What are the pros and cons of each different type of artificial breathing aid?

90. Spec link – Evaluate the development and use of artificial aids to breathing, including the use of artificial ventilators

91. What can you remember? What happens when you breathe in? What happens when you breathe out? What are the different types of ventilator? What are the pros and cons of each?

92. Respiration

93. What happens during aerobic respiration Chemical reactions where glucose and oxygen are used and ENERGY is released. Glucose + Oxygen Carbon + Water + Energy Dioxide  How could we show that this equation is correct?

94. Where do the chemical reactions involved in respiration take place?

95. Why may muscle cells have three times as many mitochondria in comparison to skin cells?

96. What does all of this have to do with enzymes?

97. Respiration & the effect exercise has on the body Jot down anything you can about these topics in the BACK OF YOUR BOOK – you may be asked to talk for 30 sec on this topic during the lesson! https://www.youtube.com/watch?v=glprjNv-r8k

98. What happens to all the energy which is released during respiration? Learning Outcomes: – To recall what happens to the energy released via respiration – Describe how the body responds to the demands of exercise – Explain how glycogen is used in the body. – Explain what happens if you do not get enough oxygen by applying knowledge about respiration.

99. What changes take place within our body during exercise? During exercise a number of changes take place: the heart rate increases the rate and depth of breathing increases the arteries supplying the muscles dilate http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/respiration/ respirationrev3.shtml http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/respiration/ respirationrev3.shtml Learning Outcomes: – To recall what happens to the energy released via respiration – Describe how the body responds to the demands of exercise – Explain how glycogen is used in the body. – Explain what happens if you do not get enough oxygen by applying knowledge about respiration.

100. Why is it important that the heart rate increases during exercise? … to increase blood flow to the muscles and so increase the supply of the sugar and oxygen and increase the removal of carbon dioxide. Learning Outcomes: – To recall what happens to the energy released via respiration – Describe how the body responds to the demands of exercise – Explain how glycogen is used in the body. – Explain what happens if you do not get enough oxygen by applying knowledge about respiration.

101. Where does most of the glucose which is used in respiration come from? … Glycogen stored in the muscles is broken down (hydrolysed) into glucose and then used in respiration.

102. How do muscles keep working? i.e. how does the heart keep pumping?

103. What happens when your body cannot keep up with the demands? i.e. you cannot get enough oxygen to the tissues? Anaerobic respiration Lactic acid produced Oxygen debt Fatigued muscles

104. Anaerobic respiration? What do you already know?

105. Anaerobic respiration What is anaerobic respiration (write formula as well)? When does it happen? Why is it not as good as aerobic respiration? What is ‘oxygen debt’?

106. What happens in the different parts of my digestive system? * If this goes into your mouth, what happens to it? Make and use a model to explain what happens during digestion Now lets see this in action…

107. What happens in the different parts of my digestive system? You have 10 minutes to find out about enzyme action in all different areas Enzyme equations pH in different areas

108. pH in the digestive system What is the pH in different parts of your digestive system? What causes the changes in pH? Why is it so important that there are different pHs throughout your body? * To link enzymes function to the conditions in the digestive system

109. What happens here? Add key ideas to the picture you have in front of you to explain what happens in terms of digestion in this area of the body. To explain what happens to the large food molecules that we eat. To name at least 3 enzymes which work in the human digestive system and explain where and how they work. To apply your knowledge to an extended question on the topic of digestion, explaining the process of fat digestion.

110. Become a system!!! You need to find the rest of the digestive system and create it on a desk. Specification review – Which areas have been covered? – Where have you missed points? To explain what happens to the large food molecules that we eat. To name at least 3 enzymes which work in the human digestive system and explain where and how they work. To apply your knowledge to an extended question on the topic of digestion, explaining the process of fat digestion.

111. The breakdown equations! Carbohydrate Protein Fats (Lipids) To explain what happens to the large food molecules that we eat. To name at least 3 enzymes which work in the human digestive system and explain where and how they work. To apply your knowledge to an extended question on the topic of digestion, explaining the process of fat digestion.

112. Speeding up digestion Digestive enzymes are made by glands in the gut lining. They pass out of the cells into the gut, where they catalyse the breakdown of large food molecules. – Protease enzymes – breakdown proteins into amino acids – work in stomach and small intestine. – Amylase – starch into glucose – in mouth pH of the different areas is vital for enzyme action – HCl in stomach = acidic conditions for pepsin – Liver produces bile (stored in gall bladder) which is released into the small intestine. Bile neutralises acid from stomach and creates alkaline conditions -in which enzymes in the small intestine work most effectively e.g. trypsin.

113. Surface area : Volume Why is this important? Where is this altered throughout the digestive system?

114. ENZYMES What can you tell me? How do enzymes link to digestion? To recall the basic structure and function of an enzyme. To explain what happens to the large food molecules that we eat. To name at least 3 enzymes which work in the human digestive system and explain where and how they work.

115. Nose and Tongue have receptors which are sensitive to chemicals and enable us to taste and smell Eyes have receptors which are sensitive to light Ears have receptors that are sensitive to sound and others that help us keep balance Skin has receptors sensitive to touch and pressure, pain temperature changes Receptors & Sense Organs Receptors are cells that detect stimuli (changes in the environment).

116. Why do we have a nervous system? Learning outcomes: – To name at least 3 different receptor cells and explain what and how they detect stimuli – To give the sequence of events involved in detecting and responding to a stimuli – To explain a ‘reflex action’ and why we need them in our body.

117. Senses Our senses contain special receptor cells. These cells respond to changes in the environment, called stimuli. When a stimuli is detected by a receptor cell, a nerve impulse is set up, which sends a message to the brain. We only notice the change in the environment once our brain has received and interpreted the message.

118. An example of a receptor cell…. Learning outcomes: – To name at least 3 different receptor cells and explain what and how they detect stimuli

119. Structure/Function of the nervous system What do you know about the NERVOUS SYSTEM? IMPORTANT POINTS: Our nervous system allows us to notice and respond to things in our surrounding environment and then coordinate a response. Our nervous system carries ELECTRICAL IMPULSES to and from the brain at about 1 – 120m per second. This allows us to respond to change very quickly.

120. How does our nervous system work? Put these in order to show how we respond to changes in our environment: A -Nerve B -Muscle C -Nerve D – Skin (receptor cell) E -Brain/spinal cord Answer: D -> A(C) -> E -> C(A) -> B

121. Half way quiz………. What do we use to detect a change in our surrounding environment? What do we call a change in our surrounding environment? How does a message get from our receptor cells to our brain?

122. What are reflex actions? How many can you name? Learning outcomes: – To explain a ‘reflex action’ and why we need them in our body.

123. …. Are responses to stimuli are automatic and rapid. Examples…….. What happens if you touch something hot? http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/h uman/thenervoussystemrev3.shtml. Reflex Actions

124. In dim light: pupil is large. In bright light: pupil is small. 1.Stimulus= light 2.Receptor= photoreceptors in retina. 3.Sensory neurone= optic nerve 4.Co-coordinator= brain 5.Motor neurone. 6.Effector = Iris Reflex Action: The Iris Response

125. 1. Stimulus- glass 2. Pain Receptor – to detect stimuli 3. Sensory neurone 4. Relay neurone (CNS – brain or spinal cord) 5. Motor Neurone 6. Effector: muscle or gland The Reflex Arc- ‘the route’ Spinal cord

126. How does our nervous system work? A neurone is a specialised cell through which electrical impulses travel. Hundreds of neurones are usually bundled together forming a NERVE. Receptor Sensory Central Motor Effector Cell Neurone Nervous Neurone Cell System (muscle) (brain and spinal cord) skin nerves brain/ nerves muscle spinal cord

127. Stimulus Detected by Receptor. Sensory neurone Coordinator- Brain or Spinal Cord Effector – muscle or gland Motor Neurone Standing on a piece of glass Detected by pain receptors in skin. Message of pain sent via sensory neurone to spinal cord Message saying move leg sent via motor neurone. Leg muscle contracts to move leg off the glass. Reflex Actions

128. There are 3 types of neurone (nerve cell) involved in a reflex action: 2. relay 1. sensory 3. motor The spinal cord or brain – CNS

129. Synapse = gap between neurones The electrical impulse travels along a neurone until it reaches the synapse. The impulse cannot jump the gap, so it changes into a chemical message. The chemical message (neurotransmitter) moves across the gap. It begins another electrical impulse when it reaches the next neurone. Electrical signal travels down sensory neurone Electrical signal is changed into a chemical signal Chemical signal crosses the synapse Chemical signal is changed into an electrical signal which travels along the relay neurone http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev2.shtml

130. What can you tell me? Why are reflexes important? Why is it important that reflexes do not go to the conscious area of the brain? What happens when you touch something hot?

131. Homeostasis Definition? What do we need to control? How do we control? What is a hormone? How does this link to homeostasis?

132. Removal of waste products What do you need to remove? How do you do this?

133. Temperature regulation Too HotToo Cold * How and where are temperature changes detected? Ext – Why do we need to maintain our core body temperature?

134. Enzymes At only a few degrees higher or lower than this, the enzyme reactions in your cells will stop and you will die. Our core body temperature must be kept at 37 o. Why?

135. Temperature Regulation The brain monitors and controls body temperature, it has receptors sensitive to temperature. The Skin also has temperature receptors which transmit information about the skin temperature to the brain.

136. How the skin helps with temperature regulation Too hot- Increased sweating, when the sweat evaporates it cools the surface of the skin. Ions are also lost when we sweat. Vaso-dilation: Blood vessels supplying the skin capillaries dilate - this is why we go red.

137. How the skin helps with temperature regulation Too cold- Do not sweat Hairs stand up to trap an insulating layer of air- ‘Goosebumps’ Vaso- constriction: blood vessels supplying the skin capillaries constrict reducing blood flow through these vessels. This is way you may look blue.

138. If core temperature is too low When we are too cold, we shiver. Shivering generates heat (Respiration).

139. Regulating water How does water enter and leave our body? Why is it so important that we regulate the amount of water that enters and leaves our cells?

140. Temperature issues! – What happens if your body gets too hot or too cold? – How could this be caused? – How is it treated? Learning Objectives: – Explain how and why the body monitors and maintains blood sugar level – Explain the causes and effects of both types of diabetes – To extend some of you will also evaluate the ways in which we currently treat diabetes as well as considering new technologies

141. Controlling blood glucose 5 minute key word challenge!!! Keywords then definitions Success Criteria: To explain how blood glucose levels are monitored To give the different hormones which are involved and explain their function To construct a flow diagram to explain how blood glucose levels are controlled

142. Controlling blood glucoseNormal Key ideas: Hormones Organs involved Why does it happen? Extend – what happens if glucose levels are not controlled? Blood sugar rises This could be due to ……. ………….. Secretes ……………

143. Normal (80-100g/ml) Normal (80-100g/ml) Blood glucose level rises e.g EAT INSULIN made by the pancreas Glucose  Glycogen (insoluble and stored in liver, muscles) Insulin (hormone) activates enzymes in the liver that; Blood glucose level falls e.g EXERCISE GLUCAGON made by the pancreas Glucagon (hormone) activates enzymes in the liver that : Glycogen  Glucose Control of blood sugar:

144. Help me remember these words Glucose Insulin Glycogen Glucagon Success Criteria: To explain how blood glucose levels are monitored To give the different hormones which are involved and explain their function To construct a flow diagram to explain how blood glucose levels are controlled

145. Diabetes Type 1Type 2 Cause of disease Health problems associated with the disease Treatment options and opinions on these Groups of 4 Each person takes a different section Success Criteria: To construct a flow diagram to explain how blood glucose levels are controlled. To explain the possible causes of both types of diabetes. To evaluate the treatment options on offer

146. Controlling core body temperature Step by step Core temp Response in skin Resulting heat loss Core temp

147. What is a disease? What is an infectious disease? What causes an infectious disease? What is a pathogen? A disease is something which causes a person discomfort. For example a disease can be anything from a back ache to the flu. Diseases can be either infectious or non infectious. Infectious diseases are diseases which can be caught and transmitted. Infectious diseases are caused by pathogens. A pathogen is a disease causing microorganism such as a fungi, bacteria, protozoa and virus. Every infectious disease is caused by a different pathogen. Infectious diseases are cased by pathogens!

148. Why do pathogens make us feel ill? Learning Objectives: To be able to explain why pathogens make us feel ill, with the use of key words To explain the role of white blood cells within your immune system. To review the growth of microorganisms on your agar plates and draw individual conclusions about the results and patterns shown.

149. Viruses only reproduce inside living cells. They damage/ kill the cells they reproduce in Pathogens can make us feel ill by doing two things: Some pathogens release poisonous substances called toxins which enter our blood stream. Some pathogens damage and destroy cells within the body.

150. 1. Skin= barrier 2. Breathing organs- sticky mucus and fine hairs to trap microorganisms Blood: 3. Platelets to clot and seal cuts. 4. White blood cells. How is our body specialised to protect itself against disease?

151. Lymphocytes- Make and release Antibodies & Anti- Toxins Phagocyte-Phagocytosis = eat pathogen

152. White blood cell Microbe Phagocytosis Learning Objectives: – To be able to explain why pathogens make us feel ill, with the use of key words – To explain the role of white blood cells within your immune system. – To review the growth of microorganisms on your agar plates and draw individual conclusions about the results and patterns shown.

153. Producing antibodies and antitoxins Step 1: The white blood cell “sees” the antigen (microbe) Step 2: The cell produces antibodies to “fit” the antigen Step 3: The antibodies fit onto the antigens and cause them to “clump” Step 4: The antigens are “eaten” by the white blood cells You’re going down

154. How do we ‘artificially’ treat diseases? What are the different ways in which we can help our body to fight diseases? Drug card sort!

155. Who is Edward Jenner? How has his work impacted our current medical practice?

156. Vaccines you may have had… AgeVaccine 2 monthsTetanus, Diphtheria, Whooping cough, Flu, Polio (5 in 1) Meningitis C 3 monthsSecond dose 4 monthsThird dose 13 monthsMMR (first dose) 3-5 yearsBooster Tetanus, Dip, Whopping cough, Polio, Flu MMR Booster 13-18 yearsPolio, Diphtheria and Tetanus booster

157. Process of Vaccination A person is injected (sometimes it can be swallowed e.g. Polio vaccine) with a small amount of the pathogen, the vaccine. The pathogen is either dead, or it is an inactive form. The vaccine triggers an immune response. It causes the white blood cells to produce the specific antibodies, which are released into the blood stream to fight the pathogen (by locking onto the antigens on the cell surface and causing the pathogen to burst or become inactive). This makes the person immune to the ‘real’ disease, as the white blood cells have already produced the specific antibodies once and therefore will be able to respond very quickly and make the correct antibodies, if the ‘real’ pathogen ever invades the body.

158. How does a vaccine work? They all work by stimulating the immune system in the same way as the actual infection would, but without causing the full-blown disease. Your immune system is designed to "remember" so once exposed to a particular bacteria or virus, it retains immunity against it for years, decades or even a lifetime

159. What is a vaccine made from? a killed virus or bacteria detoxified toxins from a virus or bacteria a weakened form of a live virus or bacteria It is usually injected into the muscle or fat. Usually given by injection into muscles or fat

160. Debate- Would you vaccinate your baby? Read through the information on MMR which outlines the surrounding controversy. What do you think? Would you vaccinate you baby? MMR

161. Vaccination Advantages Disadvantages