Evolution and speciation lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.2 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 240-241 Students are required to know the following; Students should be able to: • describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection • explain the impact of these ideas on biology. Alfred Russel Wallace independently proposed the theory of evolution by natural selection. He published joint writings with Darwin in 1858 which prompted Darwin to publish On the Origin of Species (1859) the following year. Wallace worked worldwide gathering evidence for evolutionary theory. He is best known for his work on warning colouration in animals and his theory of speciation. Alfred Wallace did much pioneering work on speciation but more evidence over time has led to our current understanding of the theory of speciation. Students should be able to describe the steps which give rise to new species. WS 1.1 The theory of speciation has developed over time

Infertility treatments lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, worksheet and practice questions with mark scheme. This resource is suitable for combined science students. *Note-For higher tier only* AQA spec link:5.3.6 Relevant chapter: B11.8-Infertility treatments . AQA Biology third edition textbook-Page 174-175. *The new specification requires students to know the following; Students should be able to explain the use of hormones in modern reproductive technologies to treat infertility. This includes giving FSH and LH in a ‘fertility drug’ to a woman. She may then become pregnant in the normal way. In Vitro Fertilisation (IVF) treatment: • IVF involves giving a mother FSH and LH to stimulate the maturation of several eggs. • The eggs are collected from the mother and fertilised by sperm from the father in the laboratory. • The fertilised eggs develop into embryos. • At the stage when they are tiny balls of cells, one or two embryos are inserted into the mother’s uterus (womb). Although fertility treatment gives a woman the chance to have a baby of her own: • it is very emotionally and physically stressful • the success rates are not high • it can lead to multiple births which are a risk to both the babies and the mother.

The response to exercise lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.2.2 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 136-137 Students are required to know the following; 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. AT 1, 3, 4 Investigations into the effect of exercise on the body. (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.

Metabolism and the liver lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.2.1 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 140-141 Students are required to know the following; Students should be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules. Metabolism includes: •conversion of glucose to starch, glycogen and cellulose •the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids • the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins • respiration •breakdown of excess proteins to form urea for excretion. All of these aspects are covered in more detail in the relevant specification section but are linked together here.

Helping the heart lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. **Depending on the ability of the class and time , the content included could take up two lessons, the last activity can be done as a role play. ** Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.2.4 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 57-59 Students are required to know the following; Students should be able to evaluate the advantages and disadvantages of treating cardiovascular diseases by drugs, mechanical devices or transplant. In coronary heart disease layers of fatty material build up inside the coronary arteries, narrowing them. This reduces the flow of blood through the coronary arteries, resulting in a lack of oxygen for the heart muscle. Stents are used to keep the coronary arteries open. Statins are widely used to reduce blood cholesterol levels which slows down the rate of fatty material deposit. In some people heart valves may become faulty, preventing the valve from opening fully, or the heart valve might develop a leak. Students should understand the consequences of faulty valves. Faulty heart valves can be replaced using biological or mechanical valves. In the case of heart failure a donor heart, or heart and lungs can be transplanted. Artificial hearts are occasionally used to keep patients alive whilst waiting for a heart transplant, or to allow the heart to rest as an aid to recovery.

Thermoregulation lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). This is a printer friendly resource it includes an: embedded video, slide animations and a mini exam question. AQA spec link: 5.2.4 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 182-183 *The new specification requires students to know the following; Body temperature is monitored andcontrolled by the thermoregulatory centre in the brain. The thermoregulatory centre contains receptors sensitive to the temperature of the blood. The skin contains temperature receptorsand sends nervous impulses to the thermoregulatory centre. If the body temperature is too high, blood vessels dilate (vasodilation) and sweat is produced from the sweat glands.Both these mechanisms cause a transfer of energy from the skin to the environment. If the body temperature is too low, blood vessels constrict (vasoconstriction), sweating stops, and skeletal muscles contract (shiver). Students should be able to explain how these mechanisms lower or raise body temperature in a given context.

Fossils and extinction lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability (trilogy/combined) class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.5 Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 192-193 Students are required to know the following; Fossils are the ‘remains’ of organisms from millions of years ago, which are found in rocks. Fossils may be formed: • from parts of organisms that have not decayed because one or more of the conditions needed for decay are absent • when parts of the organism are replaced by minerals as they decay •as preserved traces of organisms, such as footprints, burrows and rootlet traces. Many early forms of life were soft-bodied, which means that they have left few traces behind. What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth. WS 1.3 Appreciate why the fossil record is incomplete.

I put together this lesson in preparation for a practical that would require my YR 13 students to use respirometers. Suitable for all exam boards. Designed for highly able A-level class. Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides and worksheet For general enquiries email: Paperfriendlyresources@gmail.com

Catalyst and enzymes lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.2.1 4.4.2.3 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 42-43 Students are required to know the following; Students should be able to relate knowledge of enzymes to metabolism. Students should be able to carry out rate calculations for chemical reactions. Enzymes catalyse specific reactions in living organisms due to the shape of their active site. Students should be able to use the ‘lock and key theory’ as a simplified model to explain enzyme action. Students should be able to explain the importance of sugars, amino acids, fatty acids, and glycerol in the synthesis and breakdown of carbohydrates, proteins, and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules.

Growth and differentiation lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded video, practice questions with answers on slides. AQA spec link: 4.1.1.4 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 28-29 Specification requires students to know the following; 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.

Aerobic respiration lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.2.1 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 134-135 Students are required to know the following; 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.

Competition in plants lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 266-267 Students are required to know the following; Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant. Students should be able to extract and interpret information from charts, graphs, and tables relating to the interaction of organisms within a community.

Adaptations in animals lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 270-271 Students are required to know the following; Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional.

Adaptations in plants lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 272-273 Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.

Edited 13/07/2020-PPT has been updated since last review, this resource also now includes a Control of BGL mini assessment with MS Control of blood glucose lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, practice exam question with mark scheme. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.2 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 162-163. Blood glucose concentration is monitored and controlled by the pancreas. If the blood glucose concentration is too high, the pancreas produces the hormone insulin that causes glucose to move from the blood into the cells. In liver and muscle cells excess glucose is converted to glycogen for storage. Students should be able to explain how insulin controls blood glucose (sugar) levels in the body. Type 1 diabetes is a disorder in which the pancreas fails to produce sufficient insulin. It is characterised by uncontrolled high blood glucose levels. In Type 2 diabetes the body cells no longer respond to insulin produced by the pancreas. Students should be able to compare Type 1 and Type 2 diabetes and explain how they can be treated. Students should be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes. (Will be incorporated in treating diabetes lesson). Higher content- If the blood glucose concentration is too low, the pancreas produces the hormone glucagon that causes glycogen to be converted into glucose and released into the blood. Students should be able to explain how glucagon interacts with insulin in a negative feedback cycle to control blood glucose (sugar) levels in the body. (Will be mentioned in negative feedback lesson)