This resource has been uploaded for free to celebrate the two year anniversary of paperfriendlyresources. Thank you for your continuous support and positive feedback! Land and water pollution 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. Students are expected to demonstrate their graph skills this lesson as well as interpret data. This lesson Includes powerpoint timers, slide animations, homeworks with mark scheme and embedded video’s and mini review. ***Paper friendly tips: Print two homework sheets to one page to save paper. It is not necessary to print slide 7, unless required. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.2 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 288-289 Students are required to know the following; Pollution can occur: • in water, from sewage, fertiliser, or toxic chemicals • on land, from landfill and from toxic chemicals such as pesticides and herbicides, which may be washed from land into water. Pollution kills plants and animals which can reduce biodiversity.

Every year we have students that have gone above and beyond within our classes however, they aren’t always acknowledged in reward assemblies because of the large pool of students they are competing against. Most of the certificate templates I found online were either over complicated, childish or both. Students in secondary school wish to be treated as young adults hence, I have created a sophisticated certificate, one that students would be proud to take home. Reward the students in your biology classes for their achievement and effort using these certificates, download for free and edit away! If you like this certificate but don’t teach biology, edit away! P.S I have attached PDF and Word doc versions, I recommend you print your certificates as PDF.

Praise 10 students with just one A4 print! These praise cards look good in both Colour and Black & White and are completely Editable and paper friendly. Simply include your Schools logo, add your name. To save time, print in advance. For general enquiries please email me at paperfriendlyresources@gmail.com Follow me on Instagram for updates @Paperfriendlyresourcesuk

Starch, Glycogen and Cellulose lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.1 Biological Molecules This resource contains a double lessons worth of material Designed for highly able A-level class. Includes: questions, embedded videos, worksheets, slide timers, slide animations, interactive answers on slides, and a plenary. AQA Specification reference: 3.1.2 ALevel Biology Textbook: Section 1 Biological Molecules, Chapter 1.4

Sharing for free as I know how difficult it is to explain how graticules and stage micrometers work to my A-Level students, especially for required practicals! Please leave a review. Microscope measurements and calculations lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2-Cells Designed for highly able A-level class. Includes: questions, embedded videos, worksheet, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.2.1.3 ALevel Biology Textbook: Section 2 Cells, Chapter 3.3

To celebrate 100+ positive reviews I would like to share a great homework on the brain . This covers WS 1.5 in the AQA specification 'Evaluate the benefits and risks of procedures carried out on the brain and nervous system.

This worksheet has been created in accordance to the NEW AQA specification (2016) for the Homeostasis and Response Topic and is to be used with students studying triple sciences (Biology ONLY) A small part of the specification requires students to be aware of the role of new technologies in corrective eye surgery. I created a comprehension task for my high ability year 11 students, it requires students to read a scientific article and answer a series of questions. This is an excellent stretch and challenge activity that exposes students to advanced scientific terms as well as new science. It can easily be set as a homework task. Answers can be found in the article. I was very pleased with the outcome of this activity, I loved that it opened a huge discussion in my class, please share your thoughts on this resource once you’ve had a go with your own students :) AQA specification reference: 4.5.2.3 New technologies now include hard and soft contact lenses, laser surgery to change the shape of the cornea and a replacement lens in the eye.

Unit 2-Practical scientific procedures and techniques Learning aim D: Review personal development of scientific skills for laboratory work. How did i teach this? This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (please see attached). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C. I’ve also attached a specification and the assignment brief to tie it altogether nicely. Hope it helps you with marking also!

A great homework based on photosynthesis, can be set over a weekend. Students are also required to access knowledge from previous topics (B4).

Updated 13/7/20-This resource has been updated since the last review and now includes more questions as well as a separate MS I’ve uploaded a set of past paper questions for the Hormones and menstrual cycle topic (B11.6). I’ve also included the mark scheme, which has been edited so. Setting time for past paper questions every few lessons are an excellent AFL technique, can be used as a review task that students can self/peer assess. This is a complimentary resource, if you wish to purchase i have also designed a lesson for this topic simply search ’ AQA new specification-Hormones and the menstrual cycle-B11.6’

Sometimes our higher ability pupils slip through the net because we are focusing our efforts on helping our students who on the verge, to succeed. I have done a lot of extra work this year to really challenge my most able students, funnily enough this has created a drive within the laziest pupils in my class. The resource i’ve attached is a review paper on Polydactyly, I shared this with my whole class even though It was to target my most highest achievers and encouraged them to all read the article as homework. Scientific reviews/articles expose students to scientific knowledge that goes above and beyond the requirements of the specification, it helps students develop an interest and love for science which then leads to better interaction in lessons. Credit to: The American Journal of Orthopedics Please share your experiences with this resource in the comments.

Inherited disorders research worksheet created in accordance to the NEW AQA specification (2016) for the Genetics and Evolution topic. It requires students to research cystic fibrosis, sickle cell disease and polydactyly and to answer the questions. Links to useful websites have also been included. This resource can be used with both combined and separate classes. This task requires access to computing/mobile devices. Can be set as homework. Please leave feedback :)

I have designed a mitosis and meiosis revision exam question pack, total marks /20. Contains a range of short and longer answer questions also requires students to interpret diagrams. This is a great piece of homework or mini class test, that can allow you to determine whether your students can distinguish between these two processes. I've attached the mark scheme separately as it's a great self/peer-assessed activity (reduce the marking load).

Vaccination lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher tier class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides. AQA spec link: 4.3.1.7 Relevant chapter: B6 Preventing and treating disease. AQA Biology third edition textbook-Page 98-99 Specification requires students to know the following; Students should be able to explain how vaccination will prevent illness in an individual, and how the spread of pathogens can be reduced by immunising a large proportion of the population. Vaccination involves introducing small quantities of dead or inactive forms of a pathogen into the body to stimulate the white blood cells to produce antibodies. If the same pathogen re-enters the body the white blood cells respond quickly to produce the correct antibodies, preventing infection. Students do not need to know details of vaccination schedules and side effects associated with specific vaccines.

Inheritance in action lesson created in accordance to the NEW AQA Specification (9-1). Designed for a TRILOGY class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. AQA spec link: 6.1.6 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 168-169.

Inherited disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. This lesson in particular by students because of the real life implications of genetics. Students particularly enjoyed the cystic fibrosis video. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 172-173.

More about genetics lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides and an interactive quiz. AQA spec link: 6.1.8 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 210-211. Students are required to know the following; Ordinary human body cells contain 23 pairs of chromosomes. 22 pairs control characteristics only, but one of the pairs carries the genes that determine sex. • In females the sex chromosomes are the same (XX). • In males the chromosomes are different (XY). Students should be able to carry out a genetic cross to show sex inheritance. Students should understand and use direct proportion and simple ratios in genetic crosses.

Antibiotics and Painkillers 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: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. Due to this being a very short topic, I decided to teach this over two lessons and included a role play activity, it was thoroughly enjoyed by all three year 10 classes. Please leave a review at the end of the lesson, let me know how the 'doctor, patient' role play is reciprocated :) AQA spec link: 3.1.8 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 100-101 Specification requires students to know the following; Students should be able to explain the use of antibiotics and other medicines in treating disease. Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body. It is important that specific bacteria should be treated by specific antibiotics. WS 1.4 The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. However, the emergence of strains resistant to antibiotics is of great concern. There are links with this content to Culturing microorganisms (biology only). There are links with this content to Resistant bacteria. Antibiotics cannot kill viral pathogens. Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens. It is difficult to develop drugs that kill viruses without also damaging the body’s tissues.

Discovering drugs 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: slide animations, embedded videos and practice questions with answers on slides. EDITED-PPT has been edited noticed a few spelling mistakes! Included a crossword also. AQA spec link: 3.1.9 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 102-103 Specification requires students to know the following; Students should be able to describe the process of discovery and development of potential new medicines, including preclinical and clinical testing. Traditionally drugs were extracted from plants and microorganisms. • The heart drug digitalis originates from foxgloves. • The painkiller aspirin originates from willow. • Penicillin was discovered by Alexander Fleming from the Penicillium mould. Most new drugs are synthesised by chemists in the pharmaceutical industry. However, the starting point may still be a chemical extracted from a plant.

Developing drugs 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: slide animations, embedded videos (a url to BBC-drug trials gone wrong-play first 10 minutes) and practice questions with answers on slides and worksheets. AQA spec link: 3.1.9 Relevant chapter: B6 Preventing and treating diseases. AQA Biology combined textbook-Page 96-97 Specification requires students to know the following; New medical drugs have to be tested and trialled before being used to check that they are safe and effective. New drugs are extensively tested for toxicity, efficacy and dose. Preclinical testing is done in a laboratory using cells, tissues and live animals. Clinical trials use healthy volunteers and patients. •• Very low doses of the drug are given at the start of the clinical trial. •• If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug. •• In double blind trials, some patients are given a placebo.