Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
C9-Organic chemistry-Cracking hydrocarbons created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes.
P.S if you have a double lesson with your class I recommend you allow the class to perform the bromine test and demo the cracking experiment to consolidate learning.
For further enquiries please email paperfriendlyresources@gmail.com
AQA spec link: 4.7.1.4
Hydrocarbons can be broken down (cracked) to produce smaller, more useful molecules.
Cracking can be done by various methods including catalytic cracking and steam cracking.
Students should be able to describe in general terms the conditions used for catalytic cracking and steam cracking.
The products of cracking include alkanes and another type of hydrocarbon called alkenes.
Alkenes are more reactive than alkanes and react with bromine water, which is used as a test for alkenes.
Students should be able to recall the colour change when bromine water reacts with an alkene.
There is a high demand for fuels with small molecules and so some of the products of cracking are useful as fuels.
Alkenes are used to produce polymers and as starting materials for the production of many other chemicals.
Students should be able to balance chemical equations as examples of cracking given the formulae of the reactants and products.
Students should be able to give examples to illustrate the usefulness of cracking. They should also be able to explain how modern life depends on the uses of hydrocarbons.
(For Combined Science: Trilogy and Synergy students do not need to know the formulae or names of individual alkenes.)
WS 1.2
The carbon cycle 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: 4.7.2.2
Relevant chapter: B16 organising an ecosystem. AQA Biology combined edition textbook-Page 228-229
Students are required to know the following;
Explain the importance of the carbon and water cycles to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis.
The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated.
Students are not expected to study the nitrogen cycle. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
The human population explosion 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. Students are expected to demonstrate their graph skills this lesson as well as interpret data.
This lesson Includes powerpoint timers, slide animations, questions with markscheme and embedded video’s and mini review.
***Paper friendly tips: Avoid printing the markscheme provided, unless required, an interactive markscheme has been included in the powerpoint. Print two worksheets to one page to save paper. Instruct able students to copy out the table on slide 14 .
NB: If you are unable to play embedded videos please view slide notes for link. *
AQA spec link: 4.7.3.1; 3.2; 3.3
Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science Trilogy edition textbook-Page 232-233
Students are required to know the following;
Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem.
A great biodiversity ensures the stability of ecosystems due to the interdependencies of one species on another for food, shelter, and the maintenance of the physical environment.
The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused.
Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste.
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.
Deforestation and peat destruction 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.
This lesson Includes powerpoint timers, slide animations, paper paper questions, self-assessment activity, may be used as mini-assessment, mark scheme, embedded video’s and review.
For general enquiries or support please email: Paperfriendlyresources@gmail.com
***Paper friendly tips: Print the worksheets as two pages to one A4 side-double sided. Alternatively you can email the worksheet to students to complete on laptops/desktops. You do not need to print the mark scheme.
NB: If you are unable to play embedded videos please view slide notes for link. *
AQA spec link: 4.7.3.3, 3.4
Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science trilogy edition textbook-Page 238-239
Students are required to know the following;
7.3.3 Humans reduce the amount of land
available for other animals and plants by building, quarrying, farming, and dumping waste.
The destruction of peat bogs, and other areas of peat to produce garden compost, reduces the area of this habitat and thus the variety of different plant, animal, and microorganism
species that live there (biodiversity). The decay or burning of the peat releases carbon dioxide into the atmosphere.
7.3.4 Large-scale deforestation in tropical areas has occurred to:
• provide land for cattle and rice fields
• grow crops for biofuels.
C12-Using Earths resources-Water safe to drink lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 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 interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: order of magnitude was not taught in this lesson.
AQA spec link: 4.10.1.2
New systems of classification 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, 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: 4.6.4
Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 200-201
Students are required to know the following;
As evidence of internal structures became more developed due to improvements in microscopes, and the understanding of biochemical processes progressed, new models of classification were proposed.
Due to evidence available from chemical analysis there is now a ‘threedomain system’ developed by Carl Woese. In this system organisms are divided into:
•archaea (primitive bacteria usually living in extreme environments)
•bacteria (true bacteria)
•eukaryota (which includes protists, fungi, plants and animals).
WS 1.1 Understand how scientific methods and theories develop over time.
Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
Global warming 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.
This lesson Includes powerpoint timers, slide animations, homework, self-assessment, interactive mark scheme, embedded video’s and review.
For general enquiries or support please email: Paperfriendlyresources@gmail.com
NB: If you are unable to play embedded videos please view slide notes for link. *
AQA spec link: 4.7.3.5
Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology for combined science textbook-Page 240-241
Students are required to know the following;
Students should be able to describe some of the biological consequences of global warming.
Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.
Antibiotic resistant bacteria 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, 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: 4.6.3.7
Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 196-197
Students are required to know the following;
Bacteria can evolve rapidly because they reproduce at a fast rate.
Mutations of bacterial pathogens produce new strains. Some strains might be resistant to antibiotics, and so are not killed. They survive and reproduce, so the population of the resistant strain rises. The resistant strain will then spread because people are not immune to it and there is
no effective treatment.
MRSA is resistant to antibiotics.
To reduce the rate of development of antibiotic resistant strains:
• doctors should not prescribe antibiotics inappropriately, such as
treating non-serious or viral infections
• patients should complete their course of antibiotics so all bacteria are
killed and none survive to mutate and form resistant strains
•the agricultural use of antibiotics should be restricted.
The development of new antibiotics is costly and slow. It is unlikely to keep up with the emergence of new resistant strains.
Please note this lesson has recently been updated
C12-Using Earths resources-Life cycle assessment lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 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 interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. [NB: C12.4 on extracting metal ores is only for HT students]
AQA spec link: 5.10.2.1
environmental impact of products in each of these stages:
•• extracting and processing raw materials
•• manufacturing and packaging
•• use and operation during its lifetime
•• disposal at the end of its useful life, including transport and
distribution at each stage.
Use of water, resources, energy sources and production of some wastes can be fairly easily quantified. Allocating numerical values to pollutant effects is less straightforward and requires value judgements, so LCA is not a purely objective process. Selective or abbreviated LCAs can be devised to evaluate a product but these can be misused to reach pre-determined conclusions, eg in support of claims for advertising purposes.
Students should be able to carry out simple comparative LCAs for shopping bags made from plastic and paper.
C2-The periodic table-Group 7-the halogens lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 9 class, although content can be adjusted to suit any ability.
Please note: halide displacement has been taught in the C2.4-Halide displacement lesson.
Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes.
For further enquiries please email paperfriendlyresources@gmail.com
Also available via instagram: Paperfriendlyresourcesuk
AQA spec link: 4.1.2.6
Methods of studying cells 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
The Electron microscope 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, worksheets, slide timers, slide animations, interactive answers on slides and a plenary.
AQA Specification reference: 3.2.1.3
ALevel Biology Textbook: Section 2 Cells, Chapter 3
This resource has been amended since the last review
More about extinction 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, 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: 4.6.3.6
Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 194-195
Students are required to know the following;
Extinctions occur when there are no remaining individuals of a species
still alive.
Students should be able to describe factors which may contribute to the
extinction of a species.
ATP & Glycolysis lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . Topic: 5- Energy transfers in and between organisms.
Designed for highly able A-level class.
*NB: There is enough material for a double lesson *
Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, worksheet and a plenary.
AQA Specification reference: 3.5.2
Kreb cycle and Oxidative phoshorylation has NOT been included in this lesson although an overview of these processes has been provided.
AQA A-Level New specification-Structure of the cell surface membrane-Transport 4.1 (3.2.3)
Enough content for a double lesson.
Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary.
Also includes a 3D model making activity (to be printed on card paper)
ALevel Biology Textbook: Section 2 Cells, Chapter 4.1
Anaerobic respiration lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . Topic: 5- Energy transfers in and between organisms.
Designed for highly able A-level class.
Includes: questions, worksheet, embedded videos, slide timers, slide animations, interactive answers on slides, worksheet and a plenary.
AQA Specification reference: 3.5.2
For general enquiries email: Paperfriendlyresources@gmail.com
