Common problems of the eye lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability, separate science class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s, homework worksheet, markscheme and mini review. NB: If you are unable to play embedded videos please view slide notes for link. THIS LESSON IS FOR BIOLOGY ONLY AQA spec link: 4.5.2.3 Relevant chapter: B10 The human nervous system. AQA Biology Third edition textbook-Page 156-157 Students are required to know the following; Students should be able to relate the structures of the eye to their functions. This includes: • accommodation to focus on near or distant objects Accommodation is the process of changing the shape of the lens to focus on near or distant objects. To focus on a near object: • the ciliary muscles contract • the suspensory ligaments loosen • the lens is then thicker and refracts light rays strongly. To focus on a distant object: • the ciliary muscles relax • the suspensory ligaments are pulled tight • the lens is then pulled thin and only slightly refracts light rays. Two common defects of the eyes are myopia (short sightedness) and hyperopia (long sightedness) in which rays of light do not focus on the retina. • Generally these defects are treated with spectacle lenses which refract the light rays so that they do focus on the retina. • 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. Students should be able to interpret ray diagrams, showing these two common defects of the eye and demonstrate how spectacle lenses correct them.

Theories of evolution 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: 4.6.3.1 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 236-237 Students are required to know the following; Charles Darwin, largely as a result of observations on a round the world expedition, linked to developing knowledge of geology and fossils, proposed the theory of natural selection: • Individual organisms within a particular species show a wide range of variation for a characteristic. • Individuals with characteristics most suited to the environment are more likely to survive to breed successfully. • The characteristics that have enabled these individuals to survive are then passed on to the next generation. Other theories, including that of Jean-Baptiste Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. We now know that in the vast majority of cases this type of inheritance cannot occur. A study of creationism is not required.

Please note that I have merged the content of two lessons into one resource. Trophic levels and biomass transfers 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, past paper questions, self-assessment, interactive mark scheme, embedded videos 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: 4.7.4; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 300-301 Students are required to know the following; 7.4.1 Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Trophic levels can be represented by numbers, starting at level 1 with plants and algae. Further trophic levels are numbered subsequently according to how far the organism is along the food chain. Level 1: Plants and algae make their own food and are called producers. Level 2: Herbivores eat plants/algae and are called primary consumers. Level 3: Carnivores that eat herbivores are called secondary consumers. Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism. 7.4.2 Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid. Students should be able to construct accurate pyramids of biomass from appropriate data. 7.4.3 Students should be able to: • describe pyramids of biomass • explain how biomass is lost between the different trophic levels. Producers are mostly plants and algae which transfer about 1% of the incident energy from light for photosynthesis. Only approximately 10% of the biomass from each trophic level is transferred to the level above it. Losses of biomass are due to: • not all the ingested material is absorbed, some is egested as faeces • some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine. Large amounts of glucose are used in respiration. Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass. Students should be able to explain how this affects the number of organisms at each trophic level.

Groups and periods lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations, worksheets,and practice questions with answers on slides. This lesson is the first in the A2 unit. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 22-23 Link to specification A2 Production and uses of substances in relation to properties Understand the periodic table: periods 1, 2, 3 and 4 groups – s block, p block, d block layout of periodic table in relation to s, p, d notation electronic arrangement of elements using s, p, d notation

Physical properties lesson-2 created in accordance to the Pearsons BTEC national specification for applied science. The specification mentions a lot of physical properties so i have separated into two lessons. Part 2 of physical properties of elements covers electronegativity, type of bonding in the element trends – melting point and boiling point, physical properties of metals – electrical conductivity, thermal conductivity,malleability and ductility. Students found this lesson easier as there was overlap with some unit A1 lessons. This new specification requires students to sit an externally assessed examination in January. Includes slide animations and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 25-30 Link to specification A2 Production and uses of substances in relation to properties Understand the physical properties of elements: electronegativity type of bonding in the element trends – melting point and boiling point physical properties of metals – electrical conductivity, thermal conductivity, malleability, ductility.

Fossils and 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: 4.6.3.5 Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 224-245 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.

Balancing equations part 1 lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations, worksheets, homework and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 14-15

Deforestation and peat destruction 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 also contains working scientifically activities that requires students to improve scientific methods, choose suitable techniques and equipment. This lesson Includes powerpoint timers, slide animations, self-assessment, homework (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 homework sheets as two pages to one A4 side-double sided. Alternatively you can email the homework 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: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 292-293 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.

Cloning lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability separates class, although content can be adjusted to suit any ability. Includes: questions, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. *This lesson includes a practical which is not required. * NB: This lesson is for SEPARATE science ONLY AQA spec link: 4.6.2.5 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 226-227. Students are required to know the following; Tissue culture: using small groups of cells from part of a plant to grow identical new plants. This is important for preserving rare plant species or commercially in nurseries. Cuttings: an older, but simple, method used by gardeners to produce many identical new plants from a parent plant. Embryo transplants: splitting apart cells from a developing animal embryo before they become specialised, then transplanting the identical embryos into host mothers. WS 1.3, 1.4 Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections. There are links with this content to Advantages and disadvantages of sexual and asexual reproduction (biology only) and Selective breeding.

Metallic bonding lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations, worksheets, homework and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 10-11 The specification requires students to know the following: Understand metallic bonding de-localised electrons positive metal ions regular layer structure.

Organisms in their environment 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: 4.7.1.2 + 4.7.1.3 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 208-209 Students are required to know the following; Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. Abiotic (non-living) factors which can affect a community are: •• light intensity •• temperature •• moisture levels •• soil pH and mineral content •• wind intensity and direction •• carbon dioxide levels for plants •• oxygen levels for aquatic animals. Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. Biotic (living) factors which can affect a community are: •• availability of food •• new predators arriving •• new pathogens •• one species outcompeting another so the numbers are no longer sufficient to breed.

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.

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, homework 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: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 246-247 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.

C9-Organic chemistry-Burning hydrocarbon fuels 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, practical demo, 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 AQA spec link: 4.7.1.3 The combustion of hydrocarbon fuels releases energy. During combustion, the carbon and hydrogen in the fuels are oxidised. The complete combustion of a hydrocarbon produces carbon dioxide and water. Students should be able to write balanced equations for the complete combustion of hydrocarbons with a given formula.

Investigating the effect of temperature on the rate of decay of fresh milk by measuring pH change (RP 10-separate science). This practical was completed in one lesson, students were asked to construct a graph from their data for homework. I have included how i conducted the practical in the slide notes. AQA spec link: 4.7.2.3 Relevant chapter: B17 Organising an ecosystem. AQA Biology third edition textbook-Page 282-283 Students are required to know the following; Required practical activity 10: investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change. AT skills covered by this practical activity: AT 1, 3, 4 and 5. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

Displacement and phase difference lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the second lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, practice questions with answers on slides, interactive review of the topic so far and homework (calculating wave speed) + MS. NB: The features of a wave have been covered in the first lesson, this lesson focuses on displacement graphs, explains how rotating vectors generate sine waves and phase difference. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 58-59 The following areas have been covered from the specification in this lesson. C1 Working with waves Understand the features common to all waves and use the following terms as applied to waves: -Graphical representation of wave features. -Understand concepts of displacement and phase difference.

Evolution by natural selection 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. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.2.1 + 4.6.2.2 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 220-221. Students are required to know the following; Students should be able to: • state that there is usually extensive genetic variation within a population of a species • recall that all variants arise from mutations and that: most have no effect on the phenotype; some influence phenotype; very few determine phenotype. Mutations occur continuously. Very rarely a mutation will lead to a new phenotype. If the new phenotype is suited to an environmental change it can lead to a relatively rapid change in the species. Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species. The theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed more than three billion years ago. Students should be able to explain how evolution occurs through natural selection of variants that give rise to phenotypes best suited to their environment. If two populations of one species become so different in phenotype that they can no longer interbreed to produce fertile offspring they have formed two new species.

Adult cell cloning lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability separates 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. NB: This lesson is for SEPARATE science ONLY AQA spec link: 4.6.2.5 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 228-229. Students are required to know the following; Adult cell cloning: • The nucleus is removed from an unfertilised egg cell. • The nucleus from an adult body cell, such as a skin cell, is inserted into the egg cell. • An electric shock stimulates the egg cell to divide to form an embryo. • These embryo cells contain the same genetic information as the adult skin cell. • When the embryo has developed into a ball of cells, it is inserted into the womb of an adult female to continue its development. WS 1.3, 1.4 Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections. There are links with this content to Advantages and disadvantages of sexual and asexual reproduction (biology only) and Selective breeding.

Uses of monoclonal antibodies lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability SEPARATE (trilogy) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos,questions with answers on slides and homework, with mark scheme. NB: This resource is for separate science only AQA spec link: 4.3.2.2 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 107-109 Specification requires students to know the following; Students should be able to describe some of the ways in which monoclonal antibodies can be used. •To treat some diseases: for cancer the monoclonal antibody can be bound to a radioactive substance, a toxic drug or a chemical which stops cells growing and dividing. It delivers the substance to the cancer cells without harming other cells in the body. Students are not expected to recall any specific tests or treatments but given appropriate information they should be able to explain how they work. Monoclonal antibodies create more side effects than expected. They are not yet as widely used as everyone hoped when they were first developed.

Feeding relationships 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: 4.7.2.1 Relevant chapter: B16 organising an ecosystem. AQA Biology combined edition textbook-Page 224-225 Students are required to know the following; Students should understand that photosynthetic organisms are the producers of biomass = for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers. Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles. WS 1.2 Interpret graphs used to model predator-prey cycles. Students should be able to interpret graphs used to model these cycles.