C13-The Earth’s atmosphere-Our evolving atmosphere lesson 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. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.1.1, 2, 4 AQA spec link: For 200 million years, the proportions of different gases in the atmosphere have been much the same as they are today: • about four-fifths (approximately 80%) nitrogen • about one-fifth (approximately 20%) oxygen • small proportions of various other gases, including carbon dioxide, water vapour, and noble gases. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. Algae and plants decreased the percentage of carbon dioxide in the atmosphere by photosynthesis. Carbon dioxide was also decreased by the formation of sedimentary rocks and fossil fuels that contain carbon. Students should be able to: • describe the main changes in the atmosphere over time and some of the likely causes of these changes • describe and explain the formation of deposits of limestone, coal, crude oil, and natural gas.

Diet, exercise and disease 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, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Students are required to know the following; • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation, or globally • explain the effect of lifestyle factors including diet, alcohol, and smoking on the incidence of non-communicable diseases at local, national, and global levels. Risk factors are linked to an increased rate of a disease. They can be: • aspects of a person’s lifestyle • substances in the person’s body or environment. A causal mechanism has been proven for some risk factors, but not in others. • The effects of diet and exercise on cardiovascular disease. • Obesity as a risk factor for Type 2 diabetes. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

The human Kidney 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. As i taught this lesson in two parts it's only fair i upload the other presentation also (2 for the price of 1). **Knowledge of other parts of the urinary system, the structure of the kidney, and the structure of a nephron is not required.** AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 185-186 *The new specification requires students to know the following; Students should be able to describe the function of kidneys in maintaining the water balance of the body. The kidneys produce urine by filtration of the blood and selective reabsorption of useful substances such as glucose, some ions, And water. Knowledge of other parts of the urinary system, the structure of the kidney, and the structure of a nephron is not required. Students should be able to translate tables and bar charts of glucose, ions, and urea before and after filtration. Students should be able to describe the effect of ADH on the permeability of the kidney tubules. The water level in the body is controlled by the hormone ADH which acts on the kidney tubules. ADH is released by the pituitary gland when the blood is too concentrated and it causes more water to be reabsorbed back into the blood from the kidney tubules. This is controlled by negative feedback.

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.

Types of reproduction lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates 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: 6.1.1 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 196-197. Specification requires students to know the following; Students should understand that meiosis leads to non-identical cells being formed while mitosis leads to identical cells being formed. Sexual reproduction involves the joining (fusion) of male and female gametes: • sperm and egg cells in animals • pollen and egg cells in flowering plants. In sexual reproduction there is mixing of genetic information which leads to variety in the offspring. The formation of gametes involves meiosis. Asexual reproduction involves only one parent and no fusion of gametes. There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved. Biology only-6.1.3 Advantages of sexual reproduction: • produces variation in the offspring • if the environment changes variation gives a survival advantage by natural selection • natural selection can be speeded up by humans in selective breeding to increase food production. Advantages of asexual reproduction: • only one parent needed • more time and energy efficient as do not need to find a mate • faster than sexual reproduction • many identical offspring can be produced when conditions are favourable Good luck with your lesson!

Genetic engineering 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: 4.6.2.4 Relevant chapter: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 184-185. Students are required to know the following; Students should be able to describe genetic engineering as a process which involves modifying the genome of an organism by introducing a gene from another organism to give a desired characteristic. Plant crops have been genetically engineered to be resistant to diseases or to produce bigger better fruits. Bacterial cells have been genetically engineered to produce useful substances such as human insulin to treat diabetes. Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections. In genetic engineering, genes from the chromosomes of humans and other organisms can be ‘cut out’ and transferred to cells of other organisms. Crops that have had their genes modified in this way are called genetically modified (GM) crops. GM crops include ones that are resistant to insect attack or to herbicides. GM crops generally show increased yields. Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored. Modern medical research is exploring the possibility of genetic modification to overcome some inherited disorders. (HT) Students should be able to describe the main steps in the process of genetic engineering. In genetic engineering: • enzymes are used to isolate the required gene; this gene is inserted into a vector, usually a bacterial plasmid or a virus • the vector is used to insert the gene into the required cells • genes are transferred to the cells of animals, plants, or microorganisms at an early stage (egg or embryo) in their development so that they develop with desired characteristics.

Hormones and menstrual cycle 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:5.3.4 Relevant chapter: B11 -Hormonal coordination . AQA Biology third edition textbook-Page 170-171. *The new specification requires students to know the following; Students should be able to explain the interactions of FSH, oestrogen, LH and progesterone, in the control of the menstrual cycle. Students should be able to extract and interpret data from graphs showing hormone levels during the menstrual cycle.

Exchanging materials 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, practice questions with answers on slides, worksheet, and homework (with MS) AQA spec link: 4.1.3.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 22-23 Specification requires students to know the following; A single-celled organism has a relatively large surface area to volume ratio. This allows sufficient transport of molecules into and out of the cell to meet the needs of the organism. Students should be able to calculate and compare surface area to volume ratios. Students should be able to explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area to volume ratio. Students should be able to explain how the small intestine and lungs in mammals, gills in fish, and the roots and leaves in plants, are adapted for exchanging materials. In multicellular organisms, surfaces and organ systems are specialised for exchanging materials. This is to allow sufficient molecules to be transported into and out of cells for the organism’s needs. The effectiveness of an exchange surface is increased by: •• having a large surface area •• a membrane that is thin, to provide a short diffusion path •• (in animals) having an efficient blood supply •• (in animals, for gaseous exchange) being ventilated.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Growing bacteria in the lab lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions and answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.1.1.6 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 78-79. Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature. Bacteria can be grown in a nutrient broth solution or as colonies on an agar gel plate. Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics. Students should be able to describe how to prepare an uncontaminated culture using aseptic technique. They should be able to explain why: • Petri dishes and culture media must be sterilised before use to kill unwanted microorganisms • inoculating loops used to transfer microorganisms to the media must be sterilised by passing them through a flame • the lid of the Petri dish should be secured with adhesive tape to prevent microorganisms from the air contaminating the culture, and stored upside down • in school and college laboratories, cultures should be incubated at a maximum temperature of 25 °C.

Removing waste products lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and worksheet. AQA spec link: 5.3.3 Relevant chapter: B12.2-Removing waste products . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 184-185 *The new specification requires students to know the following; Students should be able to explain the effect on cells of osmotic changes in body fluids. Water leaves the body via the lungs during exhalation. Water, ions, and urea are lost from the skin in sweat. There is no control over water, ion, or urea loss by the lungs or skin. Excess water, ions, and urea are removed via the kidneys in the urine. If body cells lose or gain too much water by osmosis they do not function efficiently. The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.

Photosynthesis required practical (RP 6). This practical was completed in one lesson, students were asked to construct a graph from their data for homework. AQA spec link: 4.4.1.1 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 126-127 Students are required to know the following; investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed. AT skills covered by this practical activity: AT 1, 2, 3, 4 and 5.

Principles of homeostasis 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, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.5.1 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 133-134 Students are required to know the following; Students should be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes. Homeostasis maintains optimal conditions for enzyme action and all cell functions. In the human body, these include control of: • blood glucose concentration • body temperature • water levels. These automatic control systems may involve nervous responses or chemical responses. All control systems include: • cells called receptors, which detect stimuli (changes in theenvironment) • coordination centres (such as the brain, spinal cord and pancreas) that receive and process information from receptors • effectors, muscles or glands, which bring about responses which restore optimum levels.

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.

C13-The Earth’s atmosphere-Greenhouse gases lesson 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. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.2.1, 2, Greenhouse gases in the atmosphere maintain temperatures on Earth high enough to support life. Water vapour, carbon dioxide, and methane are greenhouse gases. Students should be able to describe the greenhouse effect in terms of the interaction of short and long wavelength radiation with matter. Some human activities increase the amounts of greenhouse gases in the atmosphere. These include: • carbon dioxide • methane. Students should be able to recall two human activities that increase the amounts of each of the greenhouse gases carbon dioxide and methane. Based on peer-reviewed evidence, many scientists believe that human activities will cause the temperature of the Earth’s atmosphere to increase at the surface and that this will result in global climate change. However, it is difficult to model such complex systems as global climate change. This leads to simplified models, speculation, and opinions presented in the media that may be based on only parts of the evidence and which may be biased. Students should be able to: • evaluate the quality of evidence in a report about global climate change given appropriate information • describe uncertainties in the evidence base • recognise the importance of peer review of results and of communicating results to a wide range of audiences.

This lesson has been created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheet and answers have also been included within the slides. This resource is suitable for separate science students. AQA spec link: 4.3.1.4 and 4.3.1.5 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 88-89. *The new specification requires students to know the following; Rose black spot is a fungal disease where purple or black spots develop on leaves, which often turn yellow and drop early. It affects the growth of the plant as photosynthesis is reduced. It is spread in the environment by water or wind. Rose black spot can be treated by using fungicides and/or removing and destroying the affected leaves. The pathogens that cause malaria are protists. The malarial protist has a life cycle that includes the mosquito. Malaria causes recurrent episodes of fever and can be fatal. The spread of malaria is controlled by preventing the vectors, mosquitos, from breeding and by using mosquito nets to avoid being bitten.

Material cycling 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: B17 organising an ecosystem. AQA Biology third edition textbook-Page 278-279 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.

Distribution and abundance 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 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 262-263 Students are required to know the following; A range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem. In relation to abundance of organisms students should be able to: • understand the terms mean, mode and median •calculate arithmetic means