The blood vessels 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: 4.2.2.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 54-55 Students are required to know the following; The body contains three different types of blood vessel: • arteries • veins • capillaries. Students should be able to explain how the structure of these vessels relates to their functions.

***Please note this is two lessons comnined into one. *** Tissues, organs and transport systems 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: 4.2.3.1 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 62-65 Students are required to know the following Students should be able to explain how the structures of plant tissues are related to their functions. Plant tissues include: • epidermal tissues • palisade mesophyll • spongy mesophyll •xylem and phloem •meristem tissue found at the growing tips of shoots and roots. The leaf is a plant organ. Knowledge limited to epidermis, palisade and spongy mesophyll, xylem and phloem, and guard cells surrounding stomata. Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions. Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport. Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration stream. The role of stomata and guard cells are to control gas exchange and water loss. Phloem tissue transports dissolved sugars from the leaves to the rest of the plant for immediate use or storage. The movement of food molecules through phloem tissue is called translocation. Phloem is composed of tubes of elongated cells. Cell sap can move from one phloem cell to the next through pores in the end walls. Detailed structure of phloem tissue or the mechanism of transport is not required.

The importance of communities 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 258-259 Students are required to know the following; Students should be able to describe: •different levels of organisation in an ecosystem from individual organisms to the whole ecosystem • the importance of interdependence and competition in a community. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there. 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.

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.

"Please note this lesson has been changed since the former review, view the comments for more details* 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. 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: B14 Variation and evolution. AQA Biology third edition textbook-Page 230-231. Students are required to know the following; 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. 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.

DNA structure and protein synthesis lessons created in accordance to the NEW AQA Specification (9-1). NB: BIOLOGY ONLY. I taught this topic in two lessons as it's a topic that's a difficult concept and can be taught effectively as opposed to being rushed. This resource is 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, worksheets and an interactive quiz. AQA spec link: 6.1.5 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 204-205. Students should be able to describe DNA as a polymer made from four different nucleotides. Each nucleotide consists of a common sugar and phosphate group with one of four different bases attached to the sugar. DNA contains four bases, A, C, G and T. A sequence of three bases is the code for a particular amino acid. The order of bases controls the order in which amino acids are assembled to produce a particular protein. The long strands of DNA consist of alternating sugar and phosphate sections. Attached to each sugar is one of the four bases. The DNA polymer is made up of repeating nucleotide units. (HT only) Students should be able to: •• recall a simple description of protein synthesis •• explain simply how the structure of DNA affects the protein made •• describe how genetic variants may influence phenotype: a) in coding DNA by altering the activity of a protein: and b) in non-coding DNA by altering how genes are expressed. (HT only) In the complementary strands a C is always linked to a G on the opposite strand and a T to an A. (HT only) Students are not expected to know or understand the structure of mRNA, tRNA, or the detailed structure of amino acids or proteins. (HT only) Students should be able to explain how a change in DNA structure may result in a change in the protein synthesised by a gene. (HT only) Proteins are synthesised on ribosomes, according to atemplate. Carrier molecules bring specific amino acids to add to the growing protein chain in the correct order. (HT only) When the protein chain is complete it folds up to form a unique shape. This unique shape enables the proteins to do their job as enzymes, hormones or forming structures in the body such as collagen.

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.

Complete lesson Includes:worksheet with mark scheme, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary.

DNA and the genome 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: embedded videos and timers, slide animations, practice questions with answers on slides and an interactive quiz. AQA spec link: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 202-203. Specification requires students to know the following; Students should be able to describe the structure of DNA and define genome. The genetic material in the nucleus of a cell is composed of a chemical called DNA. DNA is a polymer made up of two strands forming a double helix. The DNA is contained in structures called chromosomes. A gene is a small section of DNA on a chromosome. Each gene codes for a particular sequence of amino acids, to make a specific protein. The genome of an organism is the entire genetic material of that organism. The whole human genome has now been studied and this will have great importance for medicine in the future. Students should be able to discuss the importance of understanding the human genome. This is limited to the: • search for genes linked to different types of disease • understanding and treatment of inherited disorders • use in tracing human migration patterns from the past.

Cancer 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, video, worksheet and mini review. AQA spec link: 4.2.2.7 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 102-103 Specification requires students to know the following; Students should be able to describe cancer as the result of changes in cells that lead to uncontrolled growth and division. Benign tumours are growths of abnormal cells which are contained in one area, usually within a membrane. They do not invade other parts of the body. Malignant tumour cells are cancers. They invade neighbouring tissues and spread to different parts of the body in the blood where they form secondary tumours. Scientists have identified lifestyle risk factors for various types of cancer. There are also genetic risk factors for some cancers.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson More about plant diseases lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions, answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.3.3.1 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 92-93. Plant diseases can be detected by: • stunted growth • spots on leaves • areas of decay (rot) • growths • malformed stems or leaves • discolouration • the presence of pests. Identification can be made by: • reference to a gardening manual • taking infected plants to a laboratory to identify the pathogen • using testing kits that contain monoclonal antibodies. Plants can be infected by a range of viral, bacterial, and fungal pathogens as well as by insects. Knowledge of plant diseases is restricted to tobacco mosaic virus as a viral disease, black spot as a fungal disease, and aphids as insects. Plants can be damaged by a range of ion deficiency conditions: • stunted growth caused by nitrate deficiency • chlorosis caused by magnesium deficiency. Knowledge of ions is limited to nitrate ions needed for protein synthesis and therefore growth and magnesium ions needed to make chlorophyll.

NB: This resource has been modified since the last reviews* Screening for genetic disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY(combined science) 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 and worksheet. This video contains many videos and is a great lesson to spark a debate. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 174-175.

Eukaryotic and prokaryotic cells 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. AQA spec link: 1.1.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 8-9 Specification requires students to know the following; Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus. Bacterial cells (prokaryotic cells) are much smaller in comparison. They have cytoplasm and a cell membrane surrounded by a cell wall. The genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids. Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form. MS 1b, 2a, 2h WS 4.4 Use prefixes centi, milli, micro and nano.

Covalent 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 and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 9-10 The specification requires students to know the following: Understand covalent bonding strong electrostatic attraction between two nuclei and the shared pair(s) of electrons between them dot and cross diagrams to show electrons in simple covalent molecules, including those with multiple bonds and dative covalent (coordinate) bonds the relationship between bond lengths and bond strengths in covalent bonds tetrahedral basis of organic chemistry

This lesson has been improved, it contains two lessons worth of content and now includes an optional practical activity Photosynthesis 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, optional practical and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.1.1 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 124-125 Students are required to know the following; Photosynthesis is represented by the equation: carbon dioxide + water (light) glucose + oxygen Students should recognise the chemical symbols: CO2, H2O, O2 and C6H12O6. Students should be able to describe photosynthesis as an endothermic reaction in which energy is transferred from the environment to the chloroplasts by light.

Stem cells dilemmas 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: 4.1.2.3 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 32-33 Specification requires students to know the following; In therapeutic cloning an embryo is produced with the same genes as the patient. Stem cells from the embryo are not rejected by the patient’s body so they may be used for medical treatment. The use of stem cells has potential risks such as transfer of viral infection, and some people have ethical or religious objections. Stem cells from meristems in plants can be used to produce clones of plants quickly and economically. •• Rare species can be cloned to protect from extinction. •• Crop plants with special features such as disease resistance can be cloned to produce large numbers of identical plants for farmers.

Stem cells (introduction) 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: 4.1.2.3 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 30-31 Specification requires students to know the following; A stem cell is an undifferentiated cell of an organism which is capable of giving rise to many more cells of the same type, and from which certain other cells can arise from differentiation. Students should be able to describe the function of stem cells in embryos, in adult animals and in the meristems in plants. Stem cells from human embryos can be cloned and made to differentiate into most different types of human cells. Stem cells from adult bone marrow can form many types of cells including blood cells. Meristem tissue in plants can differentiate into any type of plant cell, throughout the life of the plant. Knowledge and understanding of stem cell techniques are not required. Treatment with stem cells may be able to help conditions such as diabetes and paralysis