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.
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
Intermolecular forces/electronegavtivity 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 11-14
The specification requires students to know the following:
Understand the following intermolecular forces
van der Waals
dipole-dipole
hydrogen bonding.
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
C10-Chemical analysis-Chromatography required practical 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, and practice questions with answers on slides. *I have not included the theory of chromatography in this lesson*
AQA spec link:
Students should be able to tell the difference between coloured substances. Students should calculate Rf values. AT skills covered by this practical activity: chemistry AT 1 and 4.
This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.
Osmosis lesson created in accordance to the NEW AQA Specification (9-1). I have also included the required practical lesson I created, it includes pictures of each method, sample data and a graph. 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.
AQA spec link: 4.1.3.2
Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 16-17
Specification requires students to know the following;
Water may move across cell membranes via osmosis. Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane.
Recognise, draw and interpret diagrams that model osmosis.
Students should be able to:
•use simple compound measures of rate of water uptake
••use percentages
• calculate percentage gain and loss of mass of plant tissue.
Required practical activity 3: investigate the effect of a range of concentrations of salt or sugar
solutions on the mass of plant tissue. AT skills covered by this practical activity: AT 1, 3 and 5.
This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Students should be able to plot, draw and interpret appropriate graphs
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.
Diffraction grating and path difference lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the fourth 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, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications.
Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 61-65
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:
C1 Working with waves
Understand concepts of displacement, coherence, path difference, phase difference, superposition as applied to diffraction gratings.
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
Variation 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 and an interactive quiz.
AQA spec link: 4.6.2.1
Relevant chapter: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 178-179.
Students are required to know the following;
Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism. Differences in the characteristics of individuals in a population is called variation and may be due to differences in:
• the genes they have inherited (genetic causes)
• the conditions in which they have developed (environmental causes)
• a combination of genes and the environment.
NB: Mutations reference will be taught in the subsequent lesson.
Selective breeding 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: 4.6.2.3
Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 222-223.
Students are required to know the following;
Students should be able to explain the impact of selective breeding of food plants and domesticated animals. Selective breeding (artificial selection) is the process by which humans breed plants and animals for particular genetic characteristics. Humans have been doing this for thousands of years since they first bred food crops from wild plants and domesticated animals.
Selective breeding involves choosing parents with the desired characteristic from a mixed population. They are bred together. From the offspring those with the desired characteristic are bred together. This continues over many generations until all the offspring show the desired characteristic.
The characteristic can be chosen for usefulness or appearance:
• Disease resistance in food crops.
• Animals which produce more meat or milk.
• Domestic dogs with a gentle nature.
• Large or unusual flowers.
Selective breeding can lead to ‘inbreeding’ where some breeds are particularly prone to disease or inherited defects.
WS 1.3, 1.4
Explain the benefits and risks of selective breeding given appropriate information and consider related ethical issues.
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 third edition textbook-Page 224-225.
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.
Musical instruments lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the final 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, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications.
Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 70-
The following areas have been covered from the specification in this lesson.
C1 Working with waves
-Understand the concept and applications of stationary waves resonance.
Musical instruments.
Be able to use the equation: calculation of speed
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.
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: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 252-253
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.
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: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 250-251
Students are required to know the following;
Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus.
Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species.
Students should be able to use information given to show understanding of the Linnaean system.
Students should be able to describe the impact of developments in biology on classification systems.
Tissues and organs 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: 4.2.1
Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 36-37
Students are required to know the following;
Cells are the basic building blocks of all living organisms.
A tissue is a group of cells with a similar structure and function.
Organs are aggregations of tissues performing specific functions.
Organs are organised into organ systems, which work together to form
organisms.
Factors affecting enzyme action 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: 4.2.2.1
Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 44-45
Students are required to know the following;
Students should be able to describe the nature of enzyme molecules and relate their activity to temperature and pH changes.
The human digestive system 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: 4.2.2.1
Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 38-39
Students are required to know the following;
This section assumes knowledge of the digestive system studied in Key Stage 3 science.
The digestive system is an example of an organ system in which several organs work together to digest and absorb food.
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: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 210-211
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
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.