AQA A-Level New specification-Mitosis-Section 2-Cells 3.7 (3.2.2) Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. AQA Specification reference: 3.2.2 ALevel Biology Textbook: Section 2 Cells, Chapter 3.7

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

Starch, Glycogen and Cellulose lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.1 Biological Molecules This resource contains a double lessons worth of material 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: 3.1.2 ALevel Biology Textbook: Section 1 Biological Molecules, Chapter 1.4

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

Developing drugs 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 (a url to BBC-drug trials gone wrong-play first 10 minutes) and practice questions with answers on slides and worksheets. AQA spec link: 3.1.9 Relevant chapter: B6 Preventing and treating diseases. AQA Biology combined textbook-Page 96-97 Specification requires students to know the following; New medical drugs have to be tested and trialled before being used to check that they are safe and effective. New drugs are extensively tested for toxicity, efficacy and dose. Preclinical testing is done in a laboratory using cells, tissues and live animals. Clinical trials use healthy volunteers and patients. •• Very low doses of the drug are given at the start of the clinical trial. •• If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug. •• In double blind trials, some patients are given a placebo.

Inherited disorders 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. Included a set of past paper questions, with level 1-3 demand questions, this is an excellent way of reviewing the lesson and differentiating within the classroom. Mark scheme has also been attached separately. AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 212-213. Students are required to know the following; Some disorders are inherited. These disorders are caused by the inheritance of certain alleles. • Polydactyly (having extra fingers or toes) is caused by a dominant allele. • Cystic fibrosis (a disorder of cell membranes) is caused by a recessive allele. Students should make informed judgements about the economic, social and ethical issues concerning embryo screening, given appropriate information. WS 1.3 Appreciate that embryo screening and gene therapy may alleviate suffering but consider the ethical issues which arise

Please note that this resource contains two lessons worth of content. Factors affecting food security and making food production efficient 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: 4.7.5; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 304-307 Students are required to know the following; 7.5.1 Students should be able to describe some of the biological factors affecting levels of food security. Food security is having enough food to feed a population. Biological factors which are threatening food security include: • the increasing birth rate has threatened food security in some countries • changing diets in developed countries means scarce food resources are transported around the world • new pests and pathogens affect farming • environmental changes affect food production, such as widespread famine occurring in some countries if rains fail • cost of agricultural inputs • conflicts have arisen in some parts of the world over the availability of water or food. Sustainable methods must be found to feed all people on Earth. 7.5.2 The efficiency of food production can be improved by restricting energy transfer from food animals to the environment. This can be done by limiting their movement and by controlling the temperature of their surroundings. Some animals are fed high protein foods to increase growth. 7.5.3 Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues or certain species may disappear altogether in some areas. Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a sustainable level.

Antibiotics and Painkillers 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 as well as a quiz. Due to this being a very short topic, I decided to teach this over two lessons and included a role play activity, it was thoroughly enjoyed by all three year 10 classes. Please leave a review at the end of the lesson, let me know how the 'doctor, patient' role play is reciprocated :) AQA spec link: 3.1.8 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 100-101 Specification requires students to know the following; Students should be able to explain the use of antibiotics and other medicines in treating disease. Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body. It is important that specific bacteria should be treated by specific antibiotics. WS 1.4 The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. However, the emergence of strains resistant to antibiotics is of great concern. There are links with this content to Culturing microorganisms (biology only). There are links with this content to Resistant bacteria. Antibiotics cannot kill viral pathogens. Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens. It is difficult to develop drugs that kill viruses without also damaging the body’s tissues.

Eukaryotic cell structure lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2 Cells This resource contains a double lessons worth of material Designed for highly able A-level class. Includes: questions, embedded videos, worksheet, homework, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.2.1.1 ALevel Biology Textbook: Section 2 Cells, Chapter 3.4

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.