Diffusion 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 videos and practice questions with answers on slides, worksheet. Due to the size of this topic, exchanging materials and surface area will be taught in a separate lesson. AQA spec link: 4.1.3.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 14-15 Specification requires students to know the following; Substances may move into and out of cells across the cell membranes via diffusion. Diffusion is the spreading out of the particles of any substance in solution, or particles of a gas, resulting in a net movement from an area of higher concentration to an area of lower concentration. Some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange, and of the waste product urea from cells into the blood plasma for excretion in the kidney. Students should be able to explain how different factors affect the rate of diffusion. Factors which affect the rate of diffusion are: •• the difference in concentrations (concentration gradient) •• the temperature •• the surface area of the membrane.

I have designed a mitosis and meiosis revision exam question pack, total marks /20. Contains a range of short and longer answer questions also requires students to interpret diagrams. This is a great piece of homework or mini class test, that can allow you to determine whether your students can distinguish between these two processes. I've attached the mark scheme separately as it's a great self/peer-assessed activity (reduce the marking load).

Food tests (RP 4-separate science). This practical was completed in one lesson, students were asked to construct a graph from their data for homework. How did i deliver this practical? Groups of 3, each group needs a test tube rack, 3 x test tubes and 1 x boiling tube. Goggles must be worn throughout the practical. Circus activity-students visited a station to complete a food test (avoids too many students doing the same test or taking all the reagents). Instead of using a hot water bath for the simple sugars test i lit a bunsen burner and allowed students to heat their solution in a boiling tube, holding it at a slant near the flame using tongs. Students really enjoyed this and the colour change is very sudden. Only one bunsen burner needs to be on for this and can be manned by the teacher to prevent misuse. AQA spec link: 4.2.2.1 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 46-47 Students are required to know the following; Required practical 4-qualitative reagents to test for a range of carbohydrates, lipids and proteins. To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein. AT skills covered by this practical activity: AT 2 and 8. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

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 videos, differentiated questions and answers have also been included within the slides. This resource is suitable for separate science students. AQA spec link: 4.3.1.1 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 82-83. *The new specification requires students to know the following; Explain how the spread of diseases can be reduced or prevented.

Health and disease lesson created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video and practice questions with answers. This resource is suitable for separate science students. AQA spec link: 2.2.5 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 74-75. *The new specification requires students to know the following; Students should be able to describe the relationship between health and disease and the interactions between different types of disease. Health is the state of physical and mental wellbeing. Diseases, both communicable and non-communicable, are major causes of ill health. Other factors including diet, stress, and life situations may have a profound effect on both physical and mental health. Different types of disease may interact. • Defects in the immune system mean that an individual is more likely to suffer from infectious diseases. • Viruses living in cells can be the trigger for cancers. • Immune reactions initially caused by a pathogen can trigger allergies such as skin rashes and asthma. • Severe physical ill health can lead to depression and other mental illness. Students should be able to translate disease incidence information between graphical and numerical forms, construct and interpret frequency tables and diagrams, bar charts and histograms, and use a scatter diagram to identify a correlation between two variables.

Edited 13/07/2020-PPT has been updated since last review, this resource also now includes a Control of BGL mini assessment with MS Control of blood glucose lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, practice exam question with mark scheme. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.2 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 162-163. Blood glucose concentration is monitored and controlled by the pancreas. If the blood glucose concentration is too high, the pancreas produces the hormone insulin that causes glucose to move from the blood into the cells. In liver and muscle cells excess glucose is converted to glycogen for storage. Students should be able to explain how insulin controls blood glucose (sugar) levels in the body. Type 1 diabetes is a disorder in which the pancreas fails to produce sufficient insulin. It is characterised by uncontrolled high blood glucose levels. In Type 2 diabetes the body cells no longer respond to insulin produced by the pancreas. Students should be able to compare Type 1 and Type 2 diabetes and explain how they can be treated. Students should be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes. (Will be incorporated in treating diabetes lesson). Higher content- If the blood glucose concentration is too low, the pancreas produces the hormone glucagon that causes glycogen to be converted into glucose and released into the blood. Students should be able to explain how glucagon interacts with insulin in a negative feedback cycle to control blood glucose (sugar) levels in the body. (Will be mentioned in negative feedback lesson)

Discovering 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 and practice questions with answers on slides. EDITED-PPT has been edited noticed a few spelling mistakes! Included a crossword also. AQA spec link: 3.1.9 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 102-103 Specification requires students to know the following; Students should be able to describe the process of discovery and development of potential new medicines, including preclinical and clinical testing. Traditionally drugs were extracted from plants and microorganisms. • The heart drug digitalis originates from foxgloves. • The painkiller aspirin originates from willow. • Penicillin was discovered by Alexander Fleming from the Penicillium mould. Most new drugs are synthesised by chemists in the pharmaceutical industry. However, the starting point may still be a chemical extracted from a plant.

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.

The structure and function of the human nervous 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, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.5.2 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 135-136 Students are required to know the following; Students should be able to explain how the structure of the nervous system is adapted to its functions.The nervous system enables humans to react to their surroundings and to coordinate their behaviour. Information from receptors passes along cells (neurones) as electrical impulses to the central nervous system (CNS). The CNS is the brain and spinal cord. The CNS coordinates the response of effectors which may be muscles contracting or glands secreting hormones. stimulus receptor coordinator effector response. Students should be able to explain how the various structures in a reflex arc – including the sensory neurone, synapse, relay neurone and motor neurone – relate to their function. Students should understand why reflex actions are important. Reflex actions are automatic and rapid; they do not involve the conscious part of the brain.

Reflex actions 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: 4.5.2 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 137-13 Students are required to know the following; Students should be able to explain how the various structures in a reflex arc – including the sensory neurone, synapse, relay neurone and motor neurone – relate to their function. Students should understand why reflex actions are important. Reflex actions are automatic and rapid; they do not involve the conscious part of the brain.

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.

The chemistry of food 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 40-41 Students are required to know the following; The products of digestion are used to build new carbohydrates, lipids, and proteins. Some glucose is used in respiration.

Aerobic respiration 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: 4.4.2.1 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 134-135 Students are required to know the following; Students should be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells. The energy transferred supplies all the energy needed for living processes. Respiration in cells can take place aerobically (using oxygen) or anaerobically (without oxygen), to transfer energy. Students should be able to compare the processes of aerobic and anaerobic respiration with regard to the need for oxygen, the differing products and the relative amounts of energy transferred. Organisms need energy for: •• chemical reactions to build larger molecules •• movement •• keeping warm. Aerobic respiration is represented by the equation: glucose + oxygen carbon dioxide + water Students should recognise the chemical symbols: C6H12O6, O2, CO2 and H2O.

Non-communicable diseases 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. There is a strong overlap between this lesson and B5-health to revise what was taught before summer. Includes: slide animations, AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 100-101 Specification requires students to know the following; Risk factors are linked to an increased rate of a disease. •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. •Carcinogens, including ionising radiation, as risk factors in cancer. Many diseases are caused by the interaction of a number of factors.

Specialisation in animal 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: 1.1.3 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 10-11 Specification requires students to know the following; Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: •• sperm cells, nerve cells and muscle cells in animals

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

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.

***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.

Catalyst and enzymes 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 4.4.2.3 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 42-43 Students are required to know the following; Students should be able to relate knowledge of enzymes to metabolism. Students should be able to carry out rate calculations for chemical reactions. Enzymes catalyse specific reactions in living organisms due to the shape of their active site. Students should be able to use the ‘lock and key theory’ as a simplified model to explain enzyme action. Students should be able to explain the importance of sugars, amino acids, fatty acids, and glycerol in the synthesis and breakdown of carbohydrates, proteins, and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules.

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.