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

Mini topic test on Mitosis and the cell cycle, can be set as an open or closed book asssessment. Mark scheme included.

More about genetics 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. AQA spec link: 6.1.8 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 210-211. Students are required to know the following; Ordinary human body cells contain 23 pairs of chromosomes. 22 pairs control characteristics only, but one of the pairs carries the genes that determine sex. • In females the sex chromosomes are the same (XX). • In males the chromosomes are different (XY). Students should be able to carry out a genetic cross to show sex inheritance. Students should understand and use direct proportion and simple ratios in genetic crosses.

Organisms in their environment 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: 4.7.1.2 + 4.7.1.3 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 260-261 Students are required to know the following; Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. Abiotic (non-living) factors which can affect a community are: •• light intensity •• temperature •• moisture levels •• soil pH and mineral content •• wind intensity and direction •• carbon dioxide levels for plants •• oxygen levels for aquatic animals. Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. Biotic (living) factors which can affect a community are: •• availability of food •• new predators arriving •• new pathogens •• one species outcompeting another so the numbers are no longer sufficient to breed.

This ppt has been updated since last review Animal and plant 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: 1.1.2 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 6-7 Specification requires students to know the following; Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions. Most animal cells have the following parts: • a nucleus • cytoplasm • a cell membrane • mitochondria • ribosomes. In addition to the parts found in animal cells, plant cells often have: • chloroplasts • a permanent vacuole filled with cell sap. Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.

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.

This resource has been amended since the last review More about extinction 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, homework 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: 4.6.3.6 Relevant chapter: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 246-247 Students are required to know the following; Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.

I taught bacterial and viral diseases in one lesson so that my students could compare and contrast between the two types. Students enjoyed finding out information online. It also allowed students to access a wealth of information and prompted very interesting discussions. I would recommend booking an ICT suite, i Pads or laptops to make the most out of the independent activity. If computer access is limited the student textbook can also be used :) 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, worksheets (including support sheet) and answers have also been included within the slides. This resource is suitable for separate science students. If you have a low ability group or would like to incorporate exam questions, i would recommend splitting this lesson in two. AQA spec link: 4.3.1.2, 4.3.1.3 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 84-87. *The new specification requires students to know the following; Explain how the spread of diseases can be reduced or prevented. Viral diseases Measles is a viral disease showing symptoms of fever and a red skin rash. Measles is a serious illness that can be fatal if complications arise. For this reason most young children are vaccinated against measles. The measles virus is spread by inhalation of droplets from sneezes and coughs. HIV initially causes a flu-like illness. Unless successfully controlled with antiretroviral drugs the virus attacks the body’s immune cells. Late stage HIV infection, or AIDS, occurs when the body’s immune system becomes so badly damaged it can no longer deal with other infections or cancers. HIV is spread by sexual contact or exchange of body fluids such as blood which occurs when drug users share needles. Tobacco mosaic virus (TMV) is a widespread plant pathogen affecting many species of plants including tomatoes. It gives a distinctive ‘mosaic’ pattern of discolouration on the leaves which affects the growth of the plant due to lack of photosynthesis . Bacterial diseases Salmonella food poisoning is spread by bacteria ingested in food, or on food prepared in unhygienic conditions. In the UK, poultry are vaccinated against. Salmonella to control the spread. Fever, abdominal cramps, vomiting, and diarrhoea are caused by the bacteria and the toxins they secrete. Gonorrhoea is a sexually transmitted disease (STD) with symptoms of a thick yellow or green discharge from the vagina or penis and pain on urinating. It is caused by a bacterium and was easily treated with the antibiotic penicillin until many resistant strains appeared. Gonorrhoea is spread by sexual contact. The spread can be controlled by treatment with antibiotics or the use of a barrier method of contraception such as a condom.

**Please note this lesson has been updated ** Smoking and the risk of 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, i have also included practical instructions in the notes. AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Specification requires students to know the following; 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 effect of alcohol on the liver and brain function. •• The effect of smoking on lung disease and lung cancer. •• The effects of smoking and alcohol on unborn babies. •• Carcinogens, including ionising radiation, as risk factors in cancer. Many diseases are caused by the interaction of a number of factors.

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.

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

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: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 200-201 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.

Investigate the effect of antiseptics or antibiotics on bacterial growth. (RP 2-separate science). This practical was completed in two lessons, students spent the second lesson measuring the zones of inhibition as well as calculating bacterial growth. Homework on bacterial divisions has also been included. NB: Please see B5.4 Preventing bacterial growth if you would like the lesson that follows after this practical. AQA spec link: 4.1.1.6 Relevant chapter: B5 Communicable diseases. AQA Biology third edition textbook-Page 80-81 In doing this practical students should cover these parts of the apparatus and techniques requirements. AT 1 – use appropriate apparatus to record length and area. AT 3 – use appropriate apparatus and techniques to observe and measure the process of bacterial growth. AT 4 – safe and ethical use of bacteria to measure physiological function and response to antibiotics and antiseptics in the environment. AT 8 – the use of appropriate techniques and qualitative reagents in problem-solving contexts to find the best antibiotic to use or the best concentration of antiseptic to use.

AQA A-Level New specification-The cell cycle-Cells 3.8 (3.2.2) Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. Also includes a mini topic test, with markscheme. AQA Specification reference: 3.2.2 ALevel Biology Textbook: Section 2 Cells, Chapter 3.8

This resource has been amended since the last review More about extinction 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: 4.6.3.6 Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 194-195 Students are required to know the following; Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.

Cell division in sexual reproduction, otherwise known as meiosis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a trilogy class, although content can be adjusted to suit any ability. Includes: slide animations, embedded timers, practice questions with answers on slides, quiz and 6 mark past paper question with ms. *Knowledge of the stages of meiosis is not required.* AQA spec link: 6.1.1 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 198-199. Specification requires students to know the following; 6.1.2 Students should be able to explain how meiosis halves the number of chromosomes in gametes and fertilisation restores the full number of chromosomes. Cells in reproductive organs divide by meiosis to form gametes. When a cell divides to form gametes: • copies of the genetic information are made • the cell divides twice to form four gametes, each with a single set of chromosomes • all gametes are genetically different from each other. Gametes join at fertilisation to restore the normal number of chromosomes. The new cell divides by mitosis. The number of cells increases. As the embryo develops cells differentiate.

Fossils and extinction 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: 4.6.3.5 Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 224-245 Students are required to know the following; Fossils are the ‘remains’ of organisms from millions of years ago, which are found in rocks. Fossils may be formed: • from parts of organisms that have not decayed because one or more of the conditions needed for decay are absent • when parts of the organism are replaced by minerals as they decay •as preserved traces of organisms, such as footprints, burrows and rootlet traces. Many early forms of life were soft-bodied, which means that they have left few traces behind. What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth. WS 1.3 Appreciate why the fossil record is incomplete.

Fossils and extinction 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: 4.6.3.5 Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 192-193 Students are required to know the following; Fossils are the ‘remains’ of organisms from millions of years ago, which are found in rocks. Fossils may be formed: • from parts of organisms that have not decayed because one or more of the conditions needed for decay are absent • when parts of the organism are replaced by minerals as they decay •as preserved traces of organisms, such as footprints, burrows and rootlet traces. Many early forms of life were soft-bodied, which means that they have left few traces behind. What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth. WS 1.3 Appreciate why the fossil record is incomplete.

Complete lesson Includes: embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary 3.2.1.1 In complex multicellular organisms, eukaryotic cells become specialised for specific functions. Specialised cells are organised into tissues, tissues into organs and organs into systems.

Aims In this activity students will use an aseptic (sterile) technique and a small part of a cauliflower ‘flower’ to clone and create an entirely new plant. Learning outcomes After completing this practical, students should be able to: • state why plant clones are genetically identical to each other • explain how using tissue culture creates a clone of a plant • explain why it is easier to clone a plant than an animal • explain and carry out a practical accurately and safely in order to successfully clone a plant. Specification references: B1.1.4 Cell differentiation B1.2.3 Stem cells