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.

Investigate the effect of pH on the rate of reaction (RP 5-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? I used 5 different buffered pH solutions (4,5,6,7,8). I split my class into two groups ( 2 x 15). Within each group there were 5 sub-groups. This allowed me to gather two sets of results for each pH. Group A Group B | Student group 1-pH 4 | Student group 1-pH 4 | Student group 2-pH 5 | Student group 2-pH 5 | Student group 3-pH 6 | Student group 3-pH 6 | Student group 4-pH 7 | Student group 4-pH 7 | Student group 5-pH 8 | Student group 5-pH 8 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 activity 5: investigate the effect of pH on the rate of reaction of amylase enzyme. Students should use a continuous sampling technique to determine the time taken to completely digest a starch solution at a range of pH values. Iodine reagent is to be used to test for starch every 30 seconds. Temperature must be controlled by use of a water bath or electric heater. AT skills covered by this practical activity: AT 1, 2, 5 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.

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.

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

Breathing and gas exchange 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 60-61 Students are required to know the following Students should know the structure and functioning of the human heart and lungs, including how lungs are adapted for gaseous exchange. Knowledge of the lungs is restricted to the trachea, bronchi, alveoli and the capillary network surrounding the alveoli.

Please note that I have merged the content of two lessons into one resource. Trophic levels and biomass transfers 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: 4.7.4; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 300-301 Students are required to know the following; 7.4.1 Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Trophic levels can be represented by numbers, starting at level 1 with plants and algae. Further trophic levels are numbered subsequently according to how far the organism is along the food chain. Level 1: Plants and algae make their own food and are called producers. Level 2: Herbivores eat plants/algae and are called primary consumers. Level 3: Carnivores that eat herbivores are called secondary consumers. Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism. 7.4.2 Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid. Students should be able to construct accurate pyramids of biomass from appropriate data. 7.4.3 Students should be able to: • describe pyramids of biomass • explain how biomass is lost between the different trophic levels. Producers are mostly plants and algae which transfer about 1% of the incident energy from light for photosynthesis. Only approximately 10% of the biomass from each trophic level is transferred to the level above it. Losses of biomass are due to: • not all the ingested material is absorbed, some is egested as faeces • some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine. Large amounts of glucose are used in respiration. Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass. Students should be able to explain how this affects the number of organisms at each trophic level.

Global warming 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, homework, self-assessment, interactive mark scheme, embedded video’s 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: 4.7.3.5 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology for combined science textbook-Page 240-241 Students are required to know the following; Students should be able to describe some of the biological consequences of global warming. Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.

Please note two lessons worth of content are attached to this resource. C9-Organic chemistry-Fractional distillation of oil lessons created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, practical lesson, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. Top tip-To make the most out of this resource teach within a double period. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.7.1.2 The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by fractional distillation. The fractions can be processed to produce fuels and feedstock for the petrochemical industry. Many of the fuels on which we depend for our modern lifestyle, such as petrol, diesel oil, kerosene, heavy fuel oil and liquefied petroleum gases, are produced from crude oil. Many useful materials on which modern life depends are produced by the petrochemical industry, such as solvents, lubricants, polymers, detergents. The vast array of natural and synthetic carbon compounds occur due to the ability of carbon atoms to form families of similar compounds. Students should be able to explain how fractional distillation works in terms of evaporation and condensation. Knowledge of the names of other specific fractions or fuels is not required.

C9-Organic chemistry-Cracking hydrocarbons created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. P.S if you have a double lesson with your class I recommend you allow the class to perform the bromine test and demo the cracking experiment to consolidate learning. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.7.1.4 Hydrocarbons can be broken down (cracked) to produce smaller, more useful molecules. Cracking can be done by various methods including catalytic cracking and steam cracking. Students should be able to describe in general terms the conditions used for catalytic cracking and steam cracking. The products of cracking include alkanes and another type of hydrocarbon called alkenes. Alkenes are more reactive than alkanes and react with bromine water, which is used as a test for alkenes. Students should be able to recall the colour change when bromine water reacts with an alkene. There is a high demand for fuels with small molecules and so some of the products of cracking are useful as fuels. Alkenes are used to produce polymers and as starting materials for the production of many other chemicals. Students should be able to balance chemical equations as examples of cracking given the formulae of the reactants and products. Students should be able to give examples to illustrate the usefulness of cracking. They should also be able to explain how modern life depends on the uses of hydrocarbons. (For Combined Science: Trilogy and Synergy students do not need to know the formulae or names of individual alkenes.) WS 1.2

C12-Using Earths resources-Water safe to drink 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, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: order of magnitude was not taught in this lesson. AQA spec link: 4.10.1.2

C2-The periodic table-Explaining trends lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 9 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and questions with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk AQA spec link: 4.1.2.5; 6

C3-Structure and bonding -This lesson serves as a summary for the Structure and Bonding topic, it has been created in accordance to the NEW AQA Specification (9-1). Designed for a high ability year 9 class but can also be used as a year 11 revision lesson Includes: slide animations, embedded videos, and questions with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk AQA spec link: 4.2 4.2 Bonding, structure, and the properties of matter. Chemists use theories of structure and bonding to explain the physical and chemical properties of materials. Analysis of structures shows that atoms can be arranged in a variety of ways, some of which are molecular while others are giant structures. Theories of bonding explain how atoms are held together in these structures. Scientists use this knowledge of structure and bonding to engineer new materials with desirable properties. The properties of these materials may offer new applications in a range of different technologies

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.

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.

Groups and periods 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,and practice questions with answers on slides. This lesson is the first in the A2 unit. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 22-23 Link to specification A2 Production and uses of substances in relation to properties Understand the periodic table: periods 1, 2, 3 and 4 groups – s block, p block, d block layout of periodic table in relation to s, p, d notation electronic arrangement of elements using s, p, d notation