Material cycling 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: B17 organising an ecosystem. AQA Biology third edition textbook-Page 278-279 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.

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: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 262-263 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

This lesson has recently been ammended to include recent events regarding climate change 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: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 294-295 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’.

Deforestation and peat destruction 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 also contains working scientifically activities that requires students to improve scientific methods, choose suitable techniques and equipment. This lesson Includes powerpoint timers, slide animations, self-assessment, homework (may be used as mini-assessment), mark scheme, embedded video’s and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Print the homework sheets as two pages to one A4 side-double sided. Alternatively you can email the homework to students to complete on laptops/desktops. You do not need to print the mark scheme. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.3, 3.4 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 292-293 Students are required to know the following; 7.3.3 Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste. The destruction of peat bogs, and other areas of peat to produce garden compost, reduces the area of this habitat and thus the variety of different plant, animal, and microorganism species that live there (biodiversity). The decay or burning of the peat releases carbon dioxide into the atmosphere. 7.3.4 Large-scale deforestation in tropical areas has occurred to: • provide land for cattle and rice fields • grow crops for biofuels.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Growing bacteria in the lab lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions and answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.1.1.6 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 78-79. Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature. Bacteria can be grown in a nutrient broth solution or as colonies on an agar gel plate. Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics. Students should be able to describe how to prepare an uncontaminated culture using aseptic technique. They should be able to explain why: • Petri dishes and culture media must be sterilised before use to kill unwanted microorganisms • inoculating loops used to transfer microorganisms to the media must be sterilised by passing them through a flame • the lid of the Petri dish should be secured with adhesive tape to prevent microorganisms from the air contaminating the culture, and stored upside down • in school and college laboratories, cultures should be incubated at a maximum temperature of 25 °C.

This lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). I taught this lesson after the required germination practical. Includes: slide animations, embedded video and practice questions with mark scheme. This resource is for separates ONLY. *NOTE-using plant hormones-Higher tier only* AQA spec link: 5.4.1, 5.4.2 Relevant chapter: B11.9/10- AQA Biology third edition textbook-Page 176-179 *The new specification requires students to know the following; Plants produce hormones to coordinate and control growth and responses: to light, phototropism; and gravity, gravitropism (geotropism). Unequal distributions of auxin cause unequal growth rates in plant roots and shoots. Gibberellins are important in initiating seed germination. Ethene controls cell division and ripening of fruits. The mechanisms of how gibberellins and ethene work are not required. Students should be able to describe the effects of some plant hormones and the different ways people use them to control plant growth. Plant growth hormones are used in agriculture and horticulture. Auxins are used as: • as weed killers • as rooting powders • for promoting growth in tissue culture. Ethene is used in the food industry to control ripening of fruit during storage and transport. Gibberellins can be used to: • end seed dormancy • promote flowering • increase fruit size.

Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. This lesson was conducted outdoors hence why a powerpoint was not created. This investigation has two parts: Investigating the population size of a plant species using random sampling Investigating the effect of a factor on plant distribution using a transect line. AQA spec link: 4.7.2.1 Relevant chapter: B16 Adaptations, interdependence and competition. AQA Biology third edition textbook-Page 262-263 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 transect lines and quadrats to measure distribution of a species. AT 4 – safe and ethical use of organisms and response to a factor in the environment. AT 6 – application of appropriate sampling techniques to investigate the distribution and abundance of organisms in an ecosystem via direct use in the field. AT 8 – use of appropriate techniques in more complex contexts including continuous sampling in an investigation.

C2-Development of the periodic table homework created in accordance to the NEW AQA Specification (9-1). This is a great flip learning activity, give yourself a little break and allow your students to present their timelines/fact sheets :) For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk AQA spec link: 4.1.2.2

AQA A-Level New specification-Prokaryotic cells and viruses-Section 2-Cells 3.6 (3.2.1.2) Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. AQA Specification reference: 3.2.1.2 ALevel Biology Textbook: Section 2 Cells, Chapter 3.6

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

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

Cell division in sexual reproduction, otherwise known as meiosis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates 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.

Ionic 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, worksheets, homework and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 7-8 The specification requires students to know the following: -Understand ionic bonding -strong electrostatic attraction between oppositely charged ions -effects ionic radius and ionic charge have on strength of ionic bonding -formation of ions in terms of electron loss or gain -electronic configuration of cations and anions

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

Inheritance in action 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: 6.1.6 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 208-209. Students should be able to explain the terms: • gamete • chromosome • gene • allele • dominant • recessive • homozygous • heterozygous • genotype • phenotype. Some characteristics are controlled by a single gene, such as: fur colour in mice; and red-green colour blindness in humans. Each gene may have different forms called alleles. The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype. A dominant allele is always expressed, even if only one copy is present. A recessive allele is only expressed if two copies are present (therefore no dominant allele present). If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous. Most characteristics are a result of multiple genes interacting, rather than a single gene. Students should be able to understand the concept of probability in predicting the results of a single gene cross, but recall that most phenotype features are the result of multiple genes rather than single gene inheritance. MS 2e Students should be able to use direct proportion and simple ratios to express the outcome of a genetic cross. MS 1c, 3a Students should be able to complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees. MS 2c, 4a (HT only) Students should be able to construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability.

Vaccination created in accordance to the NEW AQA Specification (9-1). Designed for a separates 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. AQA spec link: 3.1.7 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 98-99 Specification requires students to know the following; Students should be able to explain how vaccination will prevent illness in an individual, and how the spread of pathogens can be reduced by immunising a large proportion of the population. Vaccination involves introducing small quantities of dead or inactive forms of a pathogen into the body to stimulate the white blood cells to produce antibodies. If the same pathogen re-enters the body the white blood cells respond quickly to produce the correct antibodies, preventing infection. Students do not need to know details of vaccination schedules and side effects associated with specific vaccines. WS 1.4 Evaluate the global use of vaccination in the prevention of disease