Cloning lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability separates class, although content can be adjusted to suit any ability. Includes: questions, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. *This lesson includes a practical which is not required. * NB: This lesson is for SEPARATE science ONLY AQA spec link: 4.6.2.5 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 226-227. Students are required to know the following; Tissue culture: using small groups of cells from part of a plant to grow identical new plants. This is important for preserving rare plant species or commercially in nurseries. Cuttings: an older, but simple, method used by gardeners to produce many identical new plants from a parent plant. Embryo transplants: splitting apart cells from a developing animal embryo before they become specialised, then transplanting the identical embryos into host mothers. WS 1.3, 1.4 Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections. There are links with this content to Advantages and disadvantages of sexual and asexual reproduction (biology only) and Selective breeding.

Worksheet that can be used for classwork or assigned as homework. It covers WS 1.2 and WS 1.4 in the AQA specification ‘Students should be able to interpret ray diagrams, showing these two common defects of the eye and demonstrate how spectacle lenses correct them.’

Common problems of the eye lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability, separate science class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s, homework worksheet, markscheme and mini review. NB: If you are unable to play embedded videos please view slide notes for link. THIS LESSON IS FOR BIOLOGY ONLY AQA spec link: 4.5.2.3 Relevant chapter: B10 The human nervous system. AQA Biology Third edition textbook-Page 156-157 Students are required to know the following; Students should be able to relate the structures of the eye to their functions. This includes: • accommodation to focus on near or distant objects Accommodation is the process of changing the shape of the lens to focus on near or distant objects. To focus on a near object: • the ciliary muscles contract • the suspensory ligaments loosen • the lens is then thicker and refracts light rays strongly. To focus on a distant object: • the ciliary muscles relax • the suspensory ligaments are pulled tight • the lens is then pulled thin and only slightly refracts light rays. Two common defects of the eyes are myopia (short sightedness) and hyperopia (long sightedness) in which rays of light do not focus on the retina. • Generally these defects are treated with spectacle lenses which refract the light rays so that they do focus on the retina. • New technologies now include hard and soft contact lenses, laser surgery to change the shape of the cornea, and a replacement lens in the eye. Students should be able to interpret ray diagrams, showing these two common defects of the eye and demonstrate how spectacle lenses correct them.

An Internet-research based activity that allows students to explore the Wolly mammoth extinction theories. This resource allows students to apply their knowledge, if time allows it is also a fantastic way for students to present their findings to fellow classmates. Please leave a review on this resource.

To celebrate 100+ positive reviews I would like to share a great homework on the brain . This covers WS 1.5 in the AQA specification 'Evaluate the benefits and risks of procedures carried out on the brain and nervous system.

The eye lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability, separate science 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. THIS LESSON IS FOR BIOLOGY ONLY AQA spec link: 4.5.2.3 Relevant chapter: B10 The human nervous system. AQA Biology Third edition textbook-Page 152-153 Students are required to know the following; Students should be able to relate the structures of the eye to their functions. This includes: • accommodation to focus on near or distant objects • adaptation to dim light. The eye is a sense organ containing receptors sensitive to light intensity and colour Students should be able to identify the following structures on a diagram of the eye and explain how their structure is related to their function: •retina • optic nerve • sclera • cornea • iris • ciliary muscles • suspensory ligaments.

The brain lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability, separate science 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. THIS LESSON IS FOR BIOLOGY ONLY AQA spec link: 4.5.2.2 Relevant chapter: B10 The human nervous system. AQA Biology Third edition textbook-Page 152-153 Students are required to know the following; The brain controls complex behaviour. It is made of billions of interconnected neurones and has different regions that carry out different functions. Students should be able to identify the cerebral cortex, cerebellum and medulla on a diagram of the brain, and describe their functions. (HT only) Students should be able to explain some of the difficulties of investigating brain function and treating brain damage and disease. (HT only) Neuroscientists have been able to map the regions of the brain to particular functions by studying patients with brain damage, electrically stimulating different parts of the brain and using MRI scanning techniques. The complexity and delicacy of the brain makes investigating and treating brain disorders very difficult.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Plant defence responses 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: 4.3.3.2 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 94-95. Students should be able to describe physical and chemical plant defence responses. Physical defence responses to resist invasion of microorganisms: • Cellulose cell walls. • Tough waxy cuticle on leaves. • Layers of dead cells around stems (bark on trees) which fall off. Chemical plant defence responses: • Antibacterial chemicals. • Poisons to deter herbivores. Mechanical adaptations: • Thorns and hairs deter animals. • Leaves which droop or curl when touched. • Mimicry to trick animals.

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.

For ease of use i have uploaded AQA’s Required practical worksheets for all 10 biology practicals. Please note this included the practicals for separate science students.

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.

Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. NB: RP 2 for combined science AQA spec link: 4.1.3.2 Relevant chapter: B1 Cells and organisation. AQA Biology third edition textbook-Page 16-17 In doing this practical students should cover these parts of the apparatus and techniques requirements. Biology AT 1 - use appropriate apparatus to record mass and time. Biology AT 3 - use appropriate apparatus and techniques to observe and measure the process of osmosis. Biology AT 5 - measure the rate of osmosis by water uptake.

To use a light microscope to observe, draw and label a selection of plant and animal cells. AQA spec link: 4.1.1.5 Relevant chapter: B1 Cells and organisation. AQA Biology third edition textbook-Page 4-5 In doing this practical students should cover these parts of the apparatus and techniques requirements. Biology AT 1 – use appropriate apparatus to record length and area. Biology AT 7 – use a microscope to make observations of biological specimens and produce labelled scientific drawings

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.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Preventing bacterial growth in the lab lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions, answers and homework 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 80-81. 1.1.6 Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature. Students should be able to calculate cross-sectional areas of colonies or clear areas around colonies using r². Students should be able to calculate the number of bacteria in a population after a certain time if given the mean division time. Students should be able to express the answer in standard form.

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.