The blood 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: 4.2.2.3 Relevant chapter: B4 Organising animals and plants. AQA Biology combined edition textbook-Page 52-53 Students are required to know the following; Blood is a tissue consisting of plasma, in which the red blood cells, white blood cells and platelets are suspended. Students should know the functions of each of these blood components. Students should be able to recognise different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions.

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: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 206-207 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.

Adapt and survive 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: 4.7.1.4 Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional. Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles.

Competition in animals 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: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 212-213 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. Students should be able to, when provided with appropriate information: • suggest the factors for which organisms are competing in a given habitat • suggest how organisms are adapted to the conditions in which they live. 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.

Competition in plants 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 266-267 Students are required to know the following; 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. Students should be able to extract and interpret information from charts, graphs, and tables relating to the interaction of organisms within a community.

Adapt and survive 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: 4.7.1.4 Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional. Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles.

Adaptations in plants 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: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 272-273 Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.

Evidence for evolution 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: 4.6.3.4 Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 190-191 Students are required to know the following; Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria. The theory of evolution by natural selection is now widely accepted. Evidence for Darwin’s theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.

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.

Theories of evolution lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. 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: 4.6.3.1 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 236-237 Students are required to know the following; Charles Darwin, largely as a result of observations on a round the world expedition, linked to developing knowledge of geology and fossils, proposed the theory of natural selection: • Individual organisms within a particular species show a wide range of variation for a characteristic. • Individuals with characteristics most suited to the environment are more likely to survive to breed successfully. • The characteristics that have enabled these individuals to survive are then passed on to the next generation. Other theories, including that of Jean-Baptiste Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. We now know that in the vast majority of cases this type of inheritance cannot occur. A study of creationism is not required.

Making monoclonal antibodies lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability SEPARATE (trilogy) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides. NB: This resource is for separate science only AQA spec link: 4.3.2.1 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 106-107 Specification requires students to know the following; Students should be able to describe how monoclonal antibodies are produced. Monoclonal antibodies are produced from a single clone of cells. The antibodies are specific to one binding site on one protein antigen and so are able to target a specific chemical or specific cells in the body. They are produced by stimulating mouse lymphocytes to make a particular antibody. The lymphocytes are combined with a particular kind of tumour cell to make a cell called a hybridoma cell. The hybridoma cell can both divide and make the antibody. Single hybridoma cells are cloned to produce many identical cells that all produce the same antibody. A large amount of the antibody can be collected and purified.

Uses of monoclonal antibodies lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability SEPARATE (trilogy) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos,questions with answers on slides and homework, with mark scheme. NB: This resource is for separate science only AQA spec link: 4.3.2.2 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 107-109 Specification requires students to know the following; Students should be able to describe some of the ways in which monoclonal antibodies can be used. •To treat some diseases: for cancer the monoclonal antibody can be bound to a radioactive substance, a toxic drug or a chemical which stops cells growing and dividing. It delivers the substance to the cancer cells without harming other cells in the body. Students are not expected to recall any specific tests or treatments but given appropriate information they should be able to explain how they work. Monoclonal antibodies create more side effects than expected. They are not yet as widely used as everyone hoped when they were first developed.

AQA A-Level New specification-Mitosis-Section 2-Cells 3.7 (3.2.2) Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. AQA Specification reference: 3.2.2 ALevel Biology Textbook: Section 2 Cells, Chapter 3.7

6.5.1.2 Contact and non-contact forces lesson created in accordance to the NEW AQA Specification (9-1). 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. For further enquiries please email paperfriendlyresources@gmail.com

6.5.1.3 Gravity lesson created in accordance to the NEW AQA Specification (9-1) to taught over two lessons or in a double lesson starting with gravity. Includes: slide animations, embedded videos, and worksheet 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

6.5.1.4 Resultant forces lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, and worksheet 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

This is one of my all time favourite lessons to teach, i’ve had great feedback from my students and would love to inspire more it’s free for that reason alone. Heart dissection lesson 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. This is NOT a required practical lesson. This is well worth doing with a separate science group. You may decide to do this practical before theory i’ve taught the theory in a previous lesson. AQA spec link: 4.2.2.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined edition textbook-Page 54-55 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. The heart is an organ that pumps blood around the body in a double circulatory system. The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body. Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required.