Inherited disorders research worksheet created in accordance to the NEW AQA specification (2016) for the Genetics and Evolution topic. It requires students to research cystic fibrosis, sickle cell disease and polydactyly and to answer the questions. Links to useful websites have also been included. This resource can be used with both combined and separate classes. This task requires access to computing/mobile devices. Can be set as homework. Please leave feedback :)

The world of the microscope 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. I have also included the required practical ppt as It goes hand in hand with this lesson. I would recommend doing the required practical after the plant and animal cells lesson. AQA spec link: 1.1.5 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 4-5 Specification requires students to know the following; Students should be able to: • understand how microscopy techniques have developed over time • explain how electron microscopy has increased understanding of sub-cellular structures. Limited to the differences in magnification and resolution. An electron microscope has much higher magnification and resolving power than a light microscope. This means that it can be used to study cells in much finer detail. This has enabled biologists to see and understand many more sub-cellular structures. WS 1.1 Students should be able to carry out calculations involving magnification, real size and image size using the formula: magnification = size of image size of real object Students should be able to express answers in standard form if appropriate. MS 1a, 1b, 2h, 3b WS 4.4 Use prefixes centi, milli, micro and nano.

Eukaryotic and prokaryotic 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: 1.1.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 8-9 Specification requires students to know the following; Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus. Bacterial cells (prokaryotic cells) are much smaller in comparison. They have cytoplasm and a cell membrane surrounded by a cell wall. The genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids. Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form. MS 1b, 2a, 2h WS 4.4 Use prefixes centi, milli, micro and nano.

Specialisation in 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, card sort activity and display slides. AQA spec link: 1.1.3 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 12-13 Specification requires students to know the following; Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: root hair cells, xylem and phloem cells in plants.

Diffusion lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides, worksheet. Due to the size of this topic, exchanging materials and surface area will be taught in a separate lesson. AQA spec link: 4.1.3.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 14-15 Specification requires students to know the following; Substances may move into and out of cells across the cell membranes via diffusion. Diffusion is the spreading out of the particles of any substance in solution, or particles of a gas, resulting in a net movement from an area of higher concentration to an area of lower concentration. Some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange, and of the waste product urea from cells into the blood plasma for excretion in the kidney. Students should be able to explain how different factors affect the rate of diffusion. Factors which affect the rate of diffusion are: •• the difference in concentrations (concentration gradient) •• the temperature •• the surface area of the membrane.

Stem cells dilemmas lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded video, practice questions with answers on slides. AQA spec link: 4.1.2.3 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 32-33 Specification requires students to know the following; In therapeutic cloning an embryo is produced with the same genes as the patient. Stem cells from the embryo are not rejected by the patient’s body so they may be used for medical treatment. The use of stem cells has potential risks such as transfer of viral infection, and some people have ethical or religious objections. Stem cells from meristems in plants can be used to produce clones of plants quickly and economically. •• Rare species can be cloned to protect from extinction. •• Crop plants with special features such as disease resistance can be cloned to produce large numbers of identical plants for farmers.

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.

The chemistry of food 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: 4.2.2.1 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 40-41 Students are required to know the following; The products of digestion are used to build new carbohydrates, lipids, and proteins. Some glucose is used in respiration.

Complete lesson on Specialised cells, suitable for a high ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

Dont’t know if you’ve felt the same but my year 11 students really struggled to grasp punnett squares through a couple of worked examples so I designed a booklet solely focused on punnett square PPQ’s with some very challenging questions. As always total marks /21, not too short or too long to take up an entire lesson. A marking grid has also been included. Contains a range of short and longer answer questions also requires students to interpret diagrams. This is a great piece of homework or mini class test, that can allow you to determine whether your students have understood the topic. I’ve attached the mark scheme separately as it’s a great self/peer-assessed activity (reduce the marking load).

B10 and B11 revision pack created for biology separates. It includes a series of practice paper questions and a mark scheme, I've tried to include a question from each topic. Total marks out of 33. Perfect to set over the half term, or for a quick progress check at the end of the topic (formative assessment).

Treating diabetes lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, practice exam question with mark scheme. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.2 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 164-165. Specification requires students to know the following; Type 1 diabetes is normally treated with insulin injections. In Type 2 diabetes a carbohydrate controlled diet and an exercise regime are common treatments. Obesity is a risk factor for Type 2 diabetes. Students should be able to compare Type 1 and Type 2 diabetes and explain how they can be treated. Students should be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes.

Types of reproduction 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 videos and practice questions with answers on slides as well as a quiz. AQA spec link: 6.1.1 Relevant chapter: B12 Genetics and reproduction. AQA Biology third edition textbook-Page 162-163. Specification requires students to know the following; Students should understand that meiosis leads to non-identical cells being formed while mitosis leads to identical cells being formed. Sexual reproduction involves the joining (fusion) of male and female gametes: • sperm and egg cells in animals • pollen and egg cells in flowering plants. In sexual reproduction there is mixing of genetic information which leads to variety in the offspring. The formation of gametes involves meiosis. Asexual reproduction involves only one parent and no fusion of gametes. There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved. Good luck with your lesson!

Cell division (mitosis) lesson created in accordance to the NEW AQA Specification (9-1). 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 and worksheet. AQA spec link: 4.1.2.1 & 4.1.2.2 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 26-27 Specification requires students to know the following; The nucleus of a cell contains chromosomes made of DNA molecules. Each chromosome carries a large number of genes. In body cells the chromosomes are normally found in pairs. Cells divide in a series of stages called the cell cycle. Students should be able to describe the stages of the cell cycle, including mitosis. During the cell cycle the genetic material is doubled and then divided into two identical cells. Before a cell can divide it needs to grow and increase the number of sub-cellular structures such as ribosomes and mitochondria. The DNA replicates to form two copies of each chromosome. In mitosis one set of chromosomes is pulled to each end of the cell and the nucleus divides. Finally the cytoplasm and cell membranes divide to form two identical cells. Students need to understand the three overall stages of the cell cycle but do not need to know the different phases of the mitosis stage. Cell division by mitosis is important in the growth and development of multi-cellular organisms. Students should be able to recognise and describe situations in given contexts where mitosis is occurring.

RP-Reaction time 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. AQA spec link: 4.5.2 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 135-136 Students are required to know the following; Required practical activity 7: plan and carry out an investigation into the effect of a factor on human reaction time. AT skills covered by this practical activity: AT 1, 3 and 4. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

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: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 208-209 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.