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: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 264-265 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.

Adaptations 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: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 270-271 Students are required to know the following; 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.

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.

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.

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.

Methods of studying cells lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2- Cells Designed for highly able A-level class. Includes: questions, embedded videos, worksheet, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.2.1.3 ALevel Biology Textbook: Section 2 Cells, Chapter 3

ATP & Glycolysis 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. *NB: There is enough material for a double lesson * Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.5.2 Kreb cycle and Oxidative phoshorylation has NOT been included in this lesson although an overview of these processes has been provided.

The Electron microscope lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2- Cells Designed for highly able A-level class. Includes: questions, embedded videos, worksheets, slide timers, slide animations, interactive answers on slides and a plenary. AQA Specification reference: 3.2.1.3 ALevel Biology Textbook: Section 2 Cells, Chapter 3

DNA and the genome 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: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 166-167. Specification requires students to know the following; Students should be able to describe the structure of DNA and define genome. The genetic material in the nucleus of a cell is composed of a chemical called DNA. DNA is a polymer made up of two strands forming a double helix. The DNA is contained in structures called chromosomes. A gene is a small section of DNA on a chromosome. Each gene codes for a particular sequence of amino acids, to make a specific protein. The genome of an organism is the entire genetic material of that organism. The whole human genome has now been studied and this will have great importance for medicine in the future. Students should be able to discuss the importance of understanding the human genome. This is limited to the: • search for genes linked to different types of disease • understanding and treatment of inherited disorders • use in tracing human migration patterns from the past

More about genetics lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability 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. Lots of interactive punnet squares to get the whole class involved. AQA spec link: 6.1.8 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 170-171.

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

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

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.

Rate of photosynthesis 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: 4.4.1.1 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 126-127 Students are required to know the following; Students should be able to explain the effects of temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll on the rate of photosynthesis. Students should be able to: • measure and calculate rates of photosynthesis • extract and interpret graphs of photosynthesis rate involving one limiting factor •plot and draw appropriate graphs selecting appropriate scale for axes •translate information between graphical and numeric form. Solve simple algebraic equations. MS 1a, 1c, 2c, 4a, 4c (HT only) These factors interact and any one of them may be the factor that limits photosynthesis. (HT only) Students should be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor. (HT only) Students should understand and use inverse proportion – the inverse square law and light intensity in the context of photosynthesis. (HT only) Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis while still maintaining profit. (HT only) WS 1.4 Use data to relate limiting factors to the cost effectiveness of adding heat, light or carbon dioxide to greenhouses.

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.

Evolution by natural selection 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. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.2.1 + 4.6.2.2 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 220-221. Students are required to know the following; Students should be able to: • state that there is usually extensive genetic variation within a population of a species • recall that all variants arise from mutations and that: most have no effect on the phenotype; some influence phenotype; very few determine phenotype. Mutations occur continuously. Very rarely a mutation will lead to a new phenotype. If the new phenotype is suited to an environmental change it can lead to a relatively rapid change in the species. Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species. The theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed more than three billion years ago. Students should be able to explain how evolution occurs through natural selection of variants that give rise to phenotypes best suited to their environment. If two populations of one species become so different in phenotype that they can no longer interbreed to produce fertile offspring they have formed two new species.

The response to exercise 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: 4.4.2.2 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 136-137 Students are required to know the following; During exercise the human body reacts to the increased demand for energy. The heart rate, breathing rate and breath volume increase during exercise to supply the muscles with more oxygenated blood. If insufficient oxygen is supplied anaerobic respiration takes place in muscles. The incomplete oxidation of glucose causes a build up of lactic acid and creates an oxygen debt. During long periods of vigorous activity muscles become fatigued and stop contracting efficiently. AT 1, 3, 4 Investigations into the effect of exercise on the body. (HT only) Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose. Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic acid and remove it from the cells.