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.

DNA structure and protein synthesis lessons created in accordance to the NEW AQA Specification (9-1). NB: BIOLOGY ONLY. I taught this topic in two lessons as it's a topic that's a difficult concept and can be taught effectively as opposed to being rushed. This resource is 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, worksheets and an interactive quiz. AQA spec link: 6.1.5 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 204-205. Students should be able to describe DNA as a polymer made from four different nucleotides. Each nucleotide consists of a common sugar and phosphate group with one of four different bases attached to the sugar. DNA contains four bases, A, C, G and T. A sequence of three bases is the code for a particular amino acid. The order of bases controls the order in which amino acids are assembled to produce a particular protein. The long strands of DNA consist of alternating sugar and phosphate sections. Attached to each sugar is one of the four bases. The DNA polymer is made up of repeating nucleotide units. (HT only) Students should be able to: •• recall a simple description of protein synthesis •• explain simply how the structure of DNA affects the protein made •• describe how genetic variants may influence phenotype: a) in coding DNA by altering the activity of a protein: and b) in non-coding DNA by altering how genes are expressed. (HT only) In the complementary strands a C is always linked to a G on the opposite strand and a T to an A. (HT only) Students are not expected to know or understand the structure of mRNA, tRNA, or the detailed structure of amino acids or proteins. (HT only) Students should be able to explain how a change in DNA structure may result in a change in the protein synthesised by a gene. (HT only) Proteins are synthesised on ribosomes, according to atemplate. Carrier molecules bring specific amino acids to add to the growing protein chain in the correct order. (HT only) When the protein chain is complete it folds up to form a unique shape. This unique shape enables the proteins to do their job as enzymes, hormones or forming structures in the body such as collagen.

Classification 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, 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: 4.6.4 Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 198-199 Students are required to know the following; Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species. Students should be able to use information given to show understanding of the Linnaean system. Students should be able to describe the impact of developments in biology on classification systems.

The impact of change 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, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Only print slide 8 for students that cannot see the board clearly. Print the worksheet as two pages to one, this will need to be quarted with a guillotine and you’ll have enough for four students! NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.2.4 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 296-297 Students are required to know the following; Students should be able to evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information. Environmental changes affect the distribution of species in an ecosystem. These changes include: •• temperature •• availability of water •• composition of atmospheric gases. The changes may be seasonal, geographic or caused by human interaction. WS 1.4 There are links with this content to Biodiversity and the effect of human interaction on ecosystems.

Health and disease lesson created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheets and practice questions with answers. This resource is suitable for separate science students. AQA spec link: 4.3.1.1 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 76-77. *The new specification requires students to know the following; Students should be able to explain how diseases caused by viruses, bacteria, protists, and fungi are spread in animals and plants. Pathogens are microorganisms that cause infectious disease. Pathogens may be viruses, bacteria, protists, or fungi. They may infect animals and can be spread by direct contact, by water, or by air. Bacteria and viruses may reproduce rapidly inside the body. Bacteria may produce poisons (toxins) that damage tissues and make us feel ill. Viruses live and reproduce inside cells, causing cell damage.

Rates of decomposition lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separate class only, although content can be adjusted to suit any ability. Required practical has been taught in a separate lesson. 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: 4.7.2.3 Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 282-283 Students are required to know the following; Students should be able to explain how temperature, water and availability of oxygen affect the rate of decay of biological material. Students should be able to: • calculate rate changes in the decay of biological material Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material. The compost produced is used as a natural fertiliser for growing garden plants or crops. Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel.

Accepting Darwin’s ideas 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. **Please note the homework and markscheme from the lesson on theories of evolution (B15.2) has also been included in this resource. ** AQA spec link: 4.6.3.1 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 238-239 Students are required to know the following; Darwin published his ideas in On the Origin of Species (1859). There was much controversy surrounding these revolutionary new ideas. The theory of evolution by natural selection was only gradually accepted because: • the theory challenged the idea that God made all the animals and plants that live on Earth • there was insufficient evidence at the time the theory was published to convince many scientists • the mechanism of inheritance and variation was not known until 50 years after the theory was published.

DNA and the genome 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: embedded videos and timers, slide animations, practice questions with answers on slides and an interactive quiz. AQA spec link: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 202-203. 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.

Infertility treatments lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, worksheet and practice questions with mark scheme. This resource is suitable for combined science students. *Note-For higher tier only* AQA spec link:5.3.6 Relevant chapter: B11.8-Infertility treatments . AQA Biology third edition textbook-Page 174-175. *The new specification requires students to know the following; Students should be able to explain the use of hormones in modern reproductive technologies to treat infertility. This includes giving FSH and LH in a ‘fertility drug’ to a woman. She may then become pregnant in the normal way. In Vitro Fertilisation (IVF) treatment: • IVF involves giving a mother FSH and LH to stimulate the maturation of several eggs. • The eggs are collected from the mother and fertilised by sperm from the father in the laboratory. • The fertilised eggs develop into embryos. • At the stage when they are tiny balls of cells, one or two embryos are inserted into the mother’s uterus (womb). Although fertility treatment gives a woman the chance to have a baby of her own: • it is very emotionally and physically stressful • the success rates are not high • it can lead to multiple births which are a risk to both the babies and the mother.

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.

Metabolism and the liver 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: 4.4.2.1 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 140-141 Students are required to know the following; Students should be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules. Metabolism includes: •conversion of glucose to starch, glycogen and cellulose •the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids • the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins • respiration •breakdown of excess proteins to form urea for excretion. All of these aspects are covered in more detail in the relevant specification section but are linked together here.

Helping the heart 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. **Depending on the ability of the class and time , the content included could take up two lessons, the last activity can be done as a role play. ** 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: 4.2.2.4 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 57-59 Students are required to know the following; Students should be able to evaluate the advantages and disadvantages of treating cardiovascular diseases by drugs, mechanical devices or transplant. In coronary heart disease layers of fatty material build up inside the coronary arteries, narrowing them. This reduces the flow of blood through the coronary arteries, resulting in a lack of oxygen for the heart muscle. Stents are used to keep the coronary arteries open. Statins are widely used to reduce blood cholesterol levels which slows down the rate of fatty material deposit. In some people heart valves may become faulty, preventing the valve from opening fully, or the heart valve might develop a leak. Students should understand the consequences of faulty valves. Faulty heart valves can be replaced using biological or mechanical valves. In the case of heart failure a donor heart, or heart and lungs can be transplanted. Artificial hearts are occasionally used to keep patients alive whilst waiting for a heart transplant, or to allow the heart to rest as an aid to recovery.

C13-The Earth’s atmosphere-Global climate change lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. 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 AQA spec link: 4.9.2.3,4

Thermoregulation lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). This is a printer friendly resource it includes an: embedded video, slide animations and a mini exam question. AQA spec link: 5.2.4 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 182-183 *The new specification requires students to know the following; Body temperature is monitored andcontrolled by the thermoregulatory centre in the brain. The thermoregulatory centre contains receptors sensitive to the temperature of the blood. The skin contains temperature receptorsand sends nervous impulses to the thermoregulatory centre. If the body temperature is too high, blood vessels dilate (vasodilation) and sweat is produced from the sweat glands.Both these mechanisms cause a transfer of energy from the skin to the environment. If the body temperature is too low, blood vessels constrict (vasoconstriction), sweating stops, and skeletal muscles contract (shiver). Students should be able to explain how these mechanisms lower or raise body temperature in a given context.

Fossils and extinction 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: 4.6.3.5 Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 192-193 Students are required to know the following; Fossils are the ‘remains’ of organisms from millions of years ago, which are found in rocks. Fossils may be formed: • from parts of organisms that have not decayed because one or more of the conditions needed for decay are absent • when parts of the organism are replaced by minerals as they decay •as preserved traces of organisms, such as footprints, burrows and rootlet traces. Many early forms of life were soft-bodied, which means that they have left few traces behind. What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth. WS 1.3 Appreciate why the fossil record is incomplete.

I put together this lesson in preparation for a practical that would require my YR 13 students to use respirometers. Suitable for all exam boards. Designed for highly able A-level class. Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides and worksheet For general enquiries email: Paperfriendlyresources@gmail.com

Catalyst and enzymes 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 4.4.2.3 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 42-43 Students are required to know the following; Students should be able to relate knowledge of enzymes to metabolism. Students should be able to carry out rate calculations for chemical reactions. Enzymes catalyse specific reactions in living organisms due to the shape of their active site. Students should be able to use the ‘lock and key theory’ as a simplified model to explain enzyme action. Students should be able to explain the importance of sugars, amino acids, fatty acids, and glycerol in the synthesis and breakdown of carbohydrates, proteins, and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules.