C9-Organic chemistry-Burning hydrocarbon fuels 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, practical demo, 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: 4.7.1.3 The combustion of hydrocarbon fuels releases energy. During combustion, the carbon and hydrogen in the fuels are oxidised. The complete combustion of a hydrocarbon produces carbon dioxide and water. Students should be able to write balanced equations for the complete combustion of hydrocarbons with a given formula.

C13-The Earth’s atmosphere-Atmospheric pollutants 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: 4.9.3.1, 2

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 and practice questions with answers. This resource is suitable for separate science students. AQA spec link: 2.2.5 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 74-75. *The new specification requires students to know the following; Students should be able to describe the relationship between health and disease and the interactions between different types of disease. Health is the state of physical and mental wellbeing. Diseases, both communicable and non-communicable, are major causes of ill health. Other factors including diet, stress, and life situations may have a profound effect on both physical and mental health. Different types of disease may interact. • Defects in the immune system mean that an individual is more likely to suffer from infectious diseases. • Viruses living in cells can be the trigger for cancers. • Immune reactions initially caused by a pathogen can trigger allergies such as skin rashes and asthma. • Severe physical ill health can lead to depression and other mental illness. Students should be able to translate disease incidence information between graphical and numerical forms, construct and interpret frequency tables and diagrams, bar charts and histograms, and use a scatter diagram to identify a correlation between two variables.

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!

Reflex actions 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 137-13 Students are required to know the following; Students should be able to explain how the various structures in a reflex arc – including the sensory neurone, synapse, relay neurone and motor neurone – relate to their function. Students should understand why reflex actions are important. Reflex actions are automatic and rapid; they do not involve the conscious part of the brain.

Unit 2-Practical scientific procedures and techniques Learning aim D: Review personal development of scientific skills for laboratory work. How did i teach this? This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (download the free template). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C. NB: Professional practice is the third lesson of the three. Worksheets attached and videos embedded for ease of use.

***Please note this is two lessons comnined into one. *** Tissues, organs and transport systems 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: 4.2.3.1 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 62-65 Students are required to know the following Students should be able to explain how the structures of plant tissues are related to their functions. Plant tissues include: • epidermal tissues • palisade mesophyll • spongy mesophyll •xylem and phloem •meristem tissue found at the growing tips of shoots and roots. The leaf is a plant organ. Knowledge limited to epidermis, palisade and spongy mesophyll, xylem and phloem, and guard cells surrounding stomata. Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions. Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport. Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration stream. The role of stomata and guard cells are to control gas exchange and water loss. Phloem tissue transports dissolved sugars from the leaves to the rest of the plant for immediate use or storage. The movement of food molecules through phloem tissue is called translocation. Phloem is composed of tubes of elongated cells. Cell sap can move from one phloem cell to the next through pores in the end walls. Detailed structure of phloem tissue or the mechanism of transport is not required.

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.

Distribution and abundance 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: 4.7.2.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 262-263 Students are required to know the following; A range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem. In relation to abundance of organisms students should be able to: • understand the terms mean, mode and median •calculate arithmetic means

This lesson has recently been ammended to include recent events regarding climate change Global warming 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, homework self-assessment, interactive mark scheme, embedded video’s and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.5 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 294-295 Students are required to know the following; Students should be able to describe some of the biological consequences of global warming. Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.

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.

Adult cell 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: 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. 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 228-229. Students are required to know the following; Adult cell cloning: • The nucleus is removed from an unfertilised egg cell. • The nucleus from an adult body cell, such as a skin cell, is inserted into the egg cell. • An electric shock stimulates the egg cell to divide to form an embryo. • These embryo cells contain the same genetic information as the adult skin cell. • When the embryo has developed into a ball of cells, it is inserted into the womb of an adult female to continue its development. 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.

AQA A-Level New specification-Structure of the cell surface membrane-Transport 4.1 (3.2.3) Enough content for a double lesson. Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. Also includes a 3D model making activity (to be printed on card paper) ALevel Biology Textbook: Section 2 Cells, Chapter 4.1

The best of both worlds 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: slide animations, embedded timers, practice questions with answers on slides, quiz and 6 mark past paper question with ms. This topic is synoptic and relates to other sections where more detail is given. AQA spec link: 6.1.3 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 200-201. Specification requires students to know the following; Some organisms reproduce by both methods depending on the circumstances. • Malarial parasites reproduce asexually in the human host, but sexually in the mosquito. • Many fungi reproduce asexually by spores but also reproduce sexually to give variation. • Many plants produce seeds sexually, but also reproduce asexually by runners such as strawberry plants, or bulb division such as daffodils. Knowledge of reproduction in organisms is restricted to those mentioned, but students are expected to be able to explain the advantages and disadvantages for any organism if given appropriate information.

C2-Development of the periodic table homework created in accordance to the NEW AQA Specification (9-1). This is a great flip learning activity, give yourself a little break and allow your students to present their timelines/fact sheets :) For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk AQA spec link: 4.1.2.2