Evolution by natural selection 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 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: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 180-181. 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 human population explosion 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. Students are expected to demonstrate their graph skills this lesson as well as interpret data. This lesson Includes powerpoint timers, slide animations, questions with markscheme and embedded video’s and mini review. ***Paper friendly tips: Avoid printing the markscheme provided, unless required, an interactive markscheme has been included in the powerpoint. Print two worksheets to one page to save paper. Instruct able students to copy out the table on slide 14 . NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.1; 3.2; 3.3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 286-287 Students are required to know the following; Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem. A great biodiversity ensures the stability of ecosystems due to the interdependencies of one species on another for food, shelter, and the maintenance of the physical environment. The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction. Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste.

Sustainable food production 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, past paper questions, self-assessment, interactive mark scheme, embedded videos 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: 4.7.5; 3, 4 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 308-309 Students are required to know the following; Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues or certain species may disappear altogether in some areas. Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a sustainable level. Students should be able to describe and explain some possible biotechnical and agricultural solutions, including genetic modification, to the demands of the growing human population. Modern biotechnology techniques enable large quantities of microorganisms to be cultured for food. The fungus Fusarium is useful for producing mycoprotein, a protein-rich food suitable for vegetarians. The fungus is grown on glucose syrup, in aerobic conditions, and the biomass is harvested and purified. A genetically modified bacterium produces human insulin. When harvested and purified this is used to treat people with diabetes. GM crops could provide more food or food with an improved nutritional value such as golden rice.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Plant defence responses lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions, answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.3.3.2 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 94-95. Students should be able to describe physical and chemical plant defence responses. Physical defence responses to resist invasion of microorganisms: • Cellulose cell walls. • Tough waxy cuticle on leaves. • Layers of dead cells around stems (bark on trees) which fall off. Chemical plant defence responses: • Antibacterial chemicals. • Poisons to deter herbivores. Mechanical adaptations: • Thorns and hairs deter animals. • Leaves which droop or curl when touched. • Mimicry to trick animals.

The artificial control of fertility (contraception) lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video and practice questions (homework) with mark scheme. This resource is suitable for combined science students. AQA spec link:5.3.5 Relevant chapter: B11.7-The artificial control of fertility . AQA Biology third edition textbook-Page 172-173. *The new specification requires students to know the following; Students should be able to evaluate the different hormonal and non-hormonal methods of contraception. Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception. These include: • oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature • injection, implant, or skin patch of slow release progesterone to inhibit the maturation and release of eggs for a number of months or years • barrier methods such as condoms and diaphragms which prevent the sperm reaching an egg • intrauterine devices which prevent the implantation of an embryo or release a hormone • spermicidal agents which kill or disable sperm • abstaining from intercourse when an egg may be in the oviduct • surgical methods of male and female sterilisation.

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.

NB-This resource has been edited since the last review* [30/9/17] Screening for genetic disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY(combined science) 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. This video contains many videos and is a great lesson to spark a debate. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 214-215. 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.

Removing waste products lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and worksheet. AQA spec link: 5.3.3 Relevant chapter: B12.2-Removing waste products . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 184-185 *The new specification requires students to know the following; Students should be able to explain the effect on cells of osmotic changes in body fluids. Water leaves the body via the lungs during exhalation. Water, ions, and urea are lost from the skin in sweat. There is no control over water, ion, or urea loss by the lungs or skin. Excess water, ions, and urea are removed via the kidneys in the urine. If body cells lose or gain too much water by osmosis they do not function efficiently. The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.

Inheritance in action 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. AQA spec link: 6.1.6 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 208-209. Students should be able to explain the terms: • gamete • chromosome • gene • allele • dominant • recessive • homozygous • heterozygous • genotype • phenotype. Some characteristics are controlled by a single gene, such as: fur colour in mice; and red-green colour blindness in humans. Each gene may have different forms called alleles. The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype. A dominant allele is always expressed, even if only one copy is present. A recessive allele is only expressed if two copies are present (therefore no dominant allele present). If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous. Most characteristics are a result of multiple genes interacting, rather than a single gene. Students should be able to understand the concept of probability in predicting the results of a single gene cross, but recall that most phenotype features are the result of multiple genes rather than single gene inheritance. MS 2e Students should be able to use direct proportion and simple ratios to express the outcome of a genetic cross. MS 1c, 3a Students should be able to complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees. MS 2c, 4a (HT only) Students should be able to construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability.

Musical instruments lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the final lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 70- The following areas have been covered from the specification in this lesson. C1 Working with waves -Understand the concept and applications of stationary waves resonance. Musical instruments. Be able to use the equation: calculation of speed

C3-Structure and bonding -This lesson serves as a summary for the Structure and Bonding topic, it has been created in accordance to the NEW AQA Specification (9-1). Designed for a high ability year 9 class but can also be used as a year 11 revision lesson Includes: slide animations, embedded videos, and questions 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 Also available via instagram: Paperfriendlyresourcesuk AQA spec link: 4.2 4.2 Bonding, structure, and the properties of matter. Chemists use theories of structure and bonding to explain the physical and chemical properties of materials. Analysis of structures shows that atoms can be arranged in a variety of ways, some of which are molecular while others are giant structures. Theories of bonding explain how atoms are held together in these structures. Scientists use this knowledge of structure and bonding to engineer new materials with desirable properties. The properties of these materials may offer new applications in a range of different technologies

Types of reproduction 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 videos and practice questions with answers on slides as well as a quiz. AQA spec link: 6.1.1 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 196-197. 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. Biology only-6.1.3 Advantages of sexual reproduction: • produces variation in the offspring • if the environment changes variation gives a survival advantage by natural selection • natural selection can be speeded up by humans in selective breeding to increase food production. Advantages of asexual reproduction: • only one parent needed • more time and energy efficient as do not need to find a mate • faster than sexual reproduction • many identical offspring can be produced when conditions are favourable Good luck with your lesson!

6.5.1.4 Resultant forces (Higher tier content) 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 (HT only) A single force can be resolved into two components acting at right angles to each other. The two component forces together have the same effect as the single force.

Evidence for evolution 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: 4.6.3.4 Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 242-243 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.

C13-The Earth’s atmosphere-History of our atmoshphere 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: 4.9.1.2, 3 Theories about what was in the Earth’s early atmosphere and how the atmosphere was formed have changed and developed over time. Evidence for the early atmosphere is limited because of the time scale of 4.6 billion years. One theory suggests that during the first billion years of the Earth’s existence there was intense volcanic activity that released gases that formed the early atmosphere and water vapour that condensed to form the oceans. At the start of this period the Earth’s atmosphere may have been like the atmospheres of Mars and Venus today, consisting of mainly carbon dioxide with little or no oxygen gas. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. When the oceans formed carbon dioxide dissolved in the water and carbonates were precipitated producing sediments, reducing the amount of carbon dioxide in the atmosphere. No knowledge of other theories is required. Students should be able to, given appropriate information, interpret evidence and evaluate different theories about the Earth’s early atmosphere. 9.1.3 Algae and plants produced the oxygen that is now in the atmosphere by photosynthesis, which can be represented by the equation: 6CO2 + 6H2O C6H12O6 + 6O2 carbon dioxide + water glucose + oxygen Algae first produced oxygen about 2.7 billion years ago and soon after this oxygen appeared in the atmosphere. Over the next billion years plants evolved and the percentage of oxygen gradually increased to a level that enabled animals to evolve.

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.

The human Kidney 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. As i taught this lesson in two parts it's only fair i upload the other presentation also (2 for the price of 1). **Knowledge of other parts of the urinary system, the structure of the kidney, and the structure of a nephron is not required.** AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 185-186 *The new specification requires students to know the following; Students should be able to describe the function of kidneys in maintaining the water balance of the body. The kidneys produce urine by filtration of the blood and selective reabsorption of useful substances such as glucose, some ions, And water. Knowledge of other parts of the urinary system, the structure of the kidney, and the structure of a nephron is not required. Students should be able to translate tables and bar charts of glucose, ions, and urea before and after filtration. Students should be able to describe the effect of ADH on the permeability of the kidney tubules. The water level in the body is controlled by the hormone ADH which acts on the kidney tubules. ADH is released by the pituitary gland when the blood is too concentrated and it causes more water to be reabsorbed back into the blood from the kidney tubules. This is controlled by negative feedback.