How plants use glucose 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, practice questions, peer assessment worksheet and mini review. *Top paper friendly tip: the information in the ‘How to use glucose’ worksheet can also be found in the textbook therefore isn’t required to be printed.* NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.1.3 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; The glucose produced in photosynthesis may be: •• used for respiration •• converted into insoluble starch for storage •• used to produce fat or oil for storage •• used to produce cellulose, which strengthens the cell wall •• used to produce amino acids for protein synthesis. To produce proteins, plants also use nitrate ions that are absorbed from the soil. AT 8-Tests to identify starch, glucose and proteins using simple qualitative reagents

Genetic engineering 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: 4.6.2.4 Relevant chapter: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 184-185. Students are required to know the following; Students should be able to describe genetic engineering as a process which involves modifying the genome of an organism by introducing a gene from another organism to give a desired characteristic. Plant crops have been genetically engineered to be resistant to diseases or to produce bigger better fruits. Bacterial cells have been genetically engineered to produce useful substances such as human insulin to treat diabetes. Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections. In genetic engineering, genes from the chromosomes of humans and other organisms can be ‘cut out’ and transferred to cells of other organisms. Crops that have had their genes modified in this way are called genetically modified (GM) crops. GM crops include ones that are resistant to insect attack or to herbicides. GM crops generally show increased yields. Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored. Modern medical research is exploring the possibility of genetic modification to overcome some inherited disorders. (HT) Students should be able to describe the main steps in the process of genetic engineering. In genetic engineering: • enzymes are used to isolate the required gene; this gene is inserted into a vector, usually a bacterial plasmid or a virus • the vector is used to insert the gene into the required cells • genes are transferred to the cells of animals, plants, or microorganisms at an early stage (egg or embryo) in their development so that they develop with desired characteristics.

Principles of homeostasis 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: 4.5.1 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 133-134 Students are required to know the following; Students should be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes. Homeostasis maintains optimal conditions for enzyme action and all cell functions. In the human body, these include control of: • blood glucose concentration • body temperature • water levels. These automatic control systems may involve nervous responses or chemical responses. All control systems include: • cells called receptors, which detect stimuli (changes in theenvironment) • coordination centres (such as the brain, spinal cord and pancreas) that receive and process information from receptors • effectors, muscles or glands, which bring about responses which restore optimum levels.

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

Non-communicable diseases 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. There is a strong overlap between this lesson and B5-health to revise what was taught before summer. Includes: slide animations, AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 100-101 Specification requires students to know the following; Risk factors are linked to an increased rate of a disease. •aspects of a person’s lifestyle •substances in the person’s body or environment. A causal mechanism has been proven for some risk factors, but not in others. •Carcinogens, including ionising radiation, as risk factors in cancer. Many diseases are caused by the interaction of a number of factors.

***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.

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.

Common problems of the eye 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, homework worksheet, markscheme 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: 4.5.2.3 Relevant chapter: B10 The human nervous system. AQA Biology Third edition textbook-Page 156-157 Students are required to know the following; Students should be able to relate the structures of the eye to their functions. This includes: • accommodation to focus on near or distant objects Accommodation is the process of changing the shape of the lens to focus on near or distant objects. To focus on a near object: • the ciliary muscles contract • the suspensory ligaments loosen • the lens is then thicker and refracts light rays strongly. To focus on a distant object: • the ciliary muscles relax • the suspensory ligaments are pulled tight • the lens is then pulled thin and only slightly refracts light rays. Two common defects of the eyes are myopia (short sightedness) and hyperopia (long sightedness) in which rays of light do not focus on the retina. • Generally these defects are treated with spectacle lenses which refract the light rays so that they do focus on the retina. • New technologies now include hard and soft contact lenses, laser surgery to change the shape of the cornea, and a replacement lens in the eye. Students should be able to interpret ray diagrams, showing these two common defects of the eye and demonstrate how spectacle lenses correct them.

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.

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.

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

The structure and function of the human nervous system 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; Students should be able to explain how the structure of the nervous system is adapted to its functions.The nervous system enables humans to react to their surroundings and to coordinate their behaviour. Information from receptors passes along cells (neurones) as electrical impulses to the central nervous system (CNS). The CNS is the brain and spinal cord. The CNS coordinates the response of effectors which may be muscles contracting or glands secreting hormones. stimulus receptor coordinator effector response. 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.

Adaptations in plants 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 272-273 Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.

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: questions, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. *This lesson includes a practical which is not required. * 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 226-227. Students are required to know the following; Tissue culture: using small groups of cells from part of a plant to grow identical new plants. This is important for preserving rare plant species or commercially in nurseries. Cuttings: an older, but simple, method used by gardeners to produce many identical new plants from a parent plant. Embryo transplants: splitting apart cells from a developing animal embryo before they become specialised, then transplanting the identical embryos into host mothers. 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.