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Paperfriendlyresourcesuk PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.

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Paperfriendlyresourcesuk PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
AQA new specification-Screening genetic disorders-B13.10
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AQA new specification-Screening genetic disorders-B13.10

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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.
AQA new specification-Plant defence responses-B5.11
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AQA new specification-Plant defence responses-B5.11

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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.
AQA new specification-B18 Biodiversity and ecosystems-Separate science bundle
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AQA new specification-B18 Biodiversity and ecosystems-Separate science bundle

10 Resources
This bundle contains the content for SEPARATE science students. It includes the B18 unit-Biodiversity and ecosystems. All lessons have been done in accordance to the specification requirements and have been pitched to a higher ability class. Videos have been embedded for ease of use, and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 24% by purchasing this bundle :) Total = 11 lessons Lesson 1-The human population explosion Lesson 2-Land and water pollution Lesson 3-Air pollution Lesson 4-Deforestation and peat destruction Lesson 5-Global warming Lesson 6-Maintaining biodiversity Lesson 7-The impact of change Lesson 8 + 9 -Trophic levels and biomass transfers Lesson 10-Factors affecting food security Lesson 11-Making food production efficient Lesson 12-Sustainable food production Good luck with your lessons :)
AQA new specification-REQUIRED PRACTICAL 2-Microbiology-B5
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AQA new specification-REQUIRED PRACTICAL 2-Microbiology-B5

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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.
AQA new specification-B4-Organising animals and plants-complete bundle
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AQA new specification-B4-Organising animals and plants-complete bundle

9 Resources
B4 unit-Organising animals and plants Designed for a higher ability group, suitable to teach both combined trilogy and separate science groups. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use and printer friendly resources attached. I’ve also included the resources for practical lessons. Search the individual lessons for more information on the lesson content. Save 25% by purchasing this bundle Lesson 1-The blood Lesson 2-The blood vessels Lesson 3-The heart Lesson 4-Heart dissection practical Lesson 5-Helping the heart Lesson 6-Breathing and gas exchange Lesson 7-Tissues, organs and transport Lesson 8-Evaporation and transpiration Lesson 9-Factors affecting transpiration
AQA new specification-B9 Respiration-Complete bundle
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AQA new specification-B9 Respiration-Complete bundle

4 Resources
This bundle includes the B9 unit-Respiration. This is a combined and separate science unit. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required although URL has also been provided), and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 23% by purchasing this bundle :) Lesson 1-Aerobic respiration Lesson 2-The response to exercise (optional practical activity) Lesson 3-Anaerobic respiration Lesson 4-Metabolism and the the liver
AQA new specification-Finite and Renewable resources-C12.1
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AQA new specification-Finite and Renewable resources-C12.1

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C12-Using Earths resources-Finite and renewable resources lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 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 interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: order of magnitude was not taught in this lesson. AQA spec link: 5.10.1.1 Humans use the Earth’s resources to provide warmth, shelter, food and transport. Natural resources, supplemented by agriculture, provide food, timber, clothing and fuels. Finite resources from the Earth, oceans and atmosphere are processed to provide energy and materials. Chemistry plays an important role in improving agricultural and industrial processes to provide new products and in sustainable development, which is development that meets the needs of current generations without compromising the ability of future generations to meet their own needs. Students should be able to: •• state examples of natural products that are supplemented or replaced by agricultural and synthetic products •• distinguish between finite and renewable resources given appropriate information
AQA new specification-C9 Crude oil and fuels-Complete bundle
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AQA new specification-C9 Crude oil and fuels-Complete bundle

4 Resources
This bundle includes the C9 unit-Crude oil and fuels. This bundle is suitable for both combined and separate science students. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required although URL has also been provided), and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 22% by purchasing this bundle :) Lesson 1-Hydrocarbons Lesson 2-Fractional distillation Lesson 3-Practical-Fractional distillation Lesson 4-Burning hydrocarbon fuels Lesson 4-Cracking hydrocarbons
AQA new specification-B12-Homeostasis in action-Complete bundle
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AQA new specification-B12-Homeostasis in action-Complete bundle

5 Resources
This bundle includes the B12 unit-Homeostasis in action. This is a separates/biology ONLY unit. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required), and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 33% by purchasing this bundle :) Lesson 1-Controlling body temperature Lesson 2-Removing waste products Lesson 3-The human kidney (taught this over 2 lessons, both included in this resource pack). Lesson 4-Dialysis-artificial kidney Lesson 5-Kidney transplants
AQA new specification-Principles of hormonal control-B11.1
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AQA new specification-Principles of hormonal control-B11.1

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Principles of hormonal control 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. AQA spec link: 5.3.1 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 160-161. *The new specification requires students to know the following; Students should be able to describe the principles of hormonal coordination and control by the human endocrine system. The endocrine system is composed of glands which secrete chemicals called hormones directly into the blood stream. The blood carries the hormone to a target organ where it produces an effect. Compared to the nervous system the effects are slower but act for longer. The pituitary gland in the brain is a ‘master gland’ which secretes several hormones into the blood in response to body conditions. These hormones in turn act on other glands to stimulate other hormones to be released to bring about effects. Students should be able to identify the position of the following on a diagram of the human body: • pituitary gland • pancreas • thyroid • adrenal gland • ovary • testes.
AQA new specification-Growth and differentiation-B2.2
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AQA new specification-Growth and differentiation-B2.2

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Growth and differentiation 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: 4.1.1.4 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 28-29 Specification requires students to know the following; Students should be able to explain the importance of cell differentiation. As an organism develops, cells differentiate to form different types of cells. • Most types of animal cell differentiate at an early stage. ••Many types of plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell.
AQA new specification-Greenhouse gases-C13.3
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AQA new specification-Greenhouse gases-C13.3

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C13-The Earth’s atmosphere-Greenhouse gases 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: 4.9.2.1, 2, Greenhouse gases in the atmosphere maintain temperatures on Earth high enough to support life. Water vapour, carbon dioxide, and methane are greenhouse gases. Students should be able to describe the greenhouse effect in terms of the interaction of short and long wavelength radiation with matter. Some human activities increase the amounts of greenhouse gases in the atmosphere. These include: • carbon dioxide • methane. Students should be able to recall two human activities that increase the amounts of each of the greenhouse gases carbon dioxide and methane. Based on peer-reviewed evidence, many scientists believe that human activities will cause the temperature of the Earth’s atmosphere to increase at the surface and that this will result in global climate change. However, it is difficult to model such complex systems as global climate change. This leads to simplified models, speculation, and opinions presented in the media that may be based on only parts of the evidence and which may be biased. Students should be able to: • evaluate the quality of evidence in a report about global climate change given appropriate information • describe uncertainties in the evidence base • recognise the importance of peer review of results and of communicating results to a wide range of audiences.
AQA new specification-Growing bacteria in the lab-B5.3
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AQA new specification-Growing bacteria in the lab-B5.3

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NB: This is a BIOLOGY (SEPARATES) ONLY lesson Growing bacteria in the lab lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions and answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.1.1.6 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 78-79. Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature. Bacteria can be grown in a nutrient broth solution or as colonies on an agar gel plate. Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics. Students should be able to describe how to prepare an uncontaminated culture using aseptic technique. They should be able to explain why: • Petri dishes and culture media must be sterilised before use to kill unwanted microorganisms • inoculating loops used to transfer microorganisms to the media must be sterilised by passing them through a flame • the lid of the Petri dish should be secured with adhesive tape to prevent microorganisms from the air contaminating the culture, and stored upside down • in school and college laboratories, cultures should be incubated at a maximum temperature of 25 °C.
AQA new specification-How plants use glucose-B8.3
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AQA new specification-How plants use glucose-B8.3

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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
AQA new specification-B1-Cell structure and transport-complete bundle
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AQA new specification-B1-Cell structure and transport-complete bundle

10 Resources
B1 unit-Cell structure and transport. Designed for a higher ability group. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use and printer friendly resources attached. I’ve also included the required practical resources. Search the individual lessons for more information on the lesson content. Save 34% by purchasing this bundle Lesson 1-World of the microscope Lesson 2-Animal and plant cells -Microscopy required practical Lesson 3-Eukaryotic and prokaryotic cells Lesson 4-Specialisation in animal cells Lesson 5-Specialisation in plant cells Lesson 6-Diffusion Lesson 7-Osmosis Lesson 8-Osmosis required practical Lesson 9-Active transport Lesson 10-Exchanging materials
AQA new specification-The human population explosion-B18.1
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AQA new specification-The human population explosion-B18.1

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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.
AQA new specification-Pathogens and disease-B5.2
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AQA new specification-Pathogens and disease-B5.2

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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.
AQA new specification-B8 Photosynthesis-Complete bundle
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AQA new specification-B8 Photosynthesis-Complete bundle

6 Resources
This bundle includes the B8 unit-Photosynthesis. This is a combined science unit. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required although URL has also been provided), and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 17% by purchasing this bundle :) Lesson 1-Photosynthesis (introduction) Lesson 2-Rate of photosynthesis Lesson 3-Required practical 6 Lesson 4-How plants use glucose Lesson 5-Making the most of photosynthesis
AQA new specification-History of the atmosphere-C13.1
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AQA new specification-History of the atmosphere-C13.1

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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.
AQA new specification-Reduce, reuse and recycle-C12.6
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AQA new specification-Reduce, reuse and recycle-C12.6

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C12-Using Earths resources-Reduce, reuse and recycle lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 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 interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: an article has been attached for those students who are really intrested in the statistics, a great stretch and challenge activity. AQA spec link: 4.10.2.2