Complete lesson Includes: embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary 3.2.1.1 In complex multicellular organisms, eukaryotic cells become specialised for specific functions. Specialised cells are organised into tissues, tissues into organs and organs into systems.

This lesson has been created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheet, quiz, practice exam questions and answers have also been included within the slides. This resource is suitable for separate science students. AQA spec link: Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 90-91. *The new specification requires students to know the following; Students should be able to describe the non-specific defence systems of the human body against pathogens, including the: • skin • nose • trachea and bronchi • stomach. Students should be able to explain the role of the immune system in the defence against disease. If a pathogen enters the body the immune system tries to destroy the pathogen. White blood cells help to defend against pathogens by: • phagocytosis • antibody production • antitoxin production.

Please note that I have merged the content of two lessons into one resource. Trophic levels and biomass transfers 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: 4.7.4; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 300-301 Students are required to know the following; 7.4.1 Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Trophic levels can be represented by numbers, starting at level 1 with plants and algae. Further trophic levels are numbered subsequently according to how far the organism is along the food chain. Level 1: Plants and algae make their own food and are called producers. Level 2: Herbivores eat plants/algae and are called primary consumers. Level 3: Carnivores that eat herbivores are called secondary consumers. Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism. 7.4.2 Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid. Students should be able to construct accurate pyramids of biomass from appropriate data. 7.4.3 Students should be able to: • describe pyramids of biomass • explain how biomass is lost between the different trophic levels. Producers are mostly plants and algae which transfer about 1% of the incident energy from light for photosynthesis. Only approximately 10% of the biomass from each trophic level is transferred to the level above it. Losses of biomass are due to: • not all the ingested material is absorbed, some is egested as faeces • some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine. Large amounts of glucose are used in respiration. Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass. Students should be able to explain how this affects the number of organisms at each trophic level.

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

Adaptations 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: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 270-271 Students are required to know the following; Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional.

Evolution and speciation 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. AQA spec link: 4.6.3.2 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 240-241 Students are required to know the following; Students should be able to: • describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection • explain the impact of these ideas on biology. Alfred Russel Wallace independently proposed the theory of evolution by natural selection. He published joint writings with Darwin in 1858 which prompted Darwin to publish On the Origin of Species (1859) the following year. Wallace worked worldwide gathering evidence for evolutionary theory. He is best known for his work on warning colouration in animals and his theory of speciation. Alfred Wallace did much pioneering work on speciation but more evidence over time has led to our current understanding of the theory of speciation. Students should be able to describe the steps which give rise to new species. WS 1.1 The theory of speciation has developed over time

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.

Specialisation in animal cells 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: slide animations, embedded videos and practice questions with answers on slides. AQA spec link: 1.1.3 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 10-11 Specification requires students to know the following; Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: •• sperm cells, nerve cells and muscle cells in animals

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.

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.

Gene expression and mutation lesson created in accordance to the NEW AQA Specification (9-1). NB: BIOLOGY ONLY-HT. 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. AQA spec link: 6.1.5 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 206-207. Specification requires students to know the following; (HT only) Mutations occur continuously. Most do not alter the protein, or only alter it slightly so that its appearance or function is not changed. (HT only) A few mutations code for an altered protein with a different shape. An enzyme may no longer fit the substrate binding site or a structural protein may lose its strength. (HT only) Not all parts of DNA code for proteins. Non-coding parts of DNA can switch genes on and off, so variations in these areas of DNA may affect how genes are expressed.

Diet, exercise and disease 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: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Students are required to know the following; • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation, or globally • explain the effect of lifestyle factors including diet, alcohol, and smoking on the incidence of non-communicable diseases at local, national, and global levels. Risk factors are linked to an increased rate of a disease. They can be: • 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. • The effects of diet and exercise on cardiovascular disease. • Obesity as a risk factor for Type 2 diabetes. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

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.

To use a light microscope to observe, draw and label a selection of plant and animal cells. AQA spec link: 4.1.1.5 Relevant chapter: B1 Cells and organisation. AQA Biology third edition textbook-Page 4-5 In doing this practical students should cover these parts of the apparatus and techniques requirements. Biology AT 1 – use appropriate apparatus to record length and area. Biology AT 7 – use a microscope to make observations of biological specimens and produce labelled scientific drawings

Making the most of photosynthesis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class and HIGHER TIER ONLY students. You will require access to computers/tablets for this lesson as it is heavily research based. You may decide to set this part of the spec as homework although my students thoroughly enjoyed designing the most affordable greenhouse. * NB: If you are unable to play embedded videos please view slide notes for link. Enjoy this lesson for free as a token of appreciation for all the hard work you've done this term :) AQA spec link: 4.4.1.2 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis whilst still maintaining profit.

Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. This lesson was conducted outdoors hence why a powerpoint was not created. This investigation has two parts: Investigating the population size of a plant species using random sampling Investigating the effect of a factor on plant distribution using a transect line. AQA spec link: 4.7.2.1 Relevant chapter: B16 Adaptations, interdependence and competition. AQA Biology third edition textbook-Page 262-263 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 transect lines and quadrats to measure distribution of a species. AT 4 – safe and ethical use of organisms and response to a factor in the environment. AT 6 – application of appropriate sampling techniques to investigate the distribution and abundance of organisms in an ecosystem via direct use in the field. AT 8 – use of appropriate techniques in more complex contexts including continuous sampling in an investigation.