C2-The periodic table-The Transition Elements lesson created in accordance to the NEW AQA Specification (9-1). Designed for a high ability year 9 class, although content can be adjusted to suit any ability. NB: FOR SEPARARE SCIENCE/CHEMISTRY ONLY Includes: slide animations, embedded videos, homework, 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: 4.1.31 ;2

The Electron microscope lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2- Cells Designed for highly able A-level class. Includes: questions, embedded videos, worksheets, slide timers, slide animations, interactive answers on slides and a plenary. AQA Specification reference: 3.2.1.3 ALevel Biology Textbook: Section 2 Cells, Chapter 3

Eukaryotic cell structure lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2 Cells This resource contains a double lessons worth of material Designed for highly able A-level class. Includes: questions, embedded videos, worksheet, homework, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.2.1.1 ALevel Biology Textbook: Section 2 Cells, Chapter 3.4

Cell division in sexual reproduction, otherwise known as meiosis 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. *Knowledge of the stages of meiosis is not required.* AQA spec link: 6.1.1 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 198-199. Specification requires students to know the following; 6.1.2 Students should be able to explain how meiosis halves the number of chromosomes in gametes and fertilisation restores the full number of chromosomes. Cells in reproductive organs divide by meiosis to form gametes. When a cell divides to form gametes: • copies of the genetic information are made • the cell divides twice to form four gametes, each with a single set of chromosomes • all gametes are genetically different from each other. Gametes join at fertilisation to restore the normal number of chromosomes. The new cell divides by mitosis. The number of cells increases. As the embryo develops cells differentiate.

I have designed a mitosis and meiosis revision exam question pack, total marks /20. Contains a range of short and longer answer questions also requires students to interpret diagrams. This is a great piece of homework or mini class test, that can allow you to determine whether your students can distinguish between these two processes. I've attached the mark scheme separately as it's a great self/peer-assessed activity (reduce the marking load).

DNA and the genome 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: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 166-167. Specification requires students to know the following; Students should be able to describe the structure of DNA and define genome. The genetic material in the nucleus of a cell is composed of a chemical called DNA. DNA is a polymer made up of two strands forming a double helix. The DNA is contained in structures called chromosomes. A gene is a small section of DNA on a chromosome. Each gene codes for a particular sequence of amino acids, to make a specific protein. The genome of an organism is the entire genetic material of that organism. The whole human genome has now been studied and this will have great importance for medicine in the future. Students should be able to discuss the importance of understanding the human genome. This is limited to the: • search for genes linked to different types of disease • understanding and treatment of inherited disorders • use in tracing human migration patterns from the past

More about genetics lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability 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. Lots of interactive punnet squares to get the whole class involved. AQA spec link: 6.1.8 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 170-171.

Inherited disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability 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. This lesson in particular by students because of the real life implications of genetics. Students particularly enjoyed the cystic fibrosis video. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 172-173.

Antibiotics and Painkillers 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 as well as a quiz. Due to this being a very short topic, I decided to teach this over two lessons and included a role play activity, it was thoroughly enjoyed by all three year 10 classes. Please leave a review at the end of the lesson, let me know how the 'doctor, patient' role play is reciprocated :) AQA spec link: 3.1.8 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 100-101 Specification requires students to know the following; Students should be able to explain the use of antibiotics and other medicines in treating disease. Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body. It is important that specific bacteria should be treated by specific antibiotics. WS 1.4 The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. However, the emergence of strains resistant to antibiotics is of great concern. There are links with this content to Culturing microorganisms (biology only). There are links with this content to Resistant bacteria. Antibiotics cannot kill viral pathogens. Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens. It is difficult to develop drugs that kill viruses without also damaging the body’s tissues.

Developing drugs 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 (a url to BBC-drug trials gone wrong-play first 10 minutes) and practice questions with answers on slides and worksheets. AQA spec link: 3.1.9 Relevant chapter: B6 Preventing and treating diseases. AQA Biology combined textbook-Page 96-97 Specification requires students to know the following; New medical drugs have to be tested and trialled before being used to check that they are safe and effective. New drugs are extensively tested for toxicity, efficacy and dose. Preclinical testing is done in a laboratory using cells, tissues and live animals. Clinical trials use healthy volunteers and patients. •• Very low doses of the drug are given at the start of the clinical trial. •• If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug. •• In double blind trials, some patients are given a placebo.

Specialisation in plant 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, card sort activity and display slides. AQA spec link: 1.1.3 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 12-13 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: root hair cells, xylem and phloem cells in plants.

C10-Chemical analysis-Chromatography required practical 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, and practice questions with answers on slides. *I have not included the theory of chromatography in this lesson* AQA spec link: Students should be able to tell the difference between coloured substances. Students should calculate Rf values. AT skills covered by this practical activity: chemistry AT 1 and 4. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

Osmosis lesson created in accordance to the NEW AQA Specification (9-1). I have also included the required practical lesson I created, it includes pictures of each method, sample data and a graph. Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, practice questions with answers on slides, worksheet. AQA spec link: 4.1.3.2 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 16-17 Specification requires students to know the following; Water may move across cell membranes via osmosis. Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane. Recognise, draw and interpret diagrams that model osmosis. Students should be able to: •use simple compound measures of rate of water uptake ••use percentages • calculate percentage gain and loss of mass of plant tissue. Required practical activity 3: investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. AT skills covered by this practical activity: AT 1, 3 and 5. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Students should be able to plot, draw and interpret appropriate graphs

Quantum physics and introducing the photon lesson created in accordance to the Pearsons BTEC national specification for applied science. This was my fifth lesson in the physics C1 working with waves topic. *NB: Although it's not completely apparent in the specification it is very relevant and provides a scaffold for the emission spectra lesson.* 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 65

Rate of photosynthesis 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: 4.4.1.1 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 126-127 Students are required to know the following; Students should be able to explain the effects of temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll on the rate of photosynthesis. Students should be able to: • measure and calculate rates of photosynthesis • extract and interpret graphs of photosynthesis rate involving one limiting factor •plot and draw appropriate graphs selecting appropriate scale for axes •translate information between graphical and numeric form. Solve simple algebraic equations. MS 1a, 1c, 2c, 4a, 4c (HT only) These factors interact and any one of them may be the factor that limits photosynthesis. (HT only) Students should be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor. (HT only) Students should understand and use inverse proportion – the inverse square law and light intensity in the context of photosynthesis. (HT only) Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis while still maintaining profit. (HT only) WS 1.4 Use data to relate limiting factors to the cost effectiveness of adding heat, light or carbon dioxide to greenhouses.

Stem cells (introduction) 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: 4.1.2.3 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 30-31 Specification requires students to know the following; A stem cell is an undifferentiated cell of an organism which is capable of giving rise to many more cells of the same type, and from which certain other cells can arise from differentiation. Students should be able to describe the function of stem cells in embryos, in adult animals and in the meristems in plants. Stem cells from human embryos can be cloned and made to differentiate into most different types of human cells. Stem cells from adult bone marrow can form many types of cells including blood cells. Meristem tissue in plants can differentiate into any type of plant cell, throughout the life of the plant. Knowledge and understanding of stem cell techniques are not required. Treatment with stem cells may be able to help conditions such as diabetes and paralysis

Variation 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. AQA spec link: 4.6.2.1 Relevant chapter: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 178-179. Students are required to know the following; Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism. Differences in the characteristics of individuals in a population is called variation and may be due to differences in: • the genes they have inherited (genetic causes) • the conditions in which they have developed (environmental causes) • a combination of genes and the environment. NB: Mutations reference will be taught in the subsequent lesson.

Selective breeding 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. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.2.3 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 222-223. Students are required to know the following; Students should be able to explain the impact of selective breeding of food plants and domesticated animals. Selective breeding (artificial selection) is the process by which humans breed plants and animals for particular genetic characteristics. Humans have been doing this for thousands of years since they first bred food crops from wild plants and domesticated animals. Selective breeding involves choosing parents with the desired characteristic from a mixed population. They are bred together. From the offspring those with the desired characteristic are bred together. This continues over many generations until all the offspring show the desired characteristic. The characteristic can be chosen for usefulness or appearance: • Disease resistance in food crops. • Animals which produce more meat or milk. • Domestic dogs with a gentle nature. • Large or unusual flowers. Selective breeding can lead to ‘inbreeding’ where some breeds are particularly prone to disease or inherited defects. WS 1.3, 1.4 Explain the benefits and risks of selective breeding given appropriate information and consider related ethical issues.