Hero image

Paperfriendlyresources's Shop

Paper friendly 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. For general enquiries or support please email: Paperfriendlyresources@gmail.com

273Uploads

123k+Views

65k+Downloads

Paper friendly 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. For general enquiries or support please email: Paperfriendlyresources@gmail.com
AQA new specification-Catalyst and enzymes-B3.4
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Catalyst and enzymes-B3.4

(0)
Catalyst and enzymes 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: 4.2.2.1 4.4.2.3 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 42-43 Students are required to know the following; Students should be able to relate knowledge of enzymes to metabolism. Students should be able to carry out rate calculations for chemical reactions. Enzymes catalyse specific reactions in living organisms due to the shape of their active site. Students should be able to use the ‘lock and key theory’ as a simplified model to explain enzyme action. Students should be able to explain the importance of sugars, amino acids, fatty acids, and glycerol in the synthesis and breakdown of carbohydrates, proteins, and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules.
AQA new specification-Evolution by natural selection-B14.2
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Evolution by natural selection-B14.2

(0)
Evolution by natural selection 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: 4.6.2.1 + 4.6.2.2 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 220-221. 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.
AQA new specification-B9 Respiration-Complete bundle
PaperfriendlyresourcesPaperfriendlyresources

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-Helping the heart-B4.4
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Helping the heart-B4.4

(0)
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.
AQA new specification-Adult cell cloning B14.6
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Adult cell cloning B14.6

(0)
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.
AQA new specification-The importance of communities-B16.1
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-The importance of communities-B16.1

(1)
The importance of communities 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: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 258-259 Students are required to know the following; Students should be able to describe: •different levels of organisation in an ecosystem from individual organisms to the whole ecosystem • the importance of interdependence and competition in a community. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there. Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.
AQA new specification-More about plant diseases-B5.10
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-More about plant diseases-B5.10

(0)
NB: This is a BIOLOGY (SEPARATES) ONLY lesson More about plant diseases 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: 4.3.3.1 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 92-93. Plant diseases can be detected by: • stunted growth • spots on leaves • areas of decay (rot) • growths • malformed stems or leaves • discolouration • the presence of pests. Identification can be made by: • reference to a gardening manual • taking infected plants to a laboratory to identify the pathogen • using testing kits that contain monoclonal antibodies. Plants can be infected by a range of viral, bacterial, and fungal pathogens as well as by insects. Knowledge of plant diseases is restricted to tobacco mosaic virus as a viral disease, black spot as a fungal disease, and aphids as insects. Plants can be damaged by a range of ion deficiency conditions: • stunted growth caused by nitrate deficiency • chlorosis caused by magnesium deficiency. Knowledge of ions is limited to nitrate ions needed for protein synthesis and therefore growth and magnesium ions needed to make chlorophyll.
AQA new specification-B10 The human nervous system-Separate science bundle
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-B10 The human nervous system-Separate science bundle

8 Resources
This bundle contains the content for SEPARATE/BIOLOGY ONLY students. It includes the B10 unit-The human nervous system. 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 20% by purchasing this bundle :) Total = 7 lessons Lesson 1-Principles of homeostasis Lesson 2-The structure and function of the human nervous system Lesson 3-RP 6/7-Reaction time Lesson 4-Reflex actions Lesson 5-The brain Lesson 6-The eye Lesson 7-Common problems of the eye Good luck with your lessons :)
AQA new specification-Burning hydrocarbon fuels-C9.3
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Burning hydrocarbon fuels-C9.3

(0)
C9-Organic chemistry-Burning hydrocarbon fuels 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, practical demo, 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: 4.7.1.3 The combustion of hydrocarbon fuels releases energy. During combustion, the carbon and hydrogen in the fuels are oxidised. The complete combustion of a hydrocarbon produces carbon dioxide and water. Students should be able to write balanced equations for the complete combustion of hydrocarbons with a given formula.
AQA new specification-Principles of hormonal control-B11.1
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Principles of hormonal control-B11.1

(2)
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-Human defence response-B5.9
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Human defence response-B5.9

(1)
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.
AQA new specification-Water purification required practical-C12.2
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Water purification required practical-C12.2

(0)
C12-Chemical analysis- Water purification 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 as well as a interactive review task. Top tips*I recommend each group is assigned one type of water for dissolved salts part of experiment, collate the results as a class in the end-it'll take forever otherwise. Also, demo the distillation process for a low ability class. AQA spec link: 5.10.1.2 Required practical activity 13: analysis and purification of water samples from different sources, including pH, dissolved solids and distillation. AT skills covered by this practical activity: chemistry AT 2, 3 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.
AQA new specification-The carbon cycle-B16.3
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-The carbon cycle-B16.3

(0)
The carbon cycle 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: 4.7.2.2 Relevant chapter: B16 organising an ecosystem. AQA Biology combined edition textbook-Page 228-229 Students are required to know the following; Explain the importance of the carbon and water cycles to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated. Students are not expected to study the nitrogen cycle. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
AQA new specification-The artificial control of fertility (contraception)-B11.7
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-The artificial control of fertility (contraception)-B11.7

(1)
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.
Pearson BTEC New specification-Applied science-Unit 1-Stationary waves and resonance-C1
PaperfriendlyresourcesPaperfriendlyresources

Pearson BTEC New specification-Applied science-Unit 1-Stationary waves and resonance-C1

(1)
Stationary waves and resonance lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the seventh lesson in the physics C1 working with waves topic. *NB: This resource has been edited and now includes 3 more slides on resonance + uses* 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 69-70 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.
AQA new specification-DNA structure and protein synthesis-B13.5
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-DNA structure and protein synthesis-B13.5

(3)
DNA structure and protein synthesis lessons created in accordance to the NEW AQA Specification (9-1). NB: BIOLOGY ONLY. I taught this topic in two lessons as it's a topic that's a difficult concept and can be taught effectively as opposed to being rushed. This resource is 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, worksheets and an interactive quiz. AQA spec link: 6.1.5 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 204-205. Students should be able to describe DNA as a polymer made from four different nucleotides. Each nucleotide consists of a common sugar and phosphate group with one of four different bases attached to the sugar. DNA contains four bases, A, C, G and T. A sequence of three bases is the code for a particular amino acid. The order of bases controls the order in which amino acids are assembled to produce a particular protein. The long strands of DNA consist of alternating sugar and phosphate sections. Attached to each sugar is one of the four bases. The DNA polymer is made up of repeating nucleotide units. (HT only) Students should be able to: •• recall a simple description of protein synthesis •• explain simply how the structure of DNA affects the protein made •• describe how genetic variants may influence phenotype: a) in coding DNA by altering the activity of a protein: and b) in non-coding DNA by altering how genes are expressed. (HT only) In the complementary strands a C is always linked to a G on the opposite strand and a T to an A. (HT only) Students are not expected to know or understand the structure of mRNA, tRNA, or the detailed structure of amino acids or proteins. (HT only) Students should be able to explain how a change in DNA structure may result in a change in the protein synthesised by a gene. (HT only) Proteins are synthesised on ribosomes, according to atemplate. Carrier molecules bring specific amino acids to add to the growing protein chain in the correct order. (HT only) When the protein chain is complete it folds up to form a unique shape. This unique shape enables the proteins to do their job as enzymes, hormones or forming structures in the body such as collagen.
AQA new specification-B12-Homeostasis in action-Complete bundle
PaperfriendlyresourcesPaperfriendlyresources

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-Life cycle assessment-C12.5
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Life cycle assessment-C12.5

(0)
C12-Using Earths resources-Life cycle assessment 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: C12.4 on extracting metal ores is only for HT students] AQA spec link: 5.10.2.1 environmental impact of products in each of these stages: •• extracting and processing raw materials •• manufacturing and packaging •• use and operation during its lifetime •• disposal at the end of its useful life, including transport and distribution at each stage. Use of water, resources, energy sources and production of some wastes can be fairly easily quantified. Allocating numerical values to pollutant effects is less straightforward and requires value judgements, so LCA is not a purely objective process. Selective or abbreviated LCAs can be devised to evaluate a product but these can be misused to reach pre-determined conclusions, eg in support of claims for advertising purposes. Students should be able to carry out simple comparative LCAs for shopping bags made from plastic and paper.
AQA new specification-Metabolism and the liver-B9.4
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-Metabolism and the liver-B9.4

(1)
Metabolism and the liver 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: 4.4.2.1 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 140-141 Students are required to know the following; Students should be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules. Metabolism includes: •conversion of glucose to starch, glycogen and cellulose •the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids • the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins • respiration •breakdown of excess proteins to form urea for excretion. All of these aspects are covered in more detail in the relevant specification section but are linked together here.
AQA new specification-B13 Reproduction bundle-Biology/separate science
PaperfriendlyresourcesPaperfriendlyresources

AQA new specification-B13 Reproduction bundle-Biology/separate science

11 Resources
Due to popular demand I have uploaded a B13 bundle. This bundle contains the content for BIOLOGY/SEPARATE science students. It includes all the resources you need to teach the B13 Reproduction topic. If you're teaching this topic (B12) to combined science students I've uploaded a separate bundle for it. Lessons have been done in accordance to the specification requirements. Videos embedded for ease of use, paper friendly resources attached. Search the individual lessons for more information on the lesson content. Save 42% by purchasing this bundle. Higher topics included. Total 11 lessons + Past paper question pack on mitosis and meiosis. L1 = types of reproduction L2 = cell division and sexual reproduction L3 = the best of both worlds L4 = DNA and the genome L5a = DNA structure L5b = protein synthesis L6 = gene expression and mutation L7 = inheritance in Action L8 = more about genetics L9 = inherited disorders L10 = screening for genetic disorders