Competition 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: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 264-265 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. Students should be able to, when provided with appropriate information: • suggest the factors for which organisms are competing in a given habitat • suggest how organisms are adapted to the conditions in which they live. 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.

Competition 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: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 266-267 Students are required to know the following; 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. Students should be able to extract and interpret information from charts, graphs, and tables relating to the interaction of organisms within a community.

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.

Edited 13/07/2020-PPT has been updated since last review, this resource also now includes a Control of BGL mini assessment with MS Control of blood glucose lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, practice exam question with mark scheme. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.2 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 162-163. Blood glucose concentration is monitored and controlled by the pancreas. If the blood glucose concentration is too high, the pancreas produces the hormone insulin that causes glucose to move from the blood into the cells. In liver and muscle cells excess glucose is converted to glycogen for storage. Students should be able to explain how insulin controls blood glucose (sugar) levels in the body. Type 1 diabetes is a disorder in which the pancreas fails to produce sufficient insulin. It is characterised by uncontrolled high blood glucose levels. In Type 2 diabetes the body cells no longer respond to insulin produced by the pancreas. Students should be able to compare Type 1 and Type 2 diabetes and explain how they can be treated. Students should be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes. (Will be incorporated in treating diabetes lesson). Higher content- If the blood glucose concentration is too low, the pancreas produces the hormone glucagon that causes glycogen to be converted into glucose and released into the blood. Students should be able to explain how glucagon interacts with insulin in a negative feedback cycle to control blood glucose (sugar) levels in the body. (Will be mentioned in negative feedback lesson)

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.

DNA and the genome 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: embedded videos and timers, slide animations, practice questions with answers on slides and an interactive quiz. AQA spec link: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 202-203. 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.

Complete lesson on Muscles , suitable for a mixed ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. Enjoy for FREE For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

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.

ATP & Glycolysis lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . Topic: 5- Energy transfers in and between organisms. Designed for highly able A-level class. *NB: There is enough material for a double lesson * Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.5.2 Kreb cycle and Oxidative phoshorylation has NOT been included in this lesson although an overview of these processes has been provided.

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.

Inherited disorders 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. Included a set of past paper questions, with level 1-3 demand questions, this is an excellent way of reviewing the lesson and differentiating within the classroom. Mark scheme has also been attached separately. AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 212-213. Students are required to know the following; 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

The world of the microscope 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. I have also included the required practical ppt as It goes hand in hand with this lesson. I would recommend doing the required practical after the plant and animal cells lesson. AQA spec link: 1.1.5 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 4-5 Specification requires students to know the following; Students should be able to: • understand how microscopy techniques have developed over time • explain how electron microscopy has increased understanding of sub-cellular structures. Limited to the differences in magnification and resolution. An electron microscope has much higher magnification and resolving power than a light microscope. This means that it can be used to study cells in much finer detail. This has enabled biologists to see and understand many more sub-cellular structures. WS 1.1 Students should be able to carry out calculations involving magnification, real size and image size using the formula: magnification = size of image size of real object Students should be able to express answers in standard form if appropriate. MS 1a, 1b, 2h, 3b WS 4.4 Use prefixes centi, milli, micro and nano.

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.

The response to exercise 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: 4.4.2.2 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 136-137 Students are required to know the following; During exercise the human body reacts to the increased demand for energy. The heart rate, breathing rate and breath volume increase during exercise to supply the muscles with more oxygenated blood. If insufficient oxygen is supplied anaerobic respiration takes place in muscles. The incomplete oxidation of glucose causes a build up of lactic acid and creates an oxygen debt. During long periods of vigorous activity muscles become fatigued and stop contracting efficiently. AT 1, 3, 4 Investigations into the effect of exercise on the body. (HT only) Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose. Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic acid and remove it from the cells.

How the digestive system works 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 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 46-47 Students are required to know the following; Students should be able to recall the sites of production and the action of amylase, proteases and lipases. Students should be able to understand simple word equations but no chemical symbol equations are required. Digestive enzymes convert food into small soluble molecules that can be absorbed into the bloodstream. Carbohydrases break down carbohydrates to simple sugars. Amylase is a carbohydrase which breaks down starch. Proteases break down proteins to amino acids. Lipases break down lipids (fats) to glycerol and fatty acids. The products of digestion are used to build new carbohydrates, lipids and proteins. Some glucose is used in respiration.

Making digestion efficient 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 Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 48-49 Students are required to know the following; Bile is made in the liver and stored in the gall bladder. It is alkaline to neutralise hydrochloric acid from the stomach. It also emulsifies fat to form small droplets which increases the surface area. The alkaline conditions and large surface area increase the rate of fat breakdown by lipase.

Material cycling 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 226-227 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.

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.