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.

Maintaining biodiversity 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, circus activity, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Print slides 16-23 as two slides per handout, you will only need two copies and can place these around your laboratory. Also print slide 11 approx 1 between 2-3. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.6 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 298-299 Students are required to know the following; Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity. Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on ecosystems and biodiversity. These include: • breeding programmes for endangered species • protection and regeneration of rare habitats • reintroduction of field margins and hedgerows in agricultural areas where farmers grow only one type of crop • reduction of deforestation and carbon dioxide emissions by some governments • recycling resources rather than dumping waste in landfill. WS 1.4, 1.5 Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment. Explain and evaluate the conflicting pressures on maintaining biodiversity given appropriate information.

Maintaining biodiversity 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. This lesson Includes powerpoint timers, slide animations, circus activity, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Print slides 16-23 as two slides per handout, you will only need two copies and can place these around your laboratory. Also print slide 11 approx 1 between 2-3. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.6 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science trilogy edition textbook-Page 242-243 Students are required to know the following; Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity. Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on ecosystems and biodiversity. These include: • breeding programmes for endangered species • protection and regeneration of rare habitats • reintroduction of field margins and hedgerows in agricultural areas where farmers grow only one type of crop • reduction of deforestation and carbon dioxide emissions by some governments • recycling resources rather than dumping waste in landfill. WS 1.4, 1.5 Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment. Explain and evaluate the conflicting pressures on maintaining biodiversity given appropriate information.

C9-Organic chemistry-Hydrocarbons lesson created in accordance to the NEW AQA Specification (9-1). Designed for a high ability year 11 separates 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. AQA spec link: 4.7.1.1 Crude oil is a finite resource found in rocks. Crude oil is the remains of an ancient biomass consisting mainly of plankton that was buried in mud. Crude oil is a mixture of a very large number of compounds. Most of the compounds in crude oil are hydrocarbons, which are molecules made up of hydrogen and carbon atoms only. Most of the hydrocarbons in crude oil are hydrocarbons called alkanes. The general formula for the homologous series of alkanes is CnH2n+2 The first four members of the alkanes are methane, ethane, propane and butane. Alkane molecules can be represented in the following forms: C2H6 or Students should be able to recognise substances as alkanes given their formulae in these forms. Students do not need to know the names of specific alkanes other than methane, ethane, propane and butane.

Non-communicable diseases 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. There is a strong overlap between this lesson and B5-health to revise what was taught before summer. Includes: slide animations, AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 100-101 Specification requires students to know the following; Risk factors are linked to an increased rate of a disease. •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. •Carcinogens, including ionising radiation, as risk factors in cancer. Many diseases are caused by the interaction of a number of factors.

Aerobic respiration 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 134-135 Students are required to know the following; Students should be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells. The energy transferred supplies all the energy needed for living processes. Respiration in cells can take place aerobically (using oxygen) or anaerobically (without oxygen), to transfer energy. Students should be able to compare the processes of aerobic and anaerobic respiration with regard to the need for oxygen, the differing products and the relative amounts of energy transferred. Organisms need energy for: •• chemical reactions to build larger molecules •• movement •• keeping warm. Aerobic respiration is represented by the equation: glucose + oxygen carbon dioxide + water Students should recognise the chemical symbols: C6H12O6, O2, CO2 and H2O.

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: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 206-207 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.

Unit 2-Practical scientific procedures and techniques Learning aim D: Review personal development of scientific skills for laboratory work. How did i teach this? This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (download the free template). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C. NB: Professional practice is the third lesson of the three. Worksheets attached and videos embedded for ease of use.

The blood vessels 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: 4.2.2.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 54-55 Students are required to know the following; The body contains three different types of blood vessel: • arteries • veins • capillaries. Students should be able to explain how the structure of these vessels relates to their functions.

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.

Evidence for evolution 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, 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: 4.6.3.4 Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 190-191 Students are required to know the following; Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria. The theory of evolution by natural selection is now widely accepted. Evidence for Darwin’s theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.

"Please note this lesson has been changed since the former review, view the comments for more details* Genetic engineering 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. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.2.4 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 230-231. Students are required to know the following; Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections. Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored.

This lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). I taught this lesson after the required germination practical. Includes: slide animations, embedded video and practice questions with mark scheme. This resource is for separates ONLY. *NOTE-using plant hormones-Higher tier only* AQA spec link: 5.4.1, 5.4.2 Relevant chapter: B11.9/10- AQA Biology third edition textbook-Page 176-179 *The new specification requires students to know the following; Plants produce hormones to coordinate and control growth and responses: to light, phototropism; and gravity, gravitropism (geotropism). Unequal distributions of auxin cause unequal growth rates in plant roots and shoots. Gibberellins are important in initiating seed germination. Ethene controls cell division and ripening of fruits. The mechanisms of how gibberellins and ethene work are not required. Students should be able to describe the effects of some plant hormones and the different ways people use them to control plant growth. Plant growth hormones are used in agriculture and horticulture. Auxins are used as: • as weed killers • as rooting powders • for promoting growth in tissue culture. Ethene is used in the food industry to control ripening of fruit during storage and transport. Gibberellins can be used to: • end seed dormancy • promote flowering • increase fruit size.