Covalent bonding lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 9-10 The specification requires students to know the following: Understand covalent bonding strong electrostatic attraction between two nuclei and the shared pair(s) of electrons between them dot and cross diagrams to show electrons in simple covalent molecules, including those with multiple bonds and dative covalent (coordinate) bonds the relationship between bond lengths and bond strengths in covalent bonds tetrahedral basis of organic chemistry

Intermolecular forces/electronegavtivity lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations, worksheets, homework and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 11-14 The specification requires students to know the following: Understand the following intermolecular forces van der Waals dipole-dipole hydrogen bonding.

Balancing equations part 1 lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations, worksheets, homework and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 14-15

Metallic bonding lesson created in accordance to the Pearsons BTEC national specification for applied science. This topic is covered in unit 1 chemistry-Periodicity and properties of elements. This new specification requires students to sit an externally assessed examination in January. Includes slide animations, worksheets, homework and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 10-11 The specification requires students to know the following: Understand metallic bonding de-localised electrons positive metal ions regular layer structure.

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.

C10-Chemical analysis-Gas test 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 method for each test. I strongly recommend that you allow your students to practice the Hydrogen pop test (if they're good), went down really well with my class and was easy for them to recall the method in the class test they did. The rest of the tests can be demonstrated fairly easily and personally getting each student to do every test would've taken me well over an hour. AQA spec link: 5.8.2.1-4 The test for hydrogen uses a burning splint held at the open end of a test tube of the gas. Hydrogen burns rapidly with a pop sound. The test for oxygen uses a glowing splint inserted into a test tube of the gas. The splint relights in oxygen. The test for carbon dioxide uses an aqueous solution of calcium hydroxide (lime water). When carbon dioxide is shaken with or bubbled through limewater the limewater turns milky (cloudy). The test for chlorine uses litmus paper. When damp litmus paper is put into chlorine gas the litmus paper is bleached and turns white.

Types of waves (Transverse and longitudinal) lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the third lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded video, practice questions on worksheet with answers on slides. NB: Practical opportunity-Demonstrating transverse and longitudinal waves using slinkies. I've also included a verbal AfL sheet which you can use whilst students are conducting the practical, it includes the correct answers. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 60-61 The following areas have been covered from the specification in this lesson. C1 Working with waves Understand the features common to all waves and use the following terms as applied to waves: Understand the difference between the two main types of wave: transverse Longitudinal

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.

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.

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.

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, 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: 4.6.2.4 Relevant chapter: B13 Variation and evolution. AQA Biology third edition textbook-Page 224-225. Students are required to know the following; Students should be able to describe genetic engineering as a process which involves modifying the genome of an organism by introducing a gene from another organism to give a desired characteristic. Plant crops have been genetically engineered to be resistant to diseases or to produce bigger better fruits. Bacterial cells have been genetically engineered to produce useful substances such as human insulin to treat diabetes. 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. In genetic engineering, genes from the chromosomes of humans and other organisms can be ‘cut out’ and transferred to cells of other organisms. Crops that have had their genes modified in this way are called genetically modified (GM) crops. GM crops include ones that are resistant to insect attack or to herbicides. GM crops generally show increased yields. 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. Modern medical research is exploring the possibility of genetic modification to overcome some inherited disorders. (HT) Students should be able to describe the main steps in the process of genetic engineering. In genetic engineering: • enzymes are used to isolate the required gene; this gene is inserted into a vector, usually a bacterial plasmid or a virus • the vector is used to insert the gene into the required cells • genes are transferred to the cells of animals, plants, or microorganisms at an early stage (egg or embryo) in their development so that they develop with desired characteristics.

Musical instruments lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the final lesson in the physics C1 working with waves topic. 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 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. Musical instruments. Be able to use the equation: calculation of speed

Classification 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, 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: 4.6.4 Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 198-199 Students are required to know the following; Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species. Students should be able to use information given to show understanding of the Linnaean system. Students should be able to describe the impact of developments in biology on classification systems.

Antibiotic resistant bacteria 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, 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: 4.6.3.7 Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 196-197 Students are required to know the following; Bacteria can evolve rapidly because they reproduce at a fast rate. Mutations of bacterial pathogens produce new strains. Some strains might be resistant to antibiotics, and so are not killed. They survive and reproduce, so the population of the resistant strain rises. The resistant strain will then spread because people are not immune to it and there is no effective treatment. MRSA is resistant to antibiotics. To reduce the rate of development of antibiotic resistant strains: • doctors should not prescribe antibiotics inappropriately, such as treating non-serious or viral infections • patients should complete their course of antibiotics so all bacteria are killed and none survive to mutate and form resistant strains •the agricultural use of antibiotics should be restricted. The development of new antibiotics is costly and slow. It is unlikely to keep up with the emergence of new resistant strains.

New systems of classification 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, 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: 4.6.4 Relevant chapter: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 252-253 Students are required to know the following; As evidence of internal structures became more developed due to improvements in microscopes, and the understanding of biochemical processes progressed, new models of classification were proposed. Due to evidence available from chemical analysis there is now a ‘threedomain system’ developed by Carl Woese. In this system organisms are divided into: •archaea (primitive bacteria usually living in extreme environments) •bacteria (true bacteria) •eukaryota (which includes protists, fungi, plants and animals). WS 1.1 Understand how scientific methods and theories develop over time. Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.

Classification 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, 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: 4.6.4 Relevant chapter: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 250-251 Students are required to know the following; Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species. Students should be able to use information given to show understanding of the Linnaean system. Students should be able to describe the impact of developments in biology on classification systems.

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.