General science teacher’s guide Grade 7

Authors:
Goshu Asab (M.Sc.)
Michael Getachew (M.Sc.)
Andualem Beka (B.Sc.)

Editors and Evaluators:

Getahun Getachew
Muluneh T/Birhan
Ali Kemal

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Table of Contents
Unit 1: Basic concepts of science .............................................................................................................. 13
1.1. The Nature of Science and its Branches ..................................................................................... 16
1.2. Common laboratory equipment, uses, safety rules and procedures in science laboratories........ 18
Answer to Review Exercise .................................................................................................................... 20
UNIT 2: MATTER IN OUR SURROUNDING ......................................................................................... 22
2 .1.Characteristics and nature of matter................................................................................................. 26
2.2. Physical and Chemical Properties of Matter .................................................................................... 34
2.3. Classification of substances ........................................................................................................ 38
2.4. Changes around us: Physical and Chemical Changes of Substances .......................................... 44
2.5. Separation of Mixtures and its Application ................................................................................ 49
Answers to Review Exercise .................................................................................................................. 54
Unit 3: Elements, Compound and Chemical Reaction................................................................................ 56
3.1. Elements and their representation ............................................................................................... 59
3.2. Compounds and their representation........................................................................................... 62
3.3. Simple chemical reactions and equations ................................................................................... 69
3.4. Uses of Chemical Reactions in Every Day Situation .................................................................. 74
Answers to Review Exercise .................................................................................................................. 77
UNIT 4: Cells as the basis Of Life .............................................................................................................. 78
4.1. Purpose and invention of Microscope ......................................................................................... 81
4.2. Cell .............................................................................................................................................. 83
Review Exercise...................................................................................................................................... 87
Unit 5: Living things and their diversity ..................................................................................................... 89
5.1. Living Things ................................................................................................................................... 91
5.2. Kingdoms of Life ............................................................................................................................. 93
Answer for Review Exercise ................................................................................................................ 105
UNIT 6: Earth in Space............................................................................................................................. 111
6.1. Shape and dimensions of the earth ............................................................................................ 115
6.2. Parts of the Earth (Body & Atmosphere) .................................................................................. 118
6.3. Earth‘s movements.................................................................................................................... 125
6.4. Systems & Cycles (effects, measurement ideas/estimation) ..................................................... 127
UNIT 7: MOTION, FORCE, ENERGY AND ENERGY RESOURCES ................................................ 133

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 7.1. Definition and types of motion ................................................................................................. 139
7.2. Definition of force and gravitational force ............................................................................... 143
7.3. Effects of force .......................................................................................................................... 146
7.4. Measuring forces ....................................................................................................................... 148
7.5. Definition of Energy (Property of matter can be converted) .................................................... 151
7.6. Forms and Conversion of Energy ............................................................................................. 153
7.7. Energy Sources (sun, fuel, hydroelectric, wind, nuclear) ......................................................... 155
7.8. Wise use & Conservation of energy ......................................................................................... 158
7.9. Resource depletion & environmental degradation .................................................................... 160
Answer to Review Exercise .................................................................................................................. 161
Reference .................................................................................................................................................. 163

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 Introduction to the Teacher's Guide
Some general aims of general science education
General science is a course of study incorporating elements of several different sciences, such as
biology chemistry and physics. It deals with the things related to day to day life and develops
skills that relate to a wider variety of topics, ideas and experiences. A knowledge and
understanding of general science helps students to understand the world and appreciate how it
works. It contributes to a society that benefits from this understanding, and produces people who
realize how the Environment can be exploited in a sustainable way for the benefit of society.
At this cycle, the students are expected to gain knowledge of the basic theories, rules and
procedures of general science. It is also expected that they should develop reliable skills for
using this knowledge to solve problems independently.
To this end, the specific objectives of general science learning at this cycle are to enable them to:
 Gain a basic knowledge of general science
 Use general science in their daily life.
 To understand the world and appreciate how it works
The new general science curriculum takes a competency-based, active-learning approach,
underpinned by three broad outcomes: knowledge, skills, and values and attitudes. The Students‘
Book and Teacher‘s Guide places emphasis on learner-centered classroom and field activities,
not only to help students to acquire knowledge, but also to develop problem-solving and
decision-making skills, as well as a good attitude to the natural environment.
It is very important for you, the teacher, to help your students understand that science is a
dynamic activity. General science is not a set of rules but a body of knowledge that is growing
all the time and is modified by experimentation.
There are many different approaches to teaching and learning, involving a range of teaching
styles, along with practical activities and field work. By using a mixture of teaching styles in
every lesson you will be able to engage the interest of all your students and help them to develop
their knowledge and understanding of general science.
A student-centered classroom atmosphere and approach stimulates student‘s inquiry. Your role
in such student-oriented approach would be a mentor who guides the student constructs their
own knowledge and skills. A primary goal when you teach a concept is for them to discover the
concept by themselves, particularly as you recognize threads and patterns in the data and theories

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that they encounter under the teacher‘s guidance. You are also encouraged to motivate students
to develop personal qualities that will help them in real life. For example, student-oriented
teachers encourage students‘ self-confidence and their confidence in their knowledge, skills and
general abilities. Motivate your students to express their ideas and observations with courage and
confidence. As the students develop personal confidence and feel comfortable they could
motivate addressing their material to groups and to present themselves and their ideas well.
Support students and give them chance to stand before the class and present their work.
This teacher's guide helps you only as a guide. It is very helpful for budgeting your teaching time
as you plan how to approach a topic. The guide suggests teaching-time periods for each subject
you will teach. The guide also contains answers to the review questions at the end of each topic.
Each section of your teacher‘s guide includes student-assessment guidelines. Use them to
evaluate your students‘ work. Based on your conclusions, you will give special attention to
students who are working either above or below the standard level of achievement. Check each
student‘s performance against the learning competencies presented by the guide.
Be sure to consider both the standard competencies and the minimum competencies. Minimum
requirement level is not the standard level of achievement. To achieve the standard level, your
students must fulfill all of their grade level‘s competencies successfully.
When you identify students who are working either below the standard level or the minimum
level, give them extra help. For example, you can give them supplementary presentations and
reviews of the materials in the class. Extra time to study, and develop extra activities to those
who are performing below the minimum level is commendable. You can also encourage high-
level students with advanced activities and extra exercises. Some helpful references are listed at
the end of this teacher‘s guide. For example, if you get an access for internet it could be a rich
resource for you. Search for new web sites is well worth your time as you investigate your
subject matter. Use one of the many search engines that exist – for example, Yahoo and Google
are widely accepted. Do not forget that, although this guide provides many ideas and guidelines,
you are encouraged to be innovative and creative in the ways you put them into practice in your
classroom. Use your own full capacity, knowledge and insights in the same way as you
encourage your students to use theirs.
General outcomes of grade 7 general science
After completing grade 7 general science lessons, the students will be able to:

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  Understand the basic concepts of nature of science, matter, elements, compounds, cell,
living things and their diversity, Earth in space ,motion, force energy and energy resource
 Develop basic manipulative skills related to science laboratory, matter, elements,
compounds, cell, living things and their diversity, Earth in space, motion, force energy
and energy resource.
 Develop basic skills of performing practical activities in general science.
 Develop skills of applying science principles in production and evaluation of technology
products.
 Develop positive interest and altitude for general science.
Main contents of grade 7 general science
Units Contents Periods allotted
One Basic Concepts of Science 12

Two Matter in Our Surroundings 40

Three Elements, Compound and Chemical Reaction 18

Four Cell as the Basis of Life 25

Five Living Things and their Diversity 25

Six The Earth 24

Seven Motion, Force, Energy and energy resources 24

General Information to the Teacher

The students‘ text is designed and prepared based on the participatory approach of the teaching –
learning process. At present, it is believed that students should gain most of their knowledge
from the teaching – learning process on their own and some from the teacher. The teacher is
expected to give guidance and the necessary assistance, play a role as facilitator, harmonize
concepts, provide students with materials required, create conducive atmosphere for the teaching

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– learning process and evaluate of students‘ performance. The teacher needs to assist students to
discover facts, realize concepts, develop skills in performing experiments, solving problems etc.
So, he/she should not dominate the teaching – learning process by giving lecture or explaining
concepts throughout the period. Thus, whenever you have contact with your students, you need
to plan how to promote active – learning. The strengths and weaknesses of a range of different
methods are summarized below:
Brainstorming – teacher presents students with a word or concept and then writes down as
many ideas about it or links to it as the students can provide.
This method is Useful for gauging how much students know, recognizing how many links
between topic areas they have made, picking up misconceptions that the students may have.
 Can keep a record of initial brainstorm and return to it after the lesson– ask students to
identify how many of their initial ideas were right and how many wrong.
 This reinforces new and accurate ideas.
Lecture – content is delivered to students by teacher.
In this method Students receive correct factual information from the teacher.
 Useful at the beginning of the lesson to stimulate thinking.
 Students develop skills such as identification, observation, recording, making predictions,
synthesis, analysis and drawing conclusions.
 Students develop qualities such as self-confidence, curiosity and inquiry. Useful for large
numbers of students.
 Makes students passive because it is one-way communication. Makes learning difficult to
assess.
Discussion – sharing of ideas between students and teacher.
In this method
 Allows sharing of each other‘s ideas
 Allows everyone to participate actively
 A few people may end up dominating the discussion.
 Not easy to conduct for large classes.
 Can be time-consuming.
 Teacher can easily lose track of the argument.
Question and answer – teacher asks questions, students answer and Students also ask questions.

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This method is Useful for evaluating students‘ understanding or knowledge of fact or concept.
 Useful for beginning and ending a lesson.
 Can be counterproductive if the teacher asks too many questions.
Demonstration – teacher carries out practical work if materials/equipment are inadequate or the
procedure is too complex or unsafe for students.
In this method
 Students develop skills such as identification, observation, recording, making predictions,
synthesis, analysis and drawing conclusions.
 Students develop desirable qualities such as self-confidence, curiosity, interest and
cooperation.
Practical activities – students carry out practical work individually or in groups; students gain
hands-on experience .This method is highly recommended and should be used as much as
possible.
This method gives teacher an opportunity to develop students‘ interest in the subject.
 Teacher has opportunity to interact with students.
 Teacher provides the standard/expected results for each activity. Can be used with
discussion method (during discussion of results).
 Students develop skills such as identification, observation, collecting, measurement,
manipulation, data recording, investigation, making predictions, interpretation,
evaluation, synthesis and drawing conclusions.
 Students develop desirable qualities such as self-confidence, curiosity, interest and co-
operation.
Problem solving – students are presented with an exercise where they must find an answer to a
problem.
In this method
 Students develop skills such as identification, observation, recording, making predictions,
synthesis, analysis and drawing conclusions.
 Students develop desirable qualities such as seeking knowledge, curiosity, enquiry and
responsibility.
 Can waste time if not properly planned and guided.
Assignments – specific task given to students to find out about a particular problem or issue.

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  In this method students have the opportunity to research a topic and look for information
on their own.
Worksheets – handouts to guide students in practical work.
This method
 Allows students to think for themselves without outside influence.
 Allows individual ideas to be shared in a group.
Field work – outdoor learning activity.
This method
 Helps students develop skills such as identification, observation, collecting,
measurement, data manipulation, recording, analysis, report writing and verbal reporting.
 Students appreciate the environment.
 Can waste time if not properly planned and guided
Role plays – students act out a variety of responses to a situation. All students listen respectfully
to each group performing.
In this method particularly useful when exploring attitudes to a situation, e.g. people living with
HIV/AIDS.
 Allows students to express ideas in a supportive context.
 Allows students to explore and discuss different approaches to the same problem.
 Certain students may dominate – have to make sure every voice is heard.
 Can be difficult in large classes but can be done.
Schemes of work, lesson plan and record of work
A scheme of work is a plan for how the topics in the syllabus will be covered over the course of
the year. The scheme should be based on the General science syllabus. The construction of a
scheme of work is an important role of a teacher. In this teacher‘s guide, a sequence of activities
is suggested for each topic. An effective scheme can be developed and modified over a period of
time, improving it from year to year as a result of teachers‘ experience. Schemes of work should
always be prepared at the beginning of the school year.
A lesson plan acts as a guide for the teacher, outlining the activities that will be carried out in
order to achieve the specific objectives of the lesson.
A record of work is compiled after every lesson. It is a brief report summarizing what has been
covered in the lessons. It is hoped that the schemes of work and ideas for lesson plans in this

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teacher‘s guide will motivate teachers to develop their own schemes and lesson plans to suit their
preferred teaching methods and resources available in their school.

Each topic in this book contains the following sections:

 Learning competencies
 Teaching notes and guides for active learning
 Guidelines for practical activities
 Answers to review and end of unit questions
 Further resources
 Additional exercise
Assessment and Evaluation
Assessment helps you identify whether learning has occurred, and is part of the teaching and
learning process. The syllabus and minimum learning competency documents (included at the
back of this teacher guide) give a large number of objectives that students are expected to
achieve during the year. The review questions and end-of-unit questions are set to help test these.
Learning assessment is expected to be under taken at all levels of the teaching learning
processes. It is a continuous process and helps to clearly identify the interest potentials of each
student.
Continuous assessment helps teachers to ensure that all students have the opportunity to succeed
in school – in any class there may be a wide range of abilities or needs, and by using continuous
assessment, teachers can adapt their approach to all of them. The teacher should continually
observe the students to see what they know and can do. There are many different kinds of
assessment activities included in this course: some, like the review questions, ask students to
recall information, while others, such as the boxed activities, focus on processes such as analysis,
constructing or showing a skill.
Assessment techniques are set in correspondence with learning objectives and contents.
The following assessment techniques can be used in continuous assessment; for grade 7 general
science lessons.
 Observation
 Presentation
 Participation in group work

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  Oral question
 Reports (written)
 Demonstration
In both continuous assessment and regular testing/exam-setting, teachers should assess all
aspects of knowledge and understanding – knowledge, comprehension, application, analysis,
synthesis and evaluation.
Knowledge means recalling previously learned information, such as terminology, classifications,
sequences and methods. In tests, some of the key words used for this sort of question are: list,
define, describe, label, name.
Comprehension means understanding the meaning of information. A comprehension question
uses key words such as: summaries, interpret, contrast, predict, distinguish, estimate, discuss.
Application is the use of previously learned information to solve problems in new situations. It
is identified by key words such as: demonstrate, calculate, complete, illustrate, relate, classify.
Analysis means the breaking down of information into its component parts, examining and
trying to understand such information to develop conclusions by identifying causes, making
inferences, and/or finding evidence to support generalizations. Questions contain key words such
as: explain, separate, order, arrange, compare, select, compile.
Synthesis means applying prior knowledge and skills creatively to produce a new or original
thing. Questions contain key words such as: plan, rearrange, combine, modify, substitute,
rewrite.
Evaluation means judging the value of something based on personal opinion, resulting in a final
opinion, with a given purpose, without really right or wrong answers. Students might have to
compare and discriminate between ideas, assess the value of some evidence of a theory, or make
choices based on a reasoned argument. Examples of key words are: assess, recommend,
convince, select, summaries, criticize, conclude, and defend.
Model lesson plan
Unit: 1. Basic Concepts of Science
Topic: The Nature of Science and its Branches
Sub−topic: Definition of science
Duration: 45 minutes
Class: Grade 7

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 Date: 8 September 2014
Rationale
This is the first lesson in Unit 1: Basic Concepts of Science. In this lesson students will learn
how the topic relates to their everyday experience and thus motivate them for further exploration
in subsequent lessons.
Lesson objectives
By the end of the lesson students should be able to:
 Define science
 Distinguish between the Indigenous Science and Conventional Science;
Teaching/learning resources
 Chart showing branches of science
Stage (time) Teaching and learning Learning points Remark
activities
Introduction Discuss where students have Science is a systematic method of gaining
(5 min) experienced Basic Concepts knowledge about the physical and natural world
of Science in everyday life as and the social aspect of human society. It
described in Students‘ Book provides an ordered way of learning about the
nature of things, based on observation and
evidence.

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Development Divide class into small groups Indigenous science is process by which
(23min) and give each group piece of Indigenous people build their empirical
paper on which to record knowledge of their natural environment. It is
ideas. Students should attempt knowledge based on the social, physical and
Activity 1. Allow 5 minutes spiritual understandings which have informed
for this and then bring class the people‘s survival and contributed to their
back together to discuss ideas. sense of being in the world.
Ask questions orally to know Conventional science is the system of
students understanding. knowledge which relies on certain laws that have
been established through the application of the
scientific method to phenomena in the world
around us. The process of the scientific method
begins with an observation followed by a
prediction or hypothesis which is then tested.
Summary and What are the main points that Students will be
conclusion we have learnt in this lesson? - Reinforce learning.
(10 min) Discuss with students and ask - Make a record of the main learning points.
them to explain their learning - Achieve the objectives of the activity or
in their own words lesson achieved.
Evaluation Students have opportunity to Objectives of the activity/lesson achieved.
(7min) ask questions and comment
on the activity – they may be
asked to write a summary
of the lesson for homework

Unit 1: Basic concepts of science

i. Time allotted to the unit : 12 periods

ii. Unit over view: This unit deals about basic concepts of science it encompasses the
following sub units the nature of science and its brunches and the common laboratory
equipment ,uses, safety rules and procedures in laboratory role. The first sub unit

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 defines science, explain the branches of science, discuss about science and technology
and scientists and ethical principles. The second sub units discuss common laboratory
apparatus, laboratory safety rules, laboratory safety symbol and hazard sign explained.
iii. Learning Competencies for Unit 1
After completing this unit the students should be able to:
 Define science
 Distinguish between the Indigenous Science and Conventional Science;
 Describe the main branches of science and explain their relationship.
 Relate how science and technology affect one‗s beliefs, practices, and ways of thinking.
 Appreciate the contributions of outstanding Ethiopian scientists to science and
technology.
 Discuss the importance of ethical disciplines in scientific investigations.
 Solve the issue of environmental problems in their school compound and its
surroundings.
 Identify different laboratory tools
 Demonstrate safe ways of using apparatus in the laboratory.
 Practice precautionary measures in the laboratory
 Exhibit knowledge of lab safety rules and procedures.
 Identify potential hazards and implement appropriate safety procedures when working in
the laboratory
 Demonstrate the scientific enquiry /skills
 Develop scientific values and attitudes.
These learning objectives have to be implemented. The minimum learning competencies have to
be achieved by the majority of students. You have to sure this happened through continuous
assessment techniques.
iii. Contents of the unit
1.1. The Nature of Science and its Branches
1.1.1. Definition of science
1.1.2. Branches of science
1.1.3. Science and technology
1.1.4. Scientists and ethical discipline
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 1.2. Common laboratory equipment, uses, safety rules and procedures in science
laboratories
1.2.1. Common laboratory apparatus
1.2.2. Laboratory safety rules
1.2.3. Science Laboratory safety symbol and hazard signs, and meanings
1.2.4. Steps to write Laboratory report
iv. Suggested teaching methods ;
 Discussion
 Explanation
 Questioning and answering
 Individual work based on the activities.
 Group work based the activities given.
v. Teaching Aids
 Photographs of famous scientists
 Different laboratory tools: Beakers, flasks, boiling tubes, test tubes, balances,
thermometers and Bunsen burner etc.
Main contents and period allotted for unit one
Units Main topic Sub topic Periods
allotted
1.1. The Nature of Science 1.1.1. Definition of science 2
and its Branches 1.1.2. Branches of science 2
1.1.3. Science and technology 3
One
1.1.4. Scientists and ethical discipline 3
Basic
1.2. Common laboratory 1.2.1. Common laboratory apparatus
Concepts
equipment, uses, safety 1.2.2. Laboratory safety rules 1
of
rules and procedures in
Science
science laboratories 1.2.3. Science Laboratory safety symbol
and hazard signs, and meanings 1
resources

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 1.2.4. Steps to write Laboratory report

1.1.The Nature of Science and its Branches

2. Proposed number of periods = 10 periods

3. Competencies
At the end of this lesson the students should be able to:
 Define science.
 Distinguish between the Indigenous Science and Conventional Science.
 Describe the main branches of science and explain their relationship
 Relate how science and technology affect one‗s beliefs, practices, and ways of thinking.
 Appreciate the contributions of outstanding Ethiopian scientists to science and
technology.
 Discuss the importance of ethical
Answer to Activity 1.2 disciplines in scientific investigations.

1. There are two major branches of  Solve the issue of environmental problems

science. These are in their school compound and its surroundings

i. Natural science and 4. Suggested teaching methods ;
ii. Social science  Discussion
2.  Explanation
a. Biology is a branch of natural science which
 Questioning and answering
studies about living things.
b. Chemistry is a branch of natural science which  Individual work based on the activities.
deals with the properties, composition,  Group work based the activities given.
structure and transformation of substances. 5. Teaching Aids
c. Physics is the branch of natural science. It is
the study of the nature of matter, energy and their  Photographs of famous scientists in
interactions. Ethiopia and world
d. Geology is the study of earth and how it is  Chart showing branches of science
formed.  Photographs of technological products
6. Facilitating the learning process

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Students would acquire scientific knowledge and the skills through observation and
experimentations. Therefore practical activities are very important in teaching science.
Before defining physics, chemistry and biology directly, let the students say something
(brainstorming) about science and classification of science by discussing activity 1.1 in the text
book.
Science is the study of the world and the universe around us. It is based on natural laws. All the
living and non-living things make up our environment act according to natural laws. Science
divided into two broad categories:
a. Natural science: the study of nature. It includes biology, chemistry, physics, geology,
astronomy, etc.
b. Social science: studies about people and their interaction.
Based on this discussion let the students answer Activity 1.2
Write on the black board student‘s answers for Activity 1.2 the give summary and precise
definition of Physics, Chemistry, and Biology.
7. Stabilization
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from exercise and end unit questions as a class work and home works and further reading
assignment,
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the checklist questions.
Answers for Exercise 1.1
1. Science is a systematic method of gaining knowledge about the physical and natural
world and the social aspect of human society. It provides an ordered way of learning
about the nature of things, based on observation and evidence.
2. Biology, chemistry, physics.
3. Physical chemistry.

Answer to Exercise 1.2 Questions

1. D 2. A 3. D
4. C 5. C

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 1.2.Common laboratory equipment, uses, safety rules and procedures in science
laboratories

2. Proposed number of periods = 2 periods

3. Competencies
At the end of this lesson the students should be able to:
o Identify different laboratory tools
o Prepare some laboratory equipment/tools from locally available materials
o Demonstrate knowledge of lab safety rules and procedures.
o Practice safety measures in the laboratory
o Identify potential hazards when working in the laboratory
o Implement appropriate safety procedures when
working in the laboratory
Answer to Activity1.4 o Demonstrate the appropriate use of personal
protective equipment for a given laboratory activity
1. Student’s own
4. Suggested teaching methods ;
2. See in student’s text
 Discussion
book on page
 Questioning and answering.
3. See the hazard
 Group work based the activities given.
symbol and signs
 Visual based learning
from page
5. Teaching Aids
 Different laboratory tools: Beakers, flasks,
boiling tubes, test tubes, balances, thermometers and
Bunsen burner etc.
 Hazard symbol and sign
6. Facilitating the learning process
In this section the lesson have to focus on different Common laboratory equipment, uses,
safety rules and procedures in science laboratories.
Dear Teacher; to be well inform the students about apparatus, hazard symbol and safety
rule, it should be advisable or better to take them to the laboratory class for demonstration.
This section starts with activity1.4 helps students to identify different laboratory tools and
their uses. Activities 1.4 are designed to explore different laboratory tools from locally

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 available materials so promote the students to do and evaluate their works. Based on the
discussion of activity1.4 the students enable how to save themselves from hazardous
chemicals by understanding laboratory safety rules.
Throughout the lesson assess students learning using different review questions makes sure
that all students have attained the set minimum learning competencies.
7. Stabilization
 Summarize the lesson by giving them short notes.
 Ask them to do selected questions from unit exercise, review questions, homework
and further reading assignment.
 Give them feedbacks to their classwork and homework activities.
 Support the students who failed to answer the checklist questions.
Additional Questions
1. What is experiment?
2. What is the first step in scientific method?
3. What is hypothesis?
4.
Challenging questions
•The first student wants to study the microorganisms that might be found in the water.
• The second student wants to investigate the amounts of force required to lift the bucket and to
carry it over various distances, and also to study the interaction of light rays with the water.
• The third student wants to study the tastes, odors and changes of substances when they are
dissolved in the water. Questions:
i. Which one of the areas of studies described above is related to the field of:
a chemistry b biology c physics
5.
Answer for Additional Questions
1. An experiment is a planned activity carried out using certain equipment, apparatus
and chemicals.
2. Observation
3. Is a new and untested theory.

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 4. First students study biology, the second students study about physics, third students
study about chemistry.

Answer to Exercise 1.2 Questions

1. C 2. C 3. B

Answer to Review Exercise

i. True and False questions

1. True 2. False 3. True
ii. Choose questions
1. C 2. B 3. B 4. B 5. D
iii. Matching Question
1. C 2. D 3. A 4. B
iv. Fill the blank Question
1. Laboratory
2. Technologist
3. Professor. Gebisa Ejeta
v. Give short answer questions.
1. Technology is a combination of technique, skills, processes, design, products, etc.
which is dedicated to creating instruments or gadgets or to complete scientific
investigation. It is a set of knowledge that has practical application in the creation,
designing and utilization of products for industrial, commercial or everyday use.
Key Differences between Science and Technology

The points given below, explain the basic differences between science and technology:

1. Science can be defined as an organized way of gathering knowledge on a subject, through

various observations and experiments. Technology is the practical usage of the laws of science
for different purposes.
2. Science is nothing but a process of exploring new knowledge, whereas technology is putting
scientific knowledge into practice.

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3. Science is very useful to gain knowledge about a natural phenomenon, and their reasons. On the
contrary, technology can be useful or harmful, i.e. technology is both a boon and bane, such that
if it is used in the right way, it can help humans in solving a number of problems, however, if it
is put to wrong uses, it can cause destruction of the whole world.
4. Science remains unchangeable; only additions are made to further knowledge. Conversely,
technology changes at a rapid pace, in the sense that, improvement in previous technology is
made constantly.
5. Science stresses on discovery, like facts and laws of nature. Unlike technology, focuses on the
inventions, such as the development of latest technique, to ease the work of humans.
6. Science is the study of structure and behavior of natural and physical world, to create premises.
In contrast, technology deals with putting those premises into practice.
7. Science is concerned with analysis, deduction and theory development. On the other hand,
technology is based on analysis and synthesis of design.
8. Science is used to make predictions whereas technology simplifies the work and fulfill the needs
of people.
2. See from Student text book
3.
i. Title (and date)
ii. Aim (Objective)
iii. Theory
iv. Material and chemical used
v. Data / Observation
vi. Result and Discussion
vii. and conclusion
4.
 To protect the vulnerable group and other study participants
 To promote the aim of research such as knowledge, truth and avoidance of
error etc.

21
UNIT 2: MATTER IN OUR SURROUNDING

Time allotted to the unit: 40 periods

Unit Overview

This unit gives emphasis to matters, their properties, type of changes they undergo, their
classification and techniques of separation of mixture.

The first section of the unit (2.1) deals with characteristics and nature of matter. It begins with
definition of matter and introduces the properties of matter. It gives emphasis on the
interconversion of the three states of matter without changing the composition of the substance.
It also gives information what is particulate matter and particle theory. In addition, it tells the
students about diffusion.

The emphasis on section 2.2 is on physical and chemical properties of matter. It begins with
substances are identified by their properties and explain what physical and chemical properties
mean.

Section 2.3 give emphasis on classification of substances. It introduce the basis for the
classification of matter as pure substance and mixtures. It also presents classification of pure
substances as elements and compounds. Further classification of elements, compounds and
mixtures are also included in this section. Section 2.3 also encourages students to perform
experiment and to identify from the experiment whether a compound or mixture.

Section 2.4 gives emphasis to the changes around us. It introduce that substances around us can
undergo either physical or chemical changes. The characteristics of both physical and chemical
changes are also presented in this section. It also give information on useful and harmful physical
and chemical changes. This section encourages students to perform experiment and realize
whether a change in a substance is physical or chemical.

The last section of the unit 2.5 focuses on separation of mixtures. This section introduces the
techniques of separation of mixture and how these techniques of separation are practically
applied in our daily life. It gives chance to students to know the names of some apparatus used in
laboratories for the separation process and also to perform activities in separating mixtures.

22
The methodology suggested teaching this unit as lecture, brain storming, group discussion,
experiment, mind map or concept map, oral presentation, demonstration, questions and answers
and role-play.

Unit Outcome
At the end of this unit, learners will be able to:
 Use particles theory‗s postulates to explain properties and behaviour of
materials.
 Classify matter as an element, compound, homogeneous mixture, or
heterogeneous mixture with regard to its physical properties.
 Describe the structure of solids, liquids and gases in terms of particle separation,
arrangement and types of motion.
 Differentiate between physical and chemical properties and changes of matter.
 Appreciate that matter can be classified based on physical or chemical properties.
 Use properties of matter to identify substances and to separate them.
 Demonstrate scientific inquiry skills along this unit: observing, classifying,
comparing and contrasting, making mode, inferring, communicating, asking
questions, designing experiments, drawing conclusions, applying concepts.
Contents of the unit
2.1. Characteristics and nature of matter

2.1.1. Meaning and Properties of matter

2.1.2. Particulate nature of matter
2.1.3. Particle theory of matter (Particle model of matter)
2.1.4. Diffusion
2.1.5. Properties of solids, liquids and gases
2.1.6. Changes in state
2.2. Physical and chemical properties of matter
2.2.1. Physical Properties of matter
2.2.2. Chemical Properties of Matter
2.3. Classification of substances

23
2.3.1. A pure substance
2.3.2. Elements and compounds
2.3.3. Mixtures
2.4. Physical and Chemical Changes of Substances
2.4.1. Physical change
2.4.2. Chemical changes
2.4.3. Characteristics of physical and chemical changes
2.4.4. Useful and Harmful physical and Chemical Change

2.5. Separation of Mixtures and its Application

2.5.1. Separation Techniques of Mixtures

2.5.2. Application of separation techniques.

Suggested teaching methods;

 Discussion
 Explanation
 Questioning and answering
 Individual work based on the activities.
 Group work based the activities given
 brain storming
 experiment
 mind map or concept map oral
 Demonstration
 Role-play.
Teaching Aids
 Periodic table ,chart
 Different laboratory tools: Beakers, flasks, boiling tubes, tong, test tubes, separatory
funnel, balances, magnet, thermometers and Bunsen burner etc.
 Different chemicals: sulfur, Iron nails, sand, salts, sugar

24
Main contents and period allotted for unit two
Units Main topic Sub topic Periods
allotted
2.1.Characteristics and 2.1.1. Meaning and Properties of 10
nature of matter matter
2.1.2. Particulate nature of matter
Two

Matter in 2.1.3. Particle theory of matter (Particle

our model of matter)
surrounding
2.1.4. Diffusion

2.1.5. Properties of solids, liquids and

gases
2.1.6. Changes in state

2.2.Physical and chemical 2.2.1. Physical properties of matter

properties of matter 2.2.2. Chemical properties of matter 5

2.3.Classification of 2.3.1. Classification of substances 10

substances
.
2.3.2. Elements and compounds
2.3.3. Mixtures

2.4.Physical and Chemical 2.4.1. Physical change 6

Changes of Substances

2.4.2. Chemical changes

25
 2.4.3. Characteristics of physical and
chemical changes

2.4.4. Useful and Harmful physical and

Chemical Change

2.5.Separation of Mixtures 2.5.1. Separation Techniques of 9

and its Application Mixtures

2.5.2. Application of separation

techniques.

2 .1.Characteristics and nature of matter

Proposed number of periods = 10 periods

At the end of this lesson the students should be able to:
 Define matter with examples from day today life.
 Demonstrate that matter is made up of tiny particles.
 State the postulates of the particle theory of matter.
 Infer the particulate nature of matter from demonstration.
 Apply particle nature of matter in explaining diffusion and every day effect of diffusion.
 Describe and/or make a representation of the arrangement, relative spacing, and relative
motion of the particles in each of the three states of matter.
 Explain compression in terms of distance between particles.

26
  Use the terms melting, evaporating, condensing, and solidification to describe changes of
state.
 Use the particulate nature of matter to explain: Melting, Solidification, Evaporation,
Condensation.
Forward planning

Read the contents in section 2.1 thoroughly from the students‘ text and from this teacher‘s guide
make a plan of your own that shows the contents and activities you are going to deal with during
each period. Your plan needs to be designed in such a way that the whole contents of the section
can be covered within 10 periods. In your plan, indicates the duration of time you will allot for
group discussion, presentation, in harmonizing concepts, gapped lecture, stabilization and other
activities you will perform in each period. You also need to plan how to manage students during
group discussion.

Teaching Aids

 Particle model diagram

 Ink, perfume, beaker, water and etc.
 Chart that shows the diagrammatic representation of the microscopic views of solids,
liquids and gases.
Subject matter presentation

To teach the contents in this topic, you better use group discussion, role play, gapped lecture and
question and answers.

Before you start dealing with the details meaning and properties of matter, you may begin the
lesson using the activity 2.1. First, allow students to discuss the activity for a few minutes in
groups. Then, each group write something on a piece of paper about activity 2.1. Invite students
from some groups to present the point of their discussion to the rest of the class. Following their
presentation and harmonize concepts as follows.

1. Matter is anything that has mass and occupies space. It includes both living and non-
living things.
2. •Air, soil, plant, water and table are matters

27
 •Light, sound and heat are non-matters.
Then give Exercise 2.1 as class work or homework.

Before you start dealing with particulate nature of matter, you may begin the lesson using the
activity 2.2. First, allow students to discuss the activity for a few minutes in groups. Then, each
group writes something on their exercise book about activity 2.2. Invite students from some
groups to present the point of their discussion to the rest of the class. Following their
presentation, harmonize concepts as follows.
1. Everything around us is made up of tiny pieces or particles. The particles which make up
matter are atoms or molecules.
2. The evidence of the existence of particles in matter and their motion comes from the
experiments on diffusion i.e. mixing of different substances on their own. For example, when
we burn an incense stick say agarbatti in one corner of the room, its fragrance or the pleasant
smell of it spreads in the whole room quickly. This can be explained as follows: The burning
of incense stick produces gases or vapors having pleasant smell. The particles of gases
produced by the burning of incense stick move rapidly in all directions, mix with the moving
particles of air in the room and reach every part of the room quickly along with the air. In
short from the effect of wind blowing leaves or dust it is possible to understand the particle
matter is in continuous motion. After you finish particulate nature of matter, go to activity 2.3
before on dealing with particulate theory of matter. So let the students discuss activity 2.3 in
groups for a few minutes. . Invite some students to present the ideas of their groups to the rest
of the class. After their presentations, harmonize the concepts as follows.

1. Everything is made of particles

2. Particles are always moving.
3. An increase in energy makes particles move faster.
4. An increase in temperature is the same thing as an Increase in energy.
5. The particles in hot water have more energy than cold water.
6. The particles in ice move less than particles in water.
It is advisable also describe the thoughts of ancient Greek philosophers, Democritus on
particulate nature of matter and the postulates of particle theory.
The followings are main ideas (postulate) in the particle model of matter:

28
 1. All matter is made up of tiny particles.
2. The particles of matter move continuously.
3. The particles have spaces between them.
4. Adding heat to matter makes the particles move faster.
5. There are forces between the particles.
6. Particles of one substance differ from the particles of other substance.
Then give exercise 2.2 as class work or homework.

After the discussion, let the students perform Experiment 2.1 in groups. The experiment helps
students to understand how particles spread into other substances. The experiment consists of
two parts.

Part I Shows how long it takes to reach to different students at different distances to smell,
when a bottle of perfume open in one corner of the room.

Part II indicates how the inks diffuse to the color of water, when add 2 or 3 drop ink into a
beaker of water using a pipette.

Thus assist the students in a need of help. After they finish the experiment, let students write
a group report and inform them that in their report, they should give the answers for all the
questions and observations and analysis part of the experiment. Let some students from
different group present their observation to the class. Be sure that their laboratory report
matches with the following point:

Part I

1. When someone opens a bottle of perfume in one corner of room, its smell spreads in
the whole room quickly but the time to reach the odor is depend on distance.
Part II
2. If a drop of ink is dropped into a beaker of water, then the color of ink spreads into
the whole water of the beaker. This is an example of diffusion.
Continue your discussion on diffusion and diffusion in daily life. Then give exercise 2.3
as a class work or homework.
Additional notes

29
Diffusion is the mixing and spreading out of substance with another substance due to the
movement or motion of its particles. It is also defined as the net movement of particles from an
area of high concentration to an area of low concentration. Here you are also advised to give
activity 2.4 before dealing properties of solids, liquid and gases. This activity helps students to
understand the properties of solids, liquids and gases. Let them do this activity in groups. After
their presentations, harmonize concepts as follows:

Substance solids, liquids and gases I know this is because….

Water Liquid I can pour it.
Air Gas It is easily compressed
Stone Solid It is difficult to compress
Benzene Liquid I can pour it.
Chalk Solid It is not fluid.
Then give exercise 2.4 as class work or homework.
Additional notes on properties of solids, liquids and gases
Solids
Generally solids are characterized by the following major properties.
•Solids have definite shape and definite volume.
•Solids generally have higher densities than gases and liquids.
•Solids are very difficult to compress.
•Solids are not fluids.
•Solids do not diffuse .
•The motion of particles are highly restricted.
•Exert pressure towards gravity. Examples of Solids are Stones, wood, metals etc.
Liquids
Liquids are generally characterized by the following properties.
•Liquids has a definite volume but does not have definite shape. It take the shape of container.
•Liquids have a higher density than gas but usually lower than that of solids.
•Liquids are very slightly to compressible.
•Liquids diffuse more slowly than gases.
•The motion of particles are somewhat restricted.

30
•Exert pressure towards depth.
•At room temperature water, ethanol, benzene, oil are liquids.
Gases
Gases exhibit the following general properties.
•Gas has neither a definite shape nor a definite volume.
• Gases can be easily compressed.
•Gases have low densities compared with liquids and solids.
•This because particles of gas is very far apart.
•Gases exert pressure in all directions.
•Gases easily flow and diffuse through one another.
•Particles are free to move.
For example, air, hydrogen, oxygen, carbon dioxide and nitrogen are gases
Table 2.1 Comparison of arrangement and movement of solids, liquids and gases

After you complete the discussion on properties of solids, liquids and gases, continue with
activity 2.5. First, allow students to discuss the activity for a few minutes in groups. Then, each
group write something on their exercise book about activity 2.5. Invite students from some
groups to present the point of their discussion to the rest of the class. Following their
presentation, harmonize concepts as follows.

31
 Solid liquid gas A=melting/fusion
A B
B=evaporation
solid liquid gss
D C=condensation
C
D=freezing
Additional notes
The three states of matter are interconvertible.
They can be interconnected by the following process:
i. Freezing (Liquid to solid change)
ii. Melting (Solid to liquid change)
iii. Condensation (Gas to liquid change)
iv. Vaporization (Liquid to gas exchange)
v. Sublimation (Solid to gas change).
vi. Deposition (gas to solid change).

Assessment

Assess each students work throughout subunit 2.1. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. Your
records can be based on the participation of each student in:
 discussing activities 2.1-2.5
 Presenting ideas of the group after group discussion.
 performing experiments 2.1
 writing a laboratory report and presenting it to the class
 answering questions during mini-lecture
 answering the question in exercise 2.1-2.4
 Answering questions given as quiz or test.
By observing their performances from the record, provide them with feedback to improve
students‘ learning. Appreciate students why are working above the minimum requirement and
encourage them to continue working hard. For low achievers, identify their learning difficulties
and help them to achieve the minimum required level for this subunit by giving additional
exercise by arranging extra lesson time.
Additional Questions

32
I. Write True for correct statements and False for wrong statements.
1. Air does not occupy space and has no mass. So it is not a matter
2. The particles in a liquid have more kinetic energy than the particles in a gas.
3. The temperature at which a solid melts is the same as the temperature at which its
liquid form solidifies.
4. Diffusion in a liquid is faster than diffusion in a gas.
5. The opposite of sublimation is deposition

Answers to Additional Questions

1. False 2. False 3. True 4. False 5. True
Answers to Exercise 2.1
1. •a, b, e, f, h, i,j k and l are matters.
• c, d and g are non-matter.
Answers to Exercise 2.2
I. answers for give short answers
1.
a. All matter is made up of tiny particles.
b. The particles of matter move continuously.
c. The particles have spaces between them.
d. Adding heat to matter makes the particles move faster.
e. There are forces between the particles.
f. Particles of one substance differ from the particles of other substance
2. The idea that matter is made up of tiny particles is called the Particulate nature of
matter.

Answers to Exercise 2.3

Scent, high, low, diffusion
Answers to Exercise 2.4
1. Solids, liquids and gases
2. Solids have the following properties
•Solids have definite shape and definite volume.

33
 •Solids generally have higher densities than gases and liquids.
•Solids are very difficult to compress.
•Solids are not fluids.
•Solids do not diffuse .
•The motion of particles are highly restricted.
3. The physical characteristic that distinguishes solid from liquid is that solids
have a fixed volume and fixed shape while liquids only have a fixed volume
but no fixed shape.
4. Liquid are close together with no regular arrangement. It have definite
volume but its shape determine by its container. Gas are well separated with
no regular arrangement. Gas has neither a definite shape nor a definite
volume.
5. Liquids and solids
 Both are matter made up of small particles(atoms)
 Can be referred to as condensed phased because their particles are close
together.
 are not easily compressible; meaning they have little space between the
particles
6. Gas and liquids
 Both are matter made up of small particles(atoms)
 They are fluid
 Both have not shape
7. Solid
8. gas

II. Answers for multiple choice questions.

1. D. 2. A

2.2. Physical and Chemical Properties of Matter

After completing this section, students will be able to:

 Identify and describe physical Properties.

34
  Use physical properties of matter to identify substance.
 Conduct experiments to identify properties of substances and make group report.
 Identify chemical property
 Distinguish between physical and chemical properties and give examples.

Forward planning

Read the contents on physical and chemical properties from the students‘ text and other reference
material. Make a plan so that you can cover the whole contents in this section with 5 periods.
Your plan shows the contents, activities and experiments you are going to do during each period.
In your plan indicates the duration of time you will allot for group discussion, presentation and to
harmonize. Design a plan on how to manage students during discussion, presentation and when
they perform experiments.

Teaching Aids

Different materials such as aluminum, lead, gold, that show the physical and chemical properties.

Subject matter presentation

Physical Properties of Matter

It is advisable to use group discussion, brain storming, gapped lecture and experimentation to
present the contents of this lesson.

You may start teaching the contents in this lesson by asking students what it mean physical
properties. Encourage some students to suggest their opinion. Following their response, inform
them the definition and examples of physical properties i.e. a physical property can be measured
and observed without changing the composition or identity of a substance. Color, melting point,
boiling point, density, physical state, and electrical conductivity are physical properties.

After you complete the introduction part, continue with activity 2.6.The activity is designed to
assist students to identify the physical properties. So let them discuss in groups for a few
minutes. . Invite two students from two groups‘ one male and one female to present the answers
to the class. Next, harmonize ideas by telling to them the following information.
1. Melting point, boiling point and density have constant value under specific conditions.

35
 2. Odor, color, taste are properties that can be perceived by the sense organs.
3. Melting point, boiling point and density are measured using instruments.
4. The ice will melt if it is kept in a cup at room temperature
5. To detect color, we use eye odor we use nose and taste we use tongue
6. The taste of lemon is sour
After you complete the introduction part, continue with activity 2.7.The activity is designed to
assist students identify the physical properties as well as the hazard of chemicals during tasting.
So let them discuss in groups for a few minutes. . Invite students from some groups to present the
answers to the class. Next, harmonize ideas by telling to them the following information
1. The acids that are found in lemon and vinegar is organic acids that are very weak or harmless
but the acids in laboratory many of them is mineral acids that are corrosive, even they cause
death so it is forbidden to taste chemicals in laboratory.
Next, introduce some physical properties of substances. These include measurable physical
properties and physical states. Explain to them what it mean melting Pont, boiling point and
density. Give them one or two questions to practices calculating the densities of a substances
based on the formula

Density= or d=

Check their work and give corrections.

Next to that, continue with electrical conductivity.

Chemical Properties of Matter

For this subtopic, questions and answers gapped lecture and demonstration can be used as active
learning methods. You may start teaching the contents in this lesson by asking students what it
mean chemical properties. Encourage some students to suggest their opinion. Following their
response, inform them the definition and examples of chemical properties.

Additional notes

A chemical property is a characteristic of a substance that describes the way the substance
undergoes or resists change to form a new substance. Examples: flammability and rusting.

36
Finally give exercise 2.5 as a class work or homework.
Assessment
Assess each student‘s work throughout section 2.2. Watch carefully how every student is
involved in answer questions raised during the gapped lecture and answer exercise 2.5
Additional Questions
I. Write True for correct statements and False for wrong statements.
1. The ability of copper to conduct electricity is a chemical property of copper.
2. Chemical reaction is a physical property.
II. Give short answers
3. The density of mercury is 13.6g/cm3.What volume of mercury has a mass of 1.36
kg
4. Which sense organs is used to identify
a. Water from alcohol
b. Yellow from red
c. Common salt from sugar
d. Roughness or smoothness of a rock
Answers to Additional Questions
1. False 2. False

3. Using the formula d= v= =100cm3

4. a Both water and alcohol are colorless liquids. Water is odorless while alcohol has odor.
Therefore, alcohol from water identified by our nose.
b. Common salt has salty taste while sugar is sweet. As a result, tongue is responsible for this
identification.
c. colors are recognized by our eyes.
d. skin
Answers to exercise 2.5

1. •b, d, e, f, and I are physical properties.

• a , c, g, h and j are chemical properties
2. •a, d, e and g are intensive properties.
•b, c and f are extensive properties.

37
 3. •b, c and e are properties recognized by sense organs.
•a, d and f are measurable physical properties

2.3.Classification of substances

Use the particle theory to describe the difference between pure substance and mixture
 Differentiate between elements and compounds.
 Classify common elements into metals and non-metals.
 Investigate the properties of metals and non-metals and compile a list of
general properties.
 Investigate the properties of non-metals and compile a list of general
properties.
 Describe and classify mixtures as homogeneous and heterogeneous mixtures
with examples from daily lives.
 Describe the relationship among elements, compounds, mixtures, homogenous
mixture and heterogeneous mixture.
Forward planning

Dear teacher, read the contents on classification of substances (in terms of composition and
observable properties) from the students‘ text and other reference material. Make a plan so that
you can cover the whole contents in this section with 10 periods. Your plan shows the contents,
activities and experiments you are going to do during each period. In your plan indicates the
duration of time you will allot for group discussion, presentation and to harmonize. Design a
plan on how to manage students during discussion, presentation and when they perform
experiments.
You are advised to read this teacher‘s guide to get more information about the activities and
methodology you can implement to teach the contents in this section.
Teaching Aids

 Charts that show the classification of matter

 Refer to the students‘ students text book for the materials and chemicals required to
perform experiments 2.2
Subject matter presentation

38
 Pure substance
It is advisable to use group discussion, brain storming, experiment and gapped lecture to present
the contents of this lesson.

You may start teaching the contents in this lesson by asking students to suggest the importance
of classification of matter. Encourage some students to suggest their opinion. After getting
feedbacks, inform the students classification of matters enable scientists to systematically
arrange the information (knowledge) about matters in a simpler and easier way to remember and
understand.

After you complete the introduction part, continue with activity 2.8.The activity is designed to
assist students identify the substances as pure substances and mixture they encounter in their
daily lives. So let them discuss in groups for a few minutes. . Invite students from some groups
to present the answers to the class. During the presentation, record the names of the substances
suggested by students as pure substance and mixtures on the blackboard. This is may help you to
apply brain storming methodology. Make sure that students have realized the difference between
pure substances and mixtures. The schematic chart for the classification of matter is also given,
which may help students to visualize how matters are classified.

classes of
matter

pure
mixture
substance

elements compounds homogeneous hetrogeneous

Classification of matter

39
Activity 2.8

Pure substances: chalk, iron, water, oxygen, copper, gold, sulfur, carbon, hydrogen, chlorine and
mercury, chalk, water, sugar, table salt and carbon dioxide

Mixtures: bronze, sugar solution, milk, cooking oil, air, ink and soil

Among the substances given in the activities

1 a. iron, oxygen, copper, gold, sulfur, carbon, hydrogen, chlorine and mercury are
elements.

b. chalk, water, sugar, table salt and carbon dioxide are compounds

Elements and compounds

You may use group discussion and gapped lecture as methodology to teach contents in this topic.

You can start the topic by inform them that pure substances are classified as elements and
compounds. First, define an element and give some examples. Explain the presence of 118
elements, 92 of them occur naturally on earth while the rest are man-made or artificial elements.
Introduce the students to the three classes of elements; metal, non-metal and metalloids. Let them
be familiar with the properties of metallic and nonmetals and mention some common metal and
nonmetals.

i. Some examples of metals are iron, gold, silver, lead, sodium, zinc ,copper and
calcium
ii. Some examples of non- metals are sulfur, carbon, oxygen, iodine, phosphorus,
fluorine

Then go to activity 2.9. So let them discuss in groups for a few minutes. . Invite students
from some groups to present the answers to the rest of class. After their presentations,
harmonize concepts as follows.

Oxygen is a non-metal essential for our life and all living beings inhale it during breathing.
Oxygen gas in air is essential for breathing to survive. It is also necessary for the combustion
i.e. burning of fuels which give us energy for different purposes.

40
 After that, discuss on compounds. First, define a compound and ask students to suggest the
difference between elements and compounds. After the discussion, let the students perform
Experiment 2.2 in groups. The experiment helps students to distinguish compounds from
mixture. The experiment consists of two parts. Part I shows how sulfur and iron are simply
mixed to give a mixture. Part II is combination of part I and it indicates how sulfur and iron
are combined to give a new compound, iron sulfide. In part II of the experiment the students
may face difficulty during heating and breaking the test tube by plunging the hot end of it.
Thus assist the students in a need of help. After they finish the experiment, let students write
a group report and inform them that in their report, they should give the answers for all the
questions and observations and analysis part of the experiment. Let some students from
different group present their observation to the class. Be sure that their laboratory report
matches with the following point:

Part I

i. The iron filings are attracted to the magnet.

ii. A gray, color, mixture of iron filings and sulfur, is observed. These iron filings and sulfur are
seen separately.
PartII
3. The iron filings and sulfur are not seen separately.
4. Since a new product (Iron sulfide) is formed, the individual components of iron and
sulfur, cannot be attracted by a magnet.
Observation and analysis
1. Part II of the experiment indicates a compound. This is because a new substance,
Known as iron sulfide is formed.
2. Part I of the experiment shows that it is a mixture
Inform the students that different elements are combining chemically to form binary compounds.
Then continue with activity 2.10 before dealing mixtures. So let them discuss in groups for a few
minutes. The activity is designed to assist students identify compound and mixture they
encounter in daily life. So let them discuss in groups for a few minutes. . Invite students from
some groups to present the answers to the rest of class. After their presentations, harmonize
concepts as follows:

41
 1. Magnesium filings and powdered sulfur can be seen separately under magnifying glass.
No chemical change takes place. Therefore it is mixture. But when magnesium filings
and sulfur are heated so they react with each other, anew substance magnesium sulfide
formed. This is a compound.
2. Pure water is a compound composed of two or more elements that are combined
chemically in a definite proportion by mass while a solution of sodium chloride in water
is a homogenous mixture its combination is physically.
3. Air is a mixture of nitrogen, oxygen, hydrogen and other gases.

Then continue your discussion by defining the mixture .Explain the characteristics of the
mixtures.

After that continue with the classification of mixtures and begin with activity 2.11. The activity
is designed to assist students identify homogeneous mixture from the given substances they
encounter in daily life. So let them discuss in groups for a few minutes. The activity is designed
to assist students identify compound and mixture they encounter in daily life. So let them discuss
in groups for a few minutes. . Invite students from some groups to present the answers to the rest
of class. After their presentations, harmonize concepts as follows:

 Air, salt solution, brass, sugar solution and Pepsi are homogeneous mixture.

Tell them that can be classified into homogeneous and heterogeneous. Also describe them how
the properties of homogeneous mixture are different from heterogeneous mixture. Next, begin
with activity 2.12. So let them discuss in groups for a few minutes. . Invite students from some
groups to present the answers to the rest of class. After their presentations, harmonize concepts
as follows:

 Milk, cooking oil, ink and soil are heterogeneous mixture.

Then continue your discussion by comparing and contrast homogeneous and heterogeneous
mixture using table 2.5.

Finally give exercise 2.6 as a class work or homework

Assessment

42
Assess each students work throughout subunit 2.3. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. Your
records can be based on the participation of each student in:
 discussing activities 2.8 – 2.12
 Presenting ideas of the group after group discussion.
 performing experiments 2.2
 writing a laboratory report and presenting it to the class
 answering questions during mini-lecture
 answering the question in exercise 2.6
 Answering questions given as quiz or test.

By observing their performances from the record, provide them with feedback to improve
students‘ learning. Appreciate students why are working above the minimum requirement and
encourage them to continue working hard. For low achievers, identify their learning difficulties
and help them to achieve the minimum required level for this subunit by giving additional
exercise by arranging extra lesson time.
Additional questions
1. How are elements and compounds similar? How they are different.
2. Classify the following as homogeneous and heterogeneous mixture
a. Coca-Cola f. sea water
b. Dust air g. mixture of sand and iron filings
c. Soil h. blood i. sugar solution
d. milk of magnesium
e. bronze
Answers to Additional questions
1. •Elements and compounds are similar because both of them are pure substance.
• An element is composed of only one kind of atom and cannot be broken into simpler
substances. On the other hand, a compound is composed of two or more elements that are
combined chemically and it can be broken into simple substances.
2.
a. homogeneous f. homogeneous

43
b. heterogeneous g. heterogeneous
c. heterogeneous h. heterogeneous
d. heterogeneous i. homogeneous
e homogeneous
Answers to exercise 2.6

1. •a, b ,d, f, g ,i, j, k and n i.e. Water, uranium, alcohol ,iron table salt ,hydrogen, gold,
sugar and benzene are pure substances
 The rest c, e, h, l and m are mixtures.
 From pure substances b, f, i and j are elements while a, d, g, and k and n are
compounds.
2. a. An element is a pure substance that cannot be broken down into simpler substances by
ordinary chemical means. An element is composed of only one kind of matter
(atoms).E.g. Sodium, sulfur, Iron, Gold. Oxygen, etc.
b. A compound is a pure substance composed of two or more elements that are
combined chemically in a definite proportion by mass. Examples Sodium
chloride, calcium oxide (lime), Carbon dioxide, water, sugar etc.
c. Homogeneous mixture also known as solution in which the composition is
uniform throughout and the components cannot be seen by our naked eyes or
using a microscope or a magnifying glass. Examples salt solution. Sugar solution,
brass, bronze. Air, etc.
d. Heterogeneous mixture is a mixture that does not have a uniform composition
throughout and its components can be identified by our naked eyes or with the
help of a microscope or a magnifying glass. Examples: milk, blood, mixture of oil
and water and soil.
Answers for multiple choice questions
1. B 2. C 3. C 4. C

2.4.Changes around us: Physical and Chemical Changes of Substances

After completing this section, students will be able to

 Define physical Change and Chemical Change
 Distinguish the physical and chemical changes using their characteristic

44
  Conduct some simple activities to show physical and chemical changes and write
group report.
 Observe and describe physical chemical changes that are important in everyday life.
Forward planning

Read the contents in section 2.4 from the student‘s text, reference books and other sources to
fully understand and to get more information about the physical and chemical changes around us.
Design a plan to cover the content of the section within a given periods. Make a plan of your
own on how to manage students during discussion, presentation, and assessment. In your plan,
show the time allotted for group discussion on activities, presentation, for harmonizing concepts,
for experiments and other activities. Try out the experiment before the lesson by yourself.
Prepare yourself on the activities and exercise before the class.
Two experiments are suggested in this section. Before each experiments, make ready the
required materials and chemicals. You are also advised to conduct each of these experiment by
yourself before the students are supposed to perform the experiments.
Teaching Aids
 Refer to the students‘ text book for the materials and chemicals required to perform
experiments 2.3.
Subject matter presentation

It is advisable to use group discussion, gapped lecture, questions and answer and
Experimentation as methodology to teach this section.

You can begin the lesson using activity 2.13. It is designed to enable students analyzing the
physical and chemical changes. So let them discuss in groups for a few minutes. . Invite students
from some groups to present the answers to the rest of class. After their presentations, harmonize
concepts as follows:

Name of activities Physical changes Chemical

changes Reasons
Burning of charcoal √ b/s change its identity
Melts of ice √ No new substance is formed
Dissolving sugar in water √ No new substance is formed

45
Fermentation √ New substance is formed
Rusting of nail √ new substance is formed
Evaporation of water √ No new substance is formed
Spoilage of food √ change its identity
Burning candle √ new substance is formed

Then continue your discussion by introducing some common changes that occur in our
environment. Tell them that changes can be classified as physical and chemical. After that
continue to deal with physical changes and explain them how the physical changes are occurred
during the changes of state(phase).Inform them also Melting of ice, evaporation of water,
dissolving sugar in water, dissolving salt in water and breaking a stick are common examples of
physical changes.

Next, define the chemical changes and give some common examples.

After you complete the physical and chemical changes, Let the students do experiment 2.3 in
groups. This experiment is designed to enable students to investigate whether the change of state
of substance is physical or a chemical change. After they finish the experiment, let students write
a group report and inform them that in their report, they should give the answers for all the
questions and observations and analysis part of the experiment. Let some students from different
group present their observation to the class. Be sure that their laboratory report matches with the
following point.

Observation and analysis for experiment 2.3

The iron nails will be covered with the familiar red rust. It is a chemical change. Because iron is
changed to a new substance which is called rust

Next go to activity 2.14 before explain them the characteristics of a physical and chemical
change. These characteristic may help students to distinguish the physical and chemical changes,
by observing the changes that occur on substance. So let them discuss in groups for a few
minutes. Invite students from some groups to present the answers to the rest of class. After their
presentations, harmonize concepts as follows:

46
Students may mention some Characteristics of physical change

 No new substance is formed

 The composition of substance not altered
 It is easily reversed by physical means
 Energy changes are not neccerily
 It is a change in physical property

Students may mention some Characteristics of chemical change

 New substances with new properties are formed

 The composition of substance altered
 It is accompanied by Energy changes
 The change is not easily reversed
 It is a change in physical property

2. Changes in which the original substance remains unaltered are called physical changes
whereas a chemical change is a process in which a substance undergoes a change in chemical
composition.

Useful and harmful physical and chemical Changes

You can start this lesson with activity 2.15 as brainstorming. So let the students discuss activity
2.15 in groups for a few minutes. . Invite some groups to present their opinion to the rest of the
class. Following their presentations, harmonize concepts as follows

a. important physical changes:

 Freezing preserves food, medicine, and other materials
 Melting, cutting, bending and mould different tools and accessories
b. important chemical changes
 Photosynthesis, Energy production, Food digestion, Fermentation, food
cooking, etc.
c. Harmful physical changes: cutting tree, bad weather condition, oil spills, etc.
d. Harmful chemical changes: Rusting, souring food, burning of fuel, etc.

Finally give exercise 2.7 as a class work or homework.

47
Assessment
Assess each students work throughout section 2.4. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. You may
record their performance continuously on student‘s performance list. Your records can be on the
basis of each student participation in:
 discussing activities 2.13-2.15
 Presenting ideas of the group after group discussion.
 performing experiments 2.3
 writing a laboratory report and presenting it to the class
 answering questions during gapped lecture
 answering the question in exercise 2.7
 Answering questions given as quiz or test.

Check their work and record their performance. Evaluate whether they achieved or not the
suggested competencies for section 2.4 is achieved by most of the students. Appreciate students
working above the minimum requirement and encourage them to continue working hard. For low
achievers, identify their learning difficulties and help them to achieve the minimum required
level for this subunit by giving additional exercise by arranging extra lesson time so that they can
cope up with the rest of the class.

Additional questions
1. Classify the following changes as physical or chemical changes.
a. Magnetizing a bar of iron g. fermentation of tella
b. A mirror is broken. h. Alcohol evaporates
c. An iron nail corroded in moist air i. Table salt (NaCl) is crushed into powder
d. Copper metal is melted. J. Glucose (C6 H12O6 ) and oxygen produce CO2 and
water
e. tearing of paper k. Explosion of gun powder
f. Melting of ice l. Burning of wood

Answers to additional questions

a. Physical changes e. Physical changes i. physical changes

48
 b. Physical changes f. physical changes j. chemical changes.
c. Chemical changes. g. chemical changes. K. chemical changes.
d. physical changes h. physical changes l. chemical changes

Answers to exercise 2.7

1.
 a, d, h and i are physical changes.
 b, c, e, f and g are chemical change.
Answers to multiple choice questions
1. B 2. B 3. C

2.5.Separation of Mixtures and its Application

After completing this section, you will be able to

 List methods of separation of mixtures
 Give some specific examples of mixtures that can be separated by filtration,
decantation, simple distillation, magnetic separation and using separator funnel
 Name apparatuses used in decantation, filtration, simple distillation, using separator
funnel.
 Assemble apparatuses used in decantation, filtration, simple distillation, separator
funnel
 Conduct and report on an investigation that uses physical means such as particle size,
density, boiling point, solubility and magnetism to separation.
 Perform simple activities in group, to carry out the separation of mixtures using local
materials and write a group report.
 Compare and evaluate the different ways of separating mixtures from products in
community.
Forward planning

Read the contents in section 2.5 from the student‘s text, reference books and other reference
book to get more information separation of mixtures and its application. Design a plan to cover
the content of the section within a given periods. Make a plan of your own on how to manage
students during discussion, presentation, and assessment. In your plan, show the duration of time
49
you allotted for introducing the topic, for group discussion on activities, harmonizing concepts,
presentation of the lesson, and stabilization of the lesson. .

Three experiments are suggested in this section. Before each experiments, make ready the
required materials and chemicals. You are also advised to conduct each of these experiment by
yourself before the students are supposed to perform the experiments.
Teaching Aids

Refer to the students‘ text book for the materials and chemicals required to perform experiments
2.4

Subject matter presentation

It is advisable to use group discussion, gapped lecture, experiment and questions and answer as
methodology to teach in this section.

Before you deal the topic, you can begin with activity 2.16.The activity is designed to remind the
students about the separation techniques they familiar in day to day activities. Let the students
discuss activity 2.16 in groups for a few minutes. . Invite some students to present the ideas of
their groups to the rest of the class. After their presentations, harmonize the concepts by
informing them

1.

A. Sieving
B. Magnetic separation
C. Filtration
D. Decantation by separatory funnel
E. Evaporation
F. Distillation
G. dissolution, filtration followed by evaporation

After harmonizing the concepts on the activity, introduce the magnetic separation method. That
used to separate magnetic substance from nonmagnetic substance. Then let the students perform
experiment 2.4 in groups. This experiment is designed to help students develop their skills in

50
separating of a mixture of magnetic and nonmagnetic substance using magnet. After they finish
the experiment, let students write a group report and inform them that in their report, they should
give the answers for all the questions and observations and analysis part of the experiment. Let
some students from different group present their observation to the class. Be sure that their
laboratory report matches with the following point.

Observations and Analysis:

i. The iron filings are attracted to the magnet

ii. From the experiment we conclude that iron is magnetic substance and sulfur is
nonmagnetic. Therefore it is possible separating iron from a mixture of iron and sulfur
by magnetic separation technique.

Before you continue dealing the decantation ask some students the in text questions about the
decantation process. After their response, inform them that during the local coffee ceremony,
the boiled coffee is allowed to stay within the Jebena for a few minutes. This will result in
settling of some insoluble solid particles at the bottom of the Jebena which is known as
sedimentation. Then by, carefully pouring the coffee from the Jebena a clean coffee can be
obtained. This process is known as decantation. Then continue your discussion by explaining
how the decantation method helps in separation of a mixture of a liquid and insoluble solid and
also tell them that it helps to separate two immiscible liquids like water and oil using separating
funnel.

After that continue, introduce the filtration process. But, before you deal with the filtration
process, you are advised to bring a filter paper is used as filtering medium and show them how
the filter paper is folded in order to fit the filter funnel.

Additional notes

Difference between Filtration and Decantation:

While both filtration and decantation can be used to separate impurities from liquids, there are
differences between them. Filtration is the direct separation of the entire solution through a filter,

51
where the solid is trapped by the filter allowing the liquid to pass through. It cannot be used to
separate two liquids.

Decantation is pouring away a liquid from solid impurities which have settled at the bottom of
the container. Two liquids with a different density which have separated into two layers can
similarly be separated by pouring the less dense liquid out

Before you are dealing with the evaporation process, start with activity 2.17. The activity is
designed to assist students analyze the evaporation separation method to recover the salt.. Let the
students do activity 2.17 in groups. Encourage some group representative to present the ideas of
their groups to the rest of the class. After their presentations, harmonize the concepts by
informing them:

1. Evaporation is the process of escaping of water in the form of vapor. In this activity by
evaporating the water you can recover the sodium chloride.

After explaining the evaporation process, continue your discussion by explaining the simple
distillation process. Then as you finish your discussion, introduce to the students that mixtures
can also be separated into their components by the combination of two or more techinques.Then,
let the students do activities 2.18 in groups. The activity is designed to assist students analyzing
some of the common mixture using different separation technique. Invite some students to
present the ideas of their groups to the rest of the class. After their presentation, harmonize
concepts.

i. Sand and salt is separated by dissolution, filtration followed by evaporation

ii. Magnetic separation, dissolution, filtration followed by evaporation
iii. Mixture of oil, water and sand is separated also by filtration and decantation (using
separatory funnel) or filtration followed by simple distillation.
iv. Mixture of sugar and clay is separated also by dissolution, filtration followed by
evaporation.
After that, before you are dealing application of separation techniques, start with activity 2.19.
So let the students discuss activity 2.19 in groups for a few minutes. . Invite some groups to
present their opinion to the rest of the class. Following their presentations, harmonize concepts as
follows:

52
Activities Separation technique
To obtain clean coffee decantation
To obtain clean Tella filtration
To separate Teff from rice sieving

Continue your discussion by mention some industrial application of physical separation

techniques. Then give the project to separate the mixture of table salt, sulfur powder and iron
filing using local material.

Finally give exercise 2.8 as a class work or homework

Assessment

Assess each students work throughout section 2.5. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. You may
record their performance continuously on student‘s performance list. Your records can be on the
basis of each student participation in:
 discussing activities 2.16-2.19
 Presenting ideas of the group after group discussion.
 performing experiments 2.4
 writing a laboratory report and presenting it to the class
 answering questions during gapped lecture
 answering the question in exercise 2.8
 Answering questions given as quiz or test.

Check their work and record their performance. Evaluate whether or not the suggested
competencies for section 2.5 is achieved by most of the students. Appreciate students working
above the minimum requirement and encourage them to continue working hard. For low
achievers, identify their learning difficulties and help them to achieve the minimum required
level for this subunit by giving additional exercise by arranging extra lesson time so that they can
cope up with the rest of the class.

Additional questions

53
1. Which separation technique can you use to separate mixtures of?

i. a liquid and insoluble solid

ii. A soluble solid and insoluble solids

iii. two miscible liquids

iv. two immiscible liquids

Answers to Additional questions

1. i. decantation or filtration

ii. Dissolution, filtration and then evaporation

iii. distillation
iv. Decantation (separatory funnel) or distillation.

Answers to exercise 2.8

1. a. Evaporation b. dissolution, filtration followed by evaporation

c. magnetic separation d. Filtration and decantation (using separatory funnel) or filtration

followed by simple distillation.

E fractional filtration

2. a. evaporation d. sieving
b. magnetic separation e filtration

c. decantation (using separatory funnel). f. separation by hand

Answers to Review Exercise

Part I

1. True 2. True 3. True 4.False 5.False

Part II

1. D 11. C Part III

54
2. A 12.D 1.F
3. C 13.B 2. A
4. D 14.B 3.C
5. B 15.C 4. B
6. C 16.D 5.D
7. B 17.C 6.E
8. C 18.A
9. B
10. C
Part IV
1. Decantation(Using separatory funnel)
2. Crystallization
3. Evaporation
4. Water
5. Filtration
Part V
1. Diffusion is the mixing and spreading out of a substance with another substance due
to the movement or motion of its particles. It is also defined as the net movement of
particles from an area of high concentration to an area of low concentration.
2. Because the solid state, the individual particles of a substance are in fixed positions
with respect to each other because there is not enough thermal energy to overcome
the intermolecular interactions between the particles. As a result, solids have a
definite shape and volume.
3. Extensive properties depend on the amount of matter present on the sample. Example
mass, length, area, volume etc.

Intensive physical properties do not depend on the amount of matter present e.g. density,
melting point and color.

55
 Unit 3: Elements, Compound and Chemical Reaction

Time allotted to the unit: 18 periods

Unit Overview
This unit gives emphasis on language of science by discussing about chemical symbols, formulas
and equations. The unit consists of four sections.
The first section of the unit (3.1) deals with Elements and their representation. It begins with
definition of elements and deals with chemical symbols of elements and how to write symbols of
elements.
The emphasis on section 3.2 is on Compounds and their representation. This section starts on
definition of compounds and describes the chemical formula, introduces about valence number
and polyatomic ions, and discusses naming and writing binary compounds and other simple
chemical compounds. It also describes how to interpreting formula in terms of qualitatively and
quantitatively.
Section 3.3 describes simple chemical reactions and equations. First, it presents simple chemical
reaction and the law of conservation of mass.Next, it describes writing and balancing of simple
chemical equations using inspection and least common multiple (LCM) methods. In this section,
one experiment is also conducted to show simple chemical reaction.
The last section of the unit 3.4 focuses on uses of chemical reactions in every day situation.
The methodology suggested to teach this unit are lecture, brain storming, group discussion,
experiment, mind map or concept map, oral presentation, demonstration, questions and answers
and role-play.
Unit Outcome
At the end of this unit, learners will be able to:
 Compare elements to compounds and how they are represented by symbols and formulae.
 Identify and write symbols of common elements or compounds.
 Name compounds given their formula and write formula given the name of the compound.
 Use symbols and chemical formulae as a way of communicating information about elements and
compounds.
 State and apply the Law of Mass conservation to writing balanced equations.
 Interpret chemical formulae of compounds in terms of the elements present and the ratios of their
atoms.

56
 Contents of the unit
3.1. Elements and their representation
3.1.1. Common elements
3.1.2. Chemical symbols
3.2. Compounds and their representation
3.2.1. Compounds
3.2.2. Chemical formulas
3.2.3. Valence number
3.2.4. Formulas of Binary Compounds
3.2.5. Naming Binary Compounds
3.2.6. Polyatomic Ions
3.2.7. Interpreting formula
3.3. Simple chemical reactions and equations
3.3.1. Simple chemical Reaction
3.3.2. Evidences that show chemical reaction has occurred
3.3.3. Law of Conservation of mass
3.3.4. Investigating Chemical Reaction
3.3.5. Writing and balancing simple chemical equation
3.3.6. Balancing Chemical equation
3.4. Uses Of Chemical Reactions in Every Day Situation
3.4.1. Uses of chemical reaction
Suggested teaching methods;
 Discussion
 Explanation
 Questioning and answering
 Individual work based on the activities.
 Group work based the activities given
 brain storming
 experiment
 mind map or concept map oral
 Demonstration

57
 Role-play.
Teaching Aids
 Periodic table ,chart
 Different laboratory tools: Beakers, flask, tong, test tub, balances, Bunsen burner etc.
 Different chemicals: magnesium ribbon
Main contents and period allotted for unit three
Units Main topic Sub topic Periods
allotted
3.1. Elements and their 2
representation 3.1.1. Common elements

Three

3.1.2. Chemical symbols

Elements,
Compound 3.2. Compounds and their 7

and representation 3.2.1. 3.2.1. Compounds

Chemical
Reaction
3.2.2. 3.2.2. Chemical formulas

3.2.3. 3.2.4. Valence number

3.2.4. 3.2.5. Formulas of Binary Compounds

3.2.5. 3.2.6. Naming Binary Compounds

3.2.6. 3.2.7. Polyatomic Ions

58
 .
3.2.7. 3.2.8. Interpreting formula

7
3.3. Simple chemical
reactions and equations 3.3.1. Simple chemical Reaction

3.3.2. Evidences that show chemical

reaction has occurred

3.3.3. Law of Conservation of mass

3.3.4. Investigating Chemical Reaction

3.3.5. Writing and balancing simple

chemical equation

3.3.6. Balancing Chemical equation

2
3.4.Uses Of Chemical
3.4.1. 3.4.1. Uses of chemical reaction
Reactions in Every Day
Situation

3.1.Elements and their representation

Proposed number of periods = 2 periods

At the end of this lesson the students should be able to:
 Define element.

59
 Identify symbols of some common elements.
 Write chemical symbols for common elements symbols
Forward planning
Read the contents in section 3.1 thoroughly from the students‘ text and from this teacher‘s guide
make a plan of your own that shows the contents and activities you are going to deal with during
each period. Your plan needs to be designed in such a way that the whole contents of the section
can be covered within 2 periods. In your plan indicates the duration of time you will allot for
group discussion, presentation, in harmonizing concepts, gapped lecture, stabilization and other
activities you will perform in each period. You also need to plan how to manage students during
group discussion.
Teaching Aids
 Chart that shows the symbol of the elements
Subject matter presentation
To teach the contents in this topic, you better use group discussion, gapped lecture and question
and answers.
Before you start dealing with the elements, you may begin the lesson using the activity 3.1. First,
allow students to discuss the activity for a few minutes in groups. Then, each group write
something on a piece of paper about activity 3.1. Invite students from some groups to present the
point of their discussion to the rest of the class. Following their presentation, harmonize concepts
as follows.
1. An element is a pure substance that cannot be broken down into simpler substances by ordinary
chemical means.
2. Oxygen, aluminum, iron, calcium, sodium, potassium, magnesium, hydrogen, nitrogen, gold,
silver, copper, helium, sulfur, zinc, phosphorus and chlorine. etc.
a. Aluminum, iron, calcium, sodium, potassium, magnesium, gold, silver, copper, etc. are metals.
b. Oxygen, hydrogen, nitrogen, helium, sulfur, phosphorus, chlorine, etc. are nonmetals.
After define elements and mention some common examples of elements, let them to give activity
3.2.This activity helps students‘ understanding on the use of symbols of elements and how to
denoted the symbol of the elements that have similar letter at the beginning. After they discuss
for a few minutes invite some of the groups to present their opinions to the classmate. Then
harmonize concepts as follows:

60
1. An atomic symbol is defined as shorthand way of representing elements or atoms of an element.
2. The names of some elements such as hydrogen and helium, carbon and calcium, silicon and
sulfur begin with the same letter ―H‖, ―C‖ and ―S‖ respectively. Therefore we cannot use the
letter ―H‖, ―C‖ and ―S‖ as a symbol for both elements respectively. Hence two letters are used
for other elements except one. The first letter ―H‖, ―C‖ and ―S‖ is assigned as a symbol for
Hydrogen, carbon and sulfur respectively. The other elements Helium. Calcium and silicon are
represented by two letter symbols He, Ca and Si respectively.
After activity 3.2, continue with the definition of symbol. Define symbol as shorthand way of
representing elements or atoms of an element. Explain how the elements are symbolized. In most
cases, the first one or two letters of the name are used as the element‘s symbol. The first letter of
a symbol is always capital and the other letter is small. Explain also symbols of element derived
from their Latin names.
Finally give exercise 3.1 as classwork and homework.
Assessment
Assess each student‘s work throughout section 3.1. Watch carefully how every student is
involved in discussing the activity 3.1 and 3.2 in her or his groups, present ideas after discussion,
answer questions raised during the gapped lecture and answer exercise 3.1.
Additional notes
Chemical symbols
A symbol is a short hand notation for the name of an element.
The names of elements are derived from various sources. Some are derived from Greek, Latin or
German words that generally describe part of the properties of the elements. For example, the
word ‗iodine‘ is taken from the Greek word ‗iodes‘, meaning violet like. Few elements are
named after the place of their discovery; For example, americium is named after America, and
polonium after Poland. Still others named in commemoration of famous scientist, such as
Einsteinium for Albert Einstein, Symbol Es, Curium for Madam Merie Curie, Symbol, Cm. A
few elements are named after the name of planets. For example
Uranium after Uranus, symbol U
Plutonium after Pluto, Pu
Symbols of some elements derived from Latin names
Some examples

61
 Antimony—stabium-Sb
Tungsten-Wolfram-W. The others are given in students‘ text book.
Additional Questions
1. Write the symbol of the following elements
A. Chromium C. Cobalt E. Gold
B. Aluminum D. Argon F. Iron
2. Write the name of the elements represented by the following symbols
A. Na E. Cl
B. Ga F. Ag
C. I G. W
D. F H. Sn
Answers to Additional Questions
1. A. Cr B. Al C. Co D. Ar E.Au F . Fe
2. A. Sodium B. gallium C. iodine D. Fluorine
E. Chlorine F. Silver G. tungsten H. Tin
Answers to exercise 3.1
1. False 4.B
2. True 5. C
3. True
6.
Name of element Symbol Name of element Symbol
Potassium K Iodine I
Helium He Boron B
Chlorine Cl calcium Ca
Copper Cu Nikel Ni
Gold Au Hydrogen H
Lithium Li silver Ag

3.2.Compounds and their representation

After completing this section, the students will be able to:

62
 Define compound as a substance formed when two or more elements chemically combined
together.
 Define valence numbers as the combining power of an atom
 Write the formulae of simple binary compounds using symbols and valences
 Name binary compounds
 Describe polyatomic ion
 Write the chemical formulas of common compounds that contain polyatomic ions
 Name compounds containing polyatomic ions.
 Identify the elements and number of atoms, given a chemical formula
Forward planning
Dear teacher, read the contents on Compounds and their representation from the students‘ text
and other reference material. Make a plan so that you can cover the whole contents in this section
with 7 periods. Your plan shows the contents, activities and experiments you are going to do
during each period. In your plan indicates the duration of time you will allot for group
discussion, presentation and to harmonize. Design a plan on how to manage students during
discussion, presentation and when they perform experiments.
You are advised to read this teacher‘s guide to get more information about the activities and
methodology you can implement to teach the contents in this section.
Teaching Aids
 tables that show the monoatomic and diatomic molecules and the valence number
Subject matter presentation
Compounds and Chemical formulas
It is advisable to use group discussion, brain storming and gapped lecture to present the contents
of this lesson.
Before you start dealing with compounds and Chemical formulas, you may begin the lesson
using the activity 3.3. First, allow students to discuss the activity for a few minutes in groups.
Then, each group writes something on their exercise book about activity 3.3. Invite students from
some groups to present the point of their discussion to the rest of the class. Following their
presentation, harmonize concepts as follows.
1. a compound is a pure substance consists of two or more elements which have been chemically
combined.

63
2.
Substance Elements Compounds
Sodium chloride(table √
salt)
Water √
Gold √
Iron √
Carbon dioxide √
Silver √
Calcium carbonate √
Oxygen √
Potassium iodide √
After activity 3.3, continue with the definition of compound, it is a pure substance consists of
two or more elements which have been chemically combined. A compound is represented by
using the symbols for the elements of which it is composed. This is called the formula of the
compound or elements.
Formulas of elements
Ask orally whether students know elements which exist as monoatomic, diatomic and
homopolyatomic molecules.
After their response, define molecules as the smallest particle of an element or compound that
exist freely in nature. The elements helium,neon,argon,krypton,xenon and radon are collectively
known as noble gas.Because they exist uncombined as single atoms,they are also known as
monoatomic gases. Their formula are the same as their symbols
Hydrogen, nitrogen, oxygen, fluorine, chlorine, bromine and iodine in their elemental form exist
as diatomic (two atomic) molecules. A form of elemental phosphorus and sulfur consists of
molecules composed of four and eight atoms respectively. There is also a second elemental form
of oxygen, known as ozone which is composed of three atoms.
Elements like phosphorus, sulfur and ozone (one form of oxygen) that consist of molecules
composed of three or more atoms are called homopolyatomic elements.
Formulas of compound
Define as a short hand representation of a compound.

64
 It contains three or more different atoms. Examples
Water-H2O
Ammonia-NH3
A chemical formula shows the kind of elements and the number of each kind of atoms in a
compound. For example
.Glucose (C6H12O6)-has 6 carbon atoms.12 hydrogen atoms and 6 oxygen atoms.
Then give exercise 3.2 as classwork and homework.
After that before you deal the topic valence number, you can begin with activity 3.4.The activity
is designed to remind the importance of valence number in writing compounds. So let the
students discuss activity 3.4 in groups for a few minutes. . Invite some students to present the
ideas of their groups to the rest of the class. After their presentations, harmonize the concepts by
informing them
1 The combining power of an element is called valence.
Valence Number
It is easy to write the formula of a compound if we know the combining power of the elements or
polyatomic ions involved. Every element has its own combining power to combine with other
elements. These relative capacity of elements enable to combine and to form compounds. This
combining power of an element is called valence number. Most common elements have valence
1, 2, or 3.
Formulas of Binary Compounds
You can start this lesson by asking students what is binary compounds and how
to write formulas of binary compounds. After their response, inform them as follows
Binary compounds are compounds formed from two different types of elements. To write
formulas of binary compounds, follow the following simple rule
i. Write the symbol of the elements
ii. Write the valence number above the symbol
iii. Criss-cross the valence numbers to conserve charge or to become the compound electrically
neutral and write below the symbols. If the valence number is one omit the subscript.
Then give Exercise 3.3 as classwork and homework
Naming Binary Compounds

65
 You can start this lesson with activity 3.5 as brainstorming. So let the students discuss activity
3.5 in groups for a few minutes. . Invite some groups to present their opinion to the rest of the
class. Following their presentations, harmonize concepts as follows:
1. If the binary compounds consists of metal and non -metal, the name of the metal named by its
elemental name while the letters of the non-metal is replaced by the suffix-ide. So the correct
name for a compound made of calcium and sulfur is calcium sulfide.
After the activity, discuss and describe the rule in naming binary compounds using examples.
During explaining how to name binary compounds involve students to answer by themselves
first for those examples given in their text books.
Polyatomic Ions
Define poly atomic ion and give examples. A polyatomic ion, also called compound ion is
positively or negatively charged group of atoms. E.g. NH4+, OH-,NO3-,SO42-And PO43-
Finally give exercise 3.1 as classwork and homework.
Interpreting formula
You can start this lesson with activity activity: 3.6.This activity is designed for students to
understand the qualitative and quantitative meaning of symbols and formula. So let the students
discuss activity 3.6 in groups for a few minutes. . Invite some groups to present their opinion to
the rest of the class. Following their presentations, harmonize concepts as follows
Then, continue on dealing with qualitative and quantitative meaning of symbols and formula.
Draw a figure in a chart that shows the symbol, subscript and coefficient as follows

symbol
coefficient a Xb 3O2
subscript

You can use the following additional examples (other than those mentioned in students‘ text
book
For qualitative significance of a symbol
 The symbol N represents an element of nitrogen

66
 The symbol Al represents an element of aluminum
For qualitative significance of a formula
 An ammonia molecule,NH3,contain nitrogen and hydrogen elements
 Glucose (C6H12O6) contain carbon, hydrogen and oxygen elements

For quantitative significance of a symbol

Br quantitatively stands for one bromine
3Br quantitatively stands for three bromine
For quantitative significance of a formula
3Br2 quantitatively stands for three bromine molecule
P4 quantitatively stands for one molecule of phosphorus.
You can also order the students to do the project by using reference materials, such as a Science
books and/or the Internet, try to discover the formulae of common compounds, after they
finished their work, invite some groups to present their finding to the rest of the class.
Finally give exercise 3.5 as classwork and homework.
Assessment
Assess each students work throughout subunit 3.2. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. Your
records can be based on the participation of each student in:
 discussing activities 3.3-3.6
 Presenting ideas of the group after group discussion.
 answering questions during mini-lecture
 answering the question in exercise 3.2-3.5
 Answering questions given as quiz or test.
By observing their performances from the record, provide them with feedback to improve
students‘ learning. Appreciate students why are working above the minimum requirement and
encourage them to continue working hard. For low achievers, identify their learning difficulties
and help them to achieve the minimum required level for this subunit by giving additional
exercise by arranging extra lesson time.
Additional questions
1. Are O3 and 3O the same? If they are different, explain their difference

67
2. The valence number of a metallic element X is 3. What is the formula of its oxide?
3. Name the following compounds a. (NH4)3 PO4 b. Fe(NO3 )2 c. CuNO3
4. Describe the qualitative and quantitative meaning and composition of 4CO2 in terms of the
number of atoms and molecules.
Answers to Additional questions
1. O3 indicates one molecule of oxygen that contain 3 atoms of oxygen
3O indicate 3 atoms of oxygen that are not combine.
2. X2O3
3. a. ammonium phosphate b.Iron (II) nitrate c. Copper(I) nitrate
4. qualitative meaning quantitative meaning
 carbon dioxide molecule •4 molecules of CO2
 CO2 consists of 4 atoms of carbon and 8 atoms of oxygen.
Answers to Exercises
Exercise 3.2
1. D
2. C
Exercise 3.3
Part I
1. A. CuO B.Mg3N2 C. NaCl D.Al3O2
E.Fe2O3
2. a magnesium oxide b. Iron (II) sulfide
C. silver chloride
Part II
3. D
4. C
Exercise 3.4
1.
Ions Nitrate Sulfate Carbonate Phosphate

Na+ NaNO3 Na2SO4 Na2CO3 Na3PO4

Ca2+ Ca(NO3)2 CaSO4 CaCO3 Ca3(PO4)2

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 Al3+ AlNO3 Al2(SO4)3 Al2(CO)32 ALPO4
NH4 + NH4NO3 (NH4) SO4 (NH4)2CO3 (NH4)3 PO4
Fe3+ Fe(NO)3 Fe2(SO4)3 Fe2(CO3)3 FePO4

2. a ammonium chloride b. copper (II) nitrate

C. sodium hydrogen carbonate/ sodium bicarbonate
d. Iron (III) phosphate
3. Mg, C and O
4. N, H, S and O
Exercise 3.5
1. C
2. a. iron atom
c. Carbon dioxide molecule
d. Oxygen molecule
3. A.3H2 molecule
b. 4 molecule of H2O
c. 2 formula unit of sodium chloride

3.3.Simple chemical reactions and equations

After completing this section, you will be able to
 Define chemical reaction and give examples
 Describe evidences that show chemical reaction has occurred.
 State the law of conservation of mass
 Conduct an experiment in group to show simple chemical reaction.
 Write a chemical equation
 Balance simple chemical equation by inspection
 Create and use models of particles to demonstrate balanced equations.
Forward planning
Prior reading about simple chemical reactions and equations from the students‘ text and other
reference material is very useful. Make a plan so that you can cover the whole contents in this
section with 7 periods. Your plan shows the contents, activities and experiments you are going to

69
 do during each period. In your plan indicates the duration of time you will allot for group
discussion, presentation and to harmonize. Design a plan on how to manage students during
discussion, presentation and when they perform experiments.
 You are advised to read this teacher‘s guide to get more information about the activities and
methodology you can implement to teach the contents in this section
Teaching Aids
 Charts that show the reactants and products.
 Refer to the students‘ students text book for the materials and chemicals required to perform
experiments 3.1
Subject matter presentation
It is advisable to use group discussion, brain storming questions and answers, experiment and
gapped lecture to present the contents of this lesson.
You can start this lesson with activity 3.7 as brainstorming. It is designed to enable students
analyzing the physical and chemical changes. So let them discuss in groups for a few minutes. .
Invite students from some groups to present the answers to the rest of class. After their
presentations, harmonize concepts as follows:
1. Students may list burning of candle, rusting of iron, cooking food, digestion of food, burning
of charcoal, etc.
2. Cook food is a chemical change because when the food is cooked it change its identity.
3. a. NO
b. When the glass beaker breaks no new substance is formed. Therefore, it is a physical change.
Then continue your discussion by introducing simple chemical reaction. You can start this lesson
by revising about chemical changes that they already learnt in unit 2.Next define define chemical
reaction as it is a process in which one or more substances, the reactants, are converted to one or
more different substances, the products. And ask students to list chemical reactions they
experience in their daily life. Encourage also them to tell the raw materials (starting substances
and new substances formed, after their trial give some chemical reaction and describe the
reactants and products. Hang on the chart you brought to the class o as to show the reactants and
products.
Reactants
Products
at the left side arrow at the right
of the arrow side of the arrow

70
 After this, continue on activity 3.8. It is designed to enable students analyzing the evidence that
the chemical reaction occurs. So let them discuss in groups for a few minutes. . Invite students
from some groups to present the answers to the rest of class. After their presentations, harmonize
concepts as follows:
1. There are signs that indicate a chemical reaction has occurred. These are:
 A colour changes
 Evolution of a gas (formation of bubbles)
 Change of temperature (heat change
 Precipitate (formation of a solid)
Law of Conservation of mass
Begin this lesson with activity 3.9. It is designed to enable students analyzing during ordinary
chemical reaction there is no mass loss or gain. So let them discuss in groups for a few minutes. .
Invite students from some groups to present the answers to the rest of class. After their
presentations, harmonize concepts as follows:
1. Of course burning paper turns it to smoke and ashes and from our everyday experience. When
we burn something it gets lighter or, in other words, it loses mass. But this is not true in general!
For example, when paper is burned oxygen from the air combines with carbon and hydrogen in
the paper turning some of it into carbon dioxide and water vapor, which waft away with carbon
particulates in the smoke. This, not surprisingly, leaves the solid ash leftover lighter than the
original paper.
After activity3.9 states the law of conservation of mass.
It states that matter is neither created nor destroyed during a chemical reaction. It means that the
mass of reactants is exactly equal to the mass of the products.
After that, continue to demonstrate experiment 3.1.The experiment enables them to develop
skills on how to show simple chemical reactions. Here the simple reaction is burning of
magnesium in air. Tell them to watch carefully and record their obsevations.When the
demonstration is complete, allow them to write reports in groups and submit it.When you check
their reports make sure that they respond to the questions in the observation
1. The reactants substances are magnesium and oxygen.

71
 2. Magnesium metal is silverfish lustrous metal and oxygen is colorless, whereas the product
magnesium oxide is white powder. The MgO is not bend, not shinny. So it is not resemble to the
original reactants.
3. Since new substance is formed it is a chemical change (chemical reactions).
Simple chemical equation
You can start this lesson by asking students what is chemical equation. After their response,
inform them as follow.
A chemical equation is shorthand expression of a chemical changes (chemical reaction) through
symbols and formulas. In general, to write a chemical equation for a given reaction one can
follow the following three steps.
Step 1: Write a word equation for the reaction.
Step 2: Change the word equation to a chemical equation i.e., write the correct symbol or
formula for each reactant and product.
Step 3: Balance the equation so that it obeys the law of conservation of mass
Then, before you are dealing with the balancing chemical equation, start with activity 3.10. So
let them discuss in groups for a few minutes. . Invite students from some groups to present the
answers to the rest of class. After their presentations, harmonize concepts as follows:
1. A chemical equation is shorthand expression of a chemical changes (chemical reaction) through
symbols and formulas.
Then begin the lesson with activity 3.11. So let them discuss in groups for a few minutes. . Invite
students from some groups to present the answers to the rest of class. After their presentations,
harmonize concepts as follows:
1. The chemical equation be balanced to obey the law of conservation of mass.
Tell them also there are methods to balance chemical equation such as inspection method and
least common multiple (LCM) method and mention with examples.
Finally give exercise 3.6 as classwork and homework.
Assessment
Assess each students work throughout section 3.3. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. You may
record their performance continuously on student‘s performance list. Your records can be on the
basis of each student participation in:

72
 discussing activity 3.10 and 3.11
 Presenting ideas of the group after group discussion.
 answering questions during gapped lecture
 answering the question in exercise 3.6
 Answering questions given as quiz or test.
Check their work and record their performance. Evaluate whether or not the suggested
competencies for section 3.3 is achieved by most of the students. Appreciate students working
above the minimum requirement and encourage them to continue working hard. For low
achievers, identify their learning difficulties and help them to achieve the minimum required
level for this subunit by giving additional exercise by arranging extra lesson time so that they can
cope up with the rest of the class.
Additional questions
1. State the law of conservation of mass
2. Balance the following either by inspection or LCM method
a. Al (OH) 3 Al2O3 + H2O
b. C6H6 + O2 CO2 + H2O
c. Mg + HCl MgCl2 + H2
Answers to Additional questions
1. The law of conservation of mass states that matter is neither created nor destroyed during a
chemical reaction. It means that the mass of reactants is exactly equal to the mass of the products
2. a. 4Al(OH)3 2Al2O3 + 6H2O
b. 2 C6H6 + 15O2 12 CO2 +6 H2O
c. Mg + 2HCl MgCl2 + H2
Answers to exercise 3.6
1. Balance by inspection
a. 2CaCO3 (s) 2 CaO(s) + 2 CO2(g)
b. H2 + I2 2HI
c. 2C2H2(g) +5O2 (g) 4 CO2(g) + 2H2O(l)
d. Ca + 2H2O Ca(OH)2 + H2
e. Fe2O3 +3CO 2Fe + 3CO2

73
 3 4 12 6 6
a. Fe + O2 Fe2 O3
2.
4Fe + 3O2 2Fe2 O3

2 2 2 2 2 4 4 2 2
4
b. Cu + H2SO4 CuSO4 +SO2 + H2O

a. 2Cu + 2H2SO4 2CuSO4 +SO2 + 2H2O

3.4.Uses of Chemical Reactions in Every Day Situation

After completing this section, you will be able to
 Describe the uses of chemical reactions in everyday situations
Forward planning
Read about the use of simple chemical reactions from the students‘ text and other reference
material is very useful. Make a plan so that you can cover the whole contents in this section with
2 periods. Your plan shows the contents, activities you are going to do during each period. In
your plan indicates the duration of time you will allot for group discussion, presentation and to
harmonize. Design a plan on how to manage students during discussion and presentation.
You are advised to read this teacher‘s guide to get more information about the activities and
methodology you can implement to teach the contents in this section.

Subject matter presentation

It is advisable to use group discussion, questions and answers and gapped lecture to present the
contents of this lesson.
Begin this lesson with activity 3.12. So let them discuss in groups for a few minutes. . Invite
students from some groups to present the answers to the rest of class. After their presentations,
harmonize concepts as follows:
1.The tella making process starts by soaking the barley in water for about 24 hour at room
temperature to produce a malt,locally called ―Bikil‖ Then the germinated barely grain is sun-
dried and grounded to produce malt fiour.At the same time‖ gesho‘ leaves and stems are sun –
derided and grounded. Then ,bekil flour and gesho powder are mixed with an adequate amount
of water in clean andsmoked traditional bioreactor known as insera.this mixture is left to ferment
for two days to form Tejet.subsquntly,millet,sorghum and teff flours of equal proportion are
mixed with water to form a dough.The dough is then baked to produce unleavened bread locally

74
 known as ye tella kita,which is sliced into pieces and added to the earlier produced Tejet.The
mixture is then sealed tightly to ferment anaerobically for a few days to turned intoTenses.While
the tenses is fermenting mail grain is soaked in water for about 3 day and thenit is dried,roasted
and ground to make a dark maize fiour called asharo. Asharo is the main ingredient that
determine the colour of tella.Asharois then added to the previous produced Tenses and fermented
anaerobically for a period of a few days.After this period of fermentation, a thick mixture locally
called ―Difidif ―is formed.Water isaddedto difidif and lefet to ferment for an additional 5 to 6
hour.Finally solid residues are removed by filtration and served to consumers as Tella.
The raw materials for tella is Barely,wheat,maize,millet,sorghum,teff and gesho.Obviously,the
tella making process (fermentation ) is a chemical change.
2. Combustion, metathesis, electroplating, Digestion, Acid-Base Reactions, Soap and Detergent
reactions and Cooking.
Then describe some common examples in detailes
Additional notes
Combustion
Every time you strike a match, burn a candle, build a fire, or light a grill, you see the combustion
reaction. Combustion combines energetic molecules with oxygen to produce carbon dioxide and
water.
For example, the equation for the combustion reaction of propane, found in gas grills and some
fireplaces, is:
C3H8 + 5O2 → 4H2O + 3CO2 + energy
Metathesis
If you combine vinegar and baking soda for a chemical volcano or milk with baking powder in a
recipe, you experience a double displacement, or metathesis reaction (plus some others.) The
ingredients recombine to produce carbon dioxide gas and water. The carbon dioxide
forms bubbles in the volcano and helps baked goods rise.
Electrochemistry
Batteries use electrochemical or redox reactions to convert chemical energy into electrical
energy. Spontaneous redox reactions occur in galvanic cells, while nonspontaneous chemical
reactions take place in electrolytic cells
Digestion

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 Thousands of chemical reactions take place during digestion. As soon as you put food in your
mouth, an enzyme in your saliva called amylase starts to break down sugars and other
carbohydrates into simpler forms your body can absorb. Hydrochloric acid in your stomach
reacts with food to further break it down, while enzymes cleave proteins and fats so they can be
absorbed into your bloodstream through the walls of the intestines.
Acid-Base Reactions
Whenever you combine an acid (e.g., vinegar, lemon juice, sulfuric acid, or muriatic acid) with a
base (e.g., baking soda, soap, ammonia, or acetone), you are performing an acid-base reaction.
These reactions neutralize the acid and base to yield salt and water.
Soap and Detergent Reactions
Soaps and detergents clean by way of chemical reactions. Soap emulsifies grime, which means
oily stains bind to the soap so they can be lifted away with water. Detergents act as surfactants,
lowering the surface tension of water so it can interact with oils, isolate them, and rinse them
away.
Cooking
Cooking uses heat to cause chemical changes in food. For example, when you hard boil an egg,
the hydrogen sulfide produced by heating the egg white can react with iron from the egg yolk to
form a grayish-green ring around the yolk.
Assessment
Assess each students work throughout section 3.4. You can assess students‘ performance based
on your record about each student‘s performance during the teaching learning process. You may
record their performance continuously on student‘s performance list. Your records can be on the
basis of each student participation in
 discussing activity 3.12
 Presenting ideas of the group after group discussion.
 answering questions during gapped lecture
Check their work and record their performance. Evaluate whether or not the suggested
competencies for section 3.4 is achieved by most of the students. Appreciate students working
above the minimum requirement and encourage them to continue working hard. For low
achievers, identify their learning difficulties and help them to achieve the minimum required

76
 level for this subunit by giving additional exercise by arranging extra lesson time so that they can
cope up with the rest of the class.
Additional questions
I. Write ‗True‘ for the Correct Statements and ‗False‘ for the Wrong Statements
1. Combustion of candle is a chemical change.
2. Rusting is a useful chemical reaction.
Answers to Additional questions
1. True
2. False

Answers to Review Exercise

Part I
1. True 2. True 3. False 4.False 5.False
6. True 7. . True 8.False 9. . True 10. . True
Part II.
11. A 12.B 13.B 14.C 15.C 16.C 17.C
Part II.
18. a. Zn b. P c. Hg d.Ca e. Sn
19. a.2Al(OH)3 Al2O3 +3H2O
b. 4NH3 + 5O2 4NO +6H2O
c. 3Ca(OH)2 + 2H3PO4 Ca3(PO4)2 +6H2O
20.
a. 2Al +3Br2 2AlBr3
b.6Na +N2 2 Na3N
c. 2K + 2H2O 2KOH + H2

77
UNIT 4: Cells as the basis Of Life

i. Time allotted to the unit:25 period

ii. Unit over view( introduction)
This unit gives emphasis to the microscope and cell. The first section (sub unit) of the unit deals
about microscope. It begins with purpose and invention of microscope then types of microscope
and the basic parts of microscope. It gives emphasis on the purpose, time line and developments
of microscope then after it give consideration on the types of microscope as well as parts of light
microscope and how to use.
The second subunit deals about cell, it begins with explaining discovery and definition of cell
then turn to basic structures of cell, significances of cell shape and size, unicellular and
multicellular organism, level of organizations of organism, and finally the role of mitochondria
for cellular respiration and chloroplast for photosynthesis are discussed.
iii. Learning Outcomes: At the end of this unit, learners will able to:
 Define a microscope
 Explain the use of a microscope
 Distinguish the different types of microscopes
 Describe the basic parts and functions of a microscope
 Use a microscope to view objects
 Define a cell
 Explain how cell was discovered and who discovered it
 Draw a cell and label its major parts
 Describe the functions of the major structural parts of a cell
 Distinguish between unicellular and multicellular organisms
 Give examples of cell shape
 Explain why cell shape and structure vary
 Discuss the differences of cell, tissue, organ and organ system
 Define respiration and write its chemical equation
 Define photosynthesis and write its chemical equation
iv. Contents of the unit
4.1. Microscope (8 Periods)

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4.1.1. Purpose and invention of Microscope

4.1.2. Types of microscope

4.1.3. Basic parts of light microscope

4.2. Cell (16 Periods)

4.2.1. The discovery and definition of a Cell

4.2.2. Structure of a cell

4.2.3. Cell shape and size

4.2.4. Unicellular organisms

4.2.5. Multicellular organisms

4.2.6. Cell, Tissue, Organ, and Organ system

4.2.7. Respiration and Mitochondria

4.2.8. Photosynthesis and Chloroplast

v. Planning for the unit

In this unit you are going to introduce the students about microscope and cell therefore you
need to make prior arrangements ahead of time. Knowing and using of microscope are the
two most important activities which enable the students to investigate the cellular world.
Therefore, you need to carry out the following activities before you start dealing with the
unit.
 Go to the school laboratory and do the following activities:
 Make sure if any type of microscope (simple [hand lens] or/and compound) is/are
available or not. If it is not available think of what you need to do next and how
you are going to show a microscope. If there is no microscope in your school
laboratory; and moreover, you may draw a picture or make a model of microscope
to treat some of the sub-units included in this unit, if not all.

79
  make sure if posters or/and models for typical plant and animal cells is/are
available in your school laboratory, pedagogical resource center or not; if it/they
is/are not available prepare your own diagram before time and post it/them in the
class so that the students get familiarized to plant and animal cells and their parts
before you begin the unit.
 Make sure, if slides and cover slips are available or not
 Make sure, if prepared slides of typical plant and animals cells are available or not; if
they are not available please borrow from another nearby school (if possible).
vi. Suggested teaching methods
 Discussion
 Experiment
 Demonstration
 Explanation
 Questioning and answering
 Individual work based on the activities.
 Group work based the activities given.
vi. Teaching Aids
 As teaching resources use the real microscopes or you can make drawings or
prepare a model of microscopes to cover this sub-unit. Use the textbook as
well.
 Prepared slides of unicellular organisms and multicellular cell or tissues

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Main contents and period allotted for unit four

Units 4 Main topic Sub topic Periods

allotted
4.1.1. Purpose and invention of Microscope 2
Microscope
(8 Periods)

4.1.2. Types of microscope 2

4.1.3. Basic parts of light microscope 4
4.1.
Unit Four: Cell as the Basis of Life (25

4.2.1. The discovery and definition of a Cell 2

4.2.2. Structure of a cell 2
4.2.3. Cell shape and size
2
4.2. Cell (16 Periods)

4.2.4. Unicellular organisms 2

4.2.5. Multicellular organisms 2
4.2.6. Cell, Tissue, Organ, and Organ system 2
4.2.7. Respiration and Mitochondria 2
4.2.8. Photosynthesis and Chloroplast 2

4.1.Purpose and invention of Microscope

1. Sub unit over view

This sub units deals about purpose and invention of microscope, types of microscope and basic
parts of light microscope so that the students should define and discuss the role of a microscope,
identify the major parts and functions of a basic microscope, draw diagram of a microscope and
label the major parts and finally build microscope from locally available materials.
2. Proposed number of periods = 8 periods
3. Competencies

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 At the end of this lesson the students should be able to:
 Identify the major parts and functions of a basic microscope
 Use a microscope to view objects
 Discuss the role of a microscope
 Differentiate between simple and light microscope
 Draw diagram of a microscope and label the major parts
 Build microscope from locally available materials
4. Planning for sub unit
Go to the school laboratory and do the following activities:
Make sure if any type of microscope (simple [hand lens] or/and compound) is/are available or
not. If it is not available think of what you need to do next and how you are going to show a
microscope. If there is no microscope in your school laboratory; you may draw a picture or make
a model of microscope to facilitate the teaching learning process.
5. Suggested teaching methods
 Brainstorming on what a microscope is.
 Reflections on the key parts of a compound microscope and the calculation of total
magnification
 Discussions on the function of key parts of a compound microscope.
 Demonstration on types of microscopes and key parts of a compound microscope
 Practical activities on mounting and focusing
 Project work to build microscope from locally available materials
6. Teaching Aids
 As teaching resources use the real microscopes or you can make drawings or prepare a
model of microscopes to cover this sub-unit. Use the textbook as well.
7. Facilitating the learning process
You can introduce the lesson by bringing into the class a picture or drawing of a compound
microscope (without any labeling of its parts) and ask them what it is. You can still ask them
whether they have had the chance to see or use a microscope (hand lens and/or compound)
before or not. Then after, you can brainstorm the students what is the use of a microscope.
After discussing the parts of the microscope and their functions you can proceed to experiments
4.1 Teacher helps students how to mount the specimen for observation. Students draw what they

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observe through a microscope. At the end of Experiment 4.1 discuss with your students on the
practice of mounting and focusing. Ask them what is the need of caring for a microscope is, why
they place water on a glass slide before they put the sample, why they incline the cover slip
before covering, and why they need to start focusing with low power objective and its
magnification. Encourage the students to perform project 4.4 to make microscope from locally
available materials giving hint on materials they used like plastics, aluminum sheet, lens, battery
cell, glass or mirror coils finally give value for their work.
8. stabilization
 Summarize the lesson by giving them short notes.
 Ask them to do selected questions from exercise and end unit questions as a class work
and home works and further reading assignment,
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the checklist questions
9. Assessment and follow up
You can assess your students by asking them the following questions:
 When was cell discovered?
 What are the names of the major scientists who took the credit in the discovery of
cells?
 Explain the relationship between the discovery of cells and the invention of
microscope
 What is the purpose of hand lens?
 Give them a picture or drawing of a microscope indicating its main parts and ask
them to label the parts of a compound light microscope (you can give them in groups
or individually). You can correct labeling of parts of the microscope giving marks.
 Give them matching questions on the parts of microscope and their functions so that
they can relate parts of the microscope with their functions

4.2.Cell

Proposed number of periods = 16periods

1. Sub unit over view

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This sub units deals about cell, and organized into eight sub-sub topic, the discovery and
definition cell, structure of cell, cell shape and size, unicellular and multicellular organism, level
of organization of organism, respiration and mitochondria, and photosynthesis chloroplast. So
that the students discuss how cell was discovered, draw and label the basic structures of cell,
know why the cell shape and structure vary, distinguish between unicellular and multicellular
organism, know the different level of cellular organization of organism, grasp the role cellular
respiration and photosynthesis

Competencies

At the end of this lesson the students should be able to:

 Explain how cell was discovered
 Draw and label the basic structures and functions of a cell
 Explain why cell shape and structure vary
 Distinguish between unicellular and multicellular organisms
 Differentiate among cell, tissue, organ and organ system with examples
 Examine and weigh the importance of cellular respiration
 Examine and weigh the importance of photosynthesis
2. Planning for the unit
Make the appropriate preparation about cell by reading the contents in the students‘ text.
You also need to read the teacher‘s guide on this section to plan how to present the
lesson you intend to deal with during each period and get detailed information about the
suggested Activities and the methodologies you implement. Plan how to manage
students during discussion, and also budget your time for every activity you perform.
More over this sub unit need certain materials or teaching aid like microscope, posters or
figures; to view/show the structures of the cell, to identify the cell structure and size, to
observe the unicellular organism, cell, tissue, organ so that you should arranges these
materials before the lesson delivered.
3. Suggested teaching methods
 As teaching resources, use the posters or drawings of plant and animal cell to cover this
sub-unit. Use the textbook as well.
 Brainstorming on what a cell is and comparison of plant and animal cell.

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  Reflections on the structure of plant and animal cells observed through a compound
microscope or from posters showing simplified typical cell, animal and plant cells.
 Discussions on the effect of plant and animal cells.
 Experimental investigation on unicellular organisms if prepared slides are there in the
laboratory.
4. Teaching Aids
 As teaching resources, use microscope, prepared slides of different cell, posters or
drawings of plant and animal cell to cover this sub-unit. Use the textbook as well.
5. Facilitating the learning process
You can introduce the topic narrating the contribution microscope and of scientists in the
discovery of cell. Then ask students from what microscopic possible units their bodies are made
from? Then ask Students to define a cell and discuss cells as the smallest units of living things.
Tell about their sizes and the need for a microscope. The students will also discuss parts of cells
and will identify common parts of all cells. Then after, they will start examining structural parts
and their functions of animal and plant cells. Finally, students will compare animal and plant
cells (exercise 4.2) the students will identify the differences between unicellular and
multicellular organisms on the basis of the number of cells they have. Then proceed to the
experiment 4.2 Teacher helps students how to mount the specimen for observation. Students
draw what they observe through a microscope.
6. Stabilization
 Summarize the lesson by giving short notes and key points of the sub units.
 Ask them to do selected questions from exercise and end unit questions as a class work
and home works and further reading assignment,
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the checklist questions
7. Assessment and follow up
You can assess your students by asking them the following questions
 What are cells?
 What are the parts of cells?
 What are the common features of animal and plant cells?
 What is the shape of plant cells?

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  What is the shape of animal cells?
 What is the reason that animal cells look irregular in their shapes under the
microscope?
 What are the unique structural parts of plant cells?
 Are cells of plants varying in shape?
 Are cells in our body varying?
 Why do cells vary in function?

ANSWERS FOR ACTIVITIES AND EXERCISES

Activity4.1
1. Any list of organisms from smaller or microorganism to larger multicellular organisms
but what is required here that students should understand the presences of small organism
that note seen by naked eye.
2. By microscope
Activity 4.2
1. Eye piece
2. Head
3. Noise piece
4. Arm or frame
5. Objective lens
6. Stage
7. Slide clipper
8. Condenser
9. Course adjustment
10. Mirror or illumination
11. Fine adjustment
12. Base
Activity 4.3
1. objective lens and eyepiece lens
2. The total magnification of an object is calculated by multiplying the magnification of the
objective lens by the magnification of the ocular lens.

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Exercise 4.1
1. B 2.B 3.A 4.A 5B 6.B
Exercise 4.2
Similarity:
 They both contain membrane-bound organelles such as the nucleus, mitochondria,
endoplasmic reticulum, Golgi apparatus, lysosomes, and peroxisomes.
 Both also contain similar membranes, cytosol, and cytoskeletal elements.
Differences
 Animal cells are mostly round and irregular in shape while plant cells have fixed
rectangular shapes.
 Plant ell contains cell wall, chloroplast, large central vacuole (In plant cells, the function
of vacuoles is to store water and maintain turgidity of the cell. Vacuoles in animal cells
store water, ions and waste)
 All animal cells have centrioles whereas only some lower plant forms have centrioles in
their cells (e.g. the male gametes of charophytes, bryophytes, seedless vascular plants,
cycads, and ginkgo).
Exercise 4.3
1. D 2.D 3.D 4.C 5.B

Review Exercise

Instruction I 1.B 2.D 3.A 4.A 5.B 6.B 7.C 8.D 9.D 10.A
ii 11.B 12.C 13.G 14.E 15.F 1 6.A 17.D
iii 18. Microscope
19. Magnification

2O. Lower power objective, middle power objective, high power objectives, oil
immersion lenses
21. Mounting
22. It doesn‘t show any characteristics of life i‘e functional and structural
23. Multiplying the magnification of the objective lens by the magnification of the ocular
lens.

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 24 organism, organ system, organ, tissue, cell organelle, molecules atom
25. Magnification is increasing the size of an object to be viewed whereas; Resolution is ability
of the microscope to show the detailed or the scattered part of an object. It helps us to distinguish
between two separate points.

26.

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Unit 5: Living things and their diversity

i. Time allotted to the unit:25 period

ii. Unit over view
This unit will be organized by two sub units, the first introduce students to
Characteristics of living things, classification and scientific names of organisms,
hierarchy in the classification of organisms and the seconds sub units deals about
kingdoms of life presenting the five kingdom of life, with their major characteristics and
groups of each kingdom.
So that students should achieve the learning outcomes by implementing the desired
contents and learning strategies.

iii. Learning Outcomes: At the end of this unit, students will able to:
 Distinguish between living and non-living things by describing the features that
characterize living organisms
 Discuss if movement i.e. locomotion can characterize all living things or not
 Define classification and its purpose
 Explain the purpose of scientific name
 List down the hierarchical levels in the classification of organisms
 Describe the distinguishing characteristics of kingdom Animalia, Plantae, Protista,
Monera and Fungi.
 List common examples of animals, Plantae, Protista, Monera and Fungi
 Describe the body plan of a common animals, Plantae, Protista, Monera and Fungi
 Describe habitats of animals, Plantae, Protista, Monera and Fungi
iv. Contents of the unit
5.1. Living Things
5.1.1. Characteristics of living things
5.1.2. Classification and scientific names of organisms
5.1.3. Hierarchy in the classification of organisms (Kingdom to species)
5.2. Kingdoms of Life
5.2.1. Kingdom Animalia

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 5.2.2. Kingdom Plantae
5.2.3. Kingdom Protista
5.2.4. Kingdom Monera
5.2.5. Kingdom Fungi
vii. Planning for the unit
As you are going to teach the students the, diversity of life and classification like animals, plants,
microorganisms, like bacteria algae, fungi you need to organize materials, identify models,
collect samples ahead of time to facilitates the learning process. Additionally group and orient
the students to collect the different typical representative of each kingdom before the lesson will
be delivered. Hence it is advisable to organize the essential material used during specimen
collection.
viii. Suggested teaching methods
 Discussion
 Experiment
 Demonstration
 Explanation
 Questioning and answering
 Individual work based on the activities.
 Group work based the activities given
ix. Teaching Aids
 As teaching resources use prepared diagrams or photos and charts for same
organisms that grouped under each kingdom of classification
 Use the collected specimens of organisms from the school environments
 Use models of same organisms from the schools pedagogical center.

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Main contents and period allotted for unit five
Units 5 Main topic Sub –topics Periods
allotted
5.1.1. Characteristics of living 3
things
5.1. Living Things
Unit Five: Living things and their diversity

(9 periods)

5.1.2.Classification and scientific 3

names of organisms
5.1.3.Hierarchy in the classification 3
(25 periods)

of organisms (Kingdom to species)

5.2.1. Kingdom Animalia 3
5.2. Kingdoms of Life

5.2.2. Kingdom Plantae 3

(15 periods)

5.2.3. Kingdom Protista 3

5.2.4. Kingdom Monera 3
5.2.5. Kingdom Fungi 3

5.1. Living Things

1. Sub units over view

The students will start the unit by differentiate between living and non-living things by Organize
and describe what the characteristics of life and living things are. Then after listing some of
living organisms from their surrounding they realize diversity of life and need for classification.
Then after they will define classification and understand ways scientific naming of organism.
Finally they will justify the importance of scientific name or binomial nomenclature; and know
classification is not random but hierarchical nature based on evolutionary relationship.
2. Proposed number of periods = 8 periods
3. Competencies
 Differentiate between living and non-living things

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  Organize and describe characteristics of living things
 Justify why movement or locomotion from one place to another cannot be a defining
characteristic of all organisms
 Relate diversity with classification of organisms
 Justify why scientific names of organisms should be used in science than the local
names
 Analyze and describe the relationships of the hierarchical levels (Kingdom to Species)
in the classification of organisms
4. Forward planning
Recommend students to read about the topic before coming to lesson.
Cheek and organize the essential materials like short notes, charts diagrams.
5. Suggested teaching methods
 Brief lecture
 Question and answers
 Brain storming listing names of as many living organisms as possible. Group
discussion and presentation hierarchy of classification
 Class activity on making or creating mnemonic on hierarchical steps of
classification
 Assignments
6. Teaching Aids
Diagram, illustration charts
7. Facilitating the learning process
Begin the lesson brain storming students on the diversity of life encourages students to
name as many possible organisms in the surroundings to realizes the diversity, group
them to discuss on the characteristic of life and monitory students involvements and
record results students presentation. Provide constructive comments on the gaps
observed.
Record the results of the student‘s presentations on the relationships of the
administrative structures and encourages correlating with biological levels of
classification. Let the students do activity 5.4 creating mnemonic so they develop simple

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 methods of memorization so in order to achieve, you should assist them and show the
ways.
8. Stabilization
 Summarize the lessons by reviewing on the key points of the sub unity.
 Give them different work sheet that enhancing students understanding.
 Ask them to do questions from exercise as a class work and home works and further
reading assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the checklist questions
9. Assessment and follow up
You can assess your students by asking them the following questions
What is the need classification?
Why scientific name is advantageous over the local names.
Who discovers the scientific naming of organism?
Ask them to writes the correct scientific names of some organisms and human being
containing all levels of hierarchy from general to specific
Students working above the minimum requirement level should be praised and their
achievements recognized. They should be encouraged to continue working hard and not
become complacent.

5.2. Kingdoms of Life

1. Sub units over view

2. Proposed number of periods = 8 periods
3. Competencies
 Compare the five Kingdoms of living things by describing their distinguishing
characteristics
 Summarize the commonest examples of organisms belonging to each Kingdom
 Describe the body plans of insects such as butterfly, amphibians such as frogs,
mosses, liverworts, ferns, conifers such as junipers, flowering plants,
Paramecium, Algae, and Mushroom

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  Relate each Kingdom of organisms to their major habitat types as aquatic,
terrestrial or moist.
4. Forward planning
This section deals about main kingdoms of the living organism and some of their divisions.
There are a number of different activities/ field work proposed, which all involve students
examining examples of the kingdom/phylum they are studying. In many cases you will be able to
collect living specimens locally. The following are activities you are expected to carry out before
starting to deal with the sub-unit. Check for moss, fern, gymnosperms and flowering plants in
your school compound.
Each description of a kingdom/phylum is accompanied by a photo or drawing of examples of the
organisms involved. If you do not have living, dead or preserved specimens available for your
students, these images can be used to help you point out some of the features by which the
organisms are classified.
5. Suggested teaching methods
Lecture
Brain storming
Group discussion about the classification system, familiar with the terms kingdom,
phylum, class, order, family genus, and species
Experiment investigation: students perform experiment 5.1 the hay infusion experiments
to observe the typical examples of protozoan.
Demonstration: student identifies and demonstrates the body plan or structures of
organism they collected.
Field work: Students carry out activity 5.8upto 5.16 take students out to collect
organisms. If possible, students bring in organisms to identify.
Practical activity; students make their mnemonic on hierarchy of classification
Assignments further reading and written assignment should be given on each topic
6. Teaching Aids
Diagram, descriptive charts, model, photograph, microscope magnifying lens, collected
specimens of the actual body of organism
7. Facilitating the learning process

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 Introduce the topic by brainstorming students on the multitude diversity of living things
on the planet Earth; Observe students while they are discussing about classifying
organisms from the provided charts and make sure that all students are engaged in the
group discussion and activities. Provide constructive comments on the gaps observed in
the students ‗presentation. Present and discuss the five kingdoms of classification and the
students to differentiate among the five Kingdoms of living things by describing their
distinguishing characteristics. Then students perform activity 5.6and 5.7
Justify the criteria they used to classify.
Then after present major characteristics and groups of the kingdoms anima, plant,
Protista, monera, fungi, will be delivered respectively. Each sub section will be supported
by different activities to make the teaching learning practical and tangibles so that the
teacher encourages, supervise and guide the students in all of the suggested practical
activities; make sure active participation of each student.
8. Stabilization
 Summarize the lessons by giving them short notes and reviewing on the key points
of the sub unity.
 Give them different work sheet and assignments that enhancing students
understanding.
 Ask them to do questions from exercise as a class work and home works and further
reading assignment.
 Give them feedbacks to their class work and home work activities
9. Assessment and follow up
You can assess your students by asking them the following questions:
 What are the characteristics of life
 Why classification is important
 What is the difference between natural and artificial classification system?
 What is the use Classification hierarchy
 What are the distinctive/major characteristics of kingdom animalia, plantia monera,
Protista and fungi?
 What are the major groups of kingdom animalia, plantia, monera, Protista and fungi?
 What is the difference of vascular and non-vascular plant

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  List typical examples of vertebrates and invertebrates and bryophytes, pteridiophytes,
gymnosperms and angiosperms etc.
Answers for activities and exercises
Activity 5.1 (1) an individual living thing, such as an animal or a plant, is called an organism.
The term ‗living organism‘ is usually used to describe something which displays all the
characteristics of living things. There are seven activities which make organisms different from
on-living things. These are the seven characteristics of living organisms: Movements, respiration,
sensitivity, growth, reproduction and excretion.
Activity5.2
1. Categorized living things because it shows all characteristics of life.
2. Because nonliving thing also move from place to place. For example motor car.
Activity 5.3 These administrative structure are arranged hierarchically from general to specific
that mean Country, Region, Zone, Wereda and they are also integrated an d co- related. Similarly
the hierarchy in classification of organism are inter related/ integrated each other by certain
common ancestor or relationship rather randomly.
Activity 5.4 A way to remember it is ―King Philip came over for Good Spaghetti‖ By learning
this mnemonic you are going to remember the sequence in the classification system:
•Kingdom - King
•Phylum - Philip
•Class - Come
•Order - Over
•Family - From
•Genus - Good
•Species – Spaghetti.
Activity: 5. 5 the answer incudes various organism from the smallest living or microorganism to
the very complex human being.
Activity: 5. 6 students may include the following criteria to classify structural or anatomical
similarity, plant and animals, microscopic creature, movement activity, habitat natures, edible
and non-edible etc.
Activity: 5. 7: students know the five kingdom classification system and try to re -classify the
organisms based structural similarities. This means that organisms that share similar features are

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placed in one group. These groups are arranged from the largest group of organisms to the
smallest group of organisms.
The groups, from largest to smallest, are arranged as follows: kingdom, phylum (plural phyla),
class, order, family, genus (plural genera) and species.
Activity: 5. 8: Collecting and examining insects (arthropods)
Material you require: suitable containers, nets, hand lenses and, alcohol solution (70 or 90%)
Procedure: You may need to use nets to catch some of the organisms. Take care handling any
organisms which may sting or bite. Keep different types of specimen you collected (butterfly,
grasshopper, spider, Bees, mosquitoes) in appropriate container and examine
1. They may need to use nets to catch some of the organisms. Take care handling any organisms
which may sting or bite, or may carry disease.
2. Ask students what features their specimens have in common.
3. Ask them to examine their characteristic features, i.e. number of limbs, presence and number
of antennae and number of body parts, presence and number of wings.
4. They should then make a table of characteristic features like in the following tables
5. They should make large well-labeled drawings of each of their specimens.
Characteristic features of arthropods (insects)
Specimen Number of body Number of Antenna wings
parts limbs
Butterfly
Grasshopper
Spider
Bees
houseflies,

B. collecting and examining Platyhelminthes (flatworms)

Material you require: preserved or fresh specimens of Platyhelminthes (flat worm) hand
lenses.
Ask students to observe, draw and label specimens of these invertebrate phyla.
Activity: 5.9 Collecting and examining amphibian (frog)
Material you require: transparent container or cage), pairs of forceps, pairs of gloves.

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Procedure: collect live or freshly killed toads or frogs and keep in transparent container or cage
1. Ask students to examine the head and trunk regions of the toad. They should note and identify
the following characteristic features:
• Mouth – has a wide gape. With the help of forceps, they can open the mouth and note the long
sticky tongue which is used to capture insects, and homodont teeth, i.e. same-sized teeth (dead
specimen only).
• Nostrils – two small holes situated above the mouth to enable breathing while partly submerged
in water.
• Eyes – large and bulging; they can move the eyelids with their forceps – are both eyelids
movable and opaque?
• Ears – are dark, round patches behind the eyes; there is no external ear.
• Trunk – in toad note the dark, rough and dry skin on the dorsal side and lighter and less rough
skin on the ventral side of the trunk; in frog smooth moist skin.
• Limbs – these are found on the trunk; note that the hind limbs are longer and thicker than the
forelimbs. The hind limbs are used for leaping while the short stout forelimbs help to absorb the
shock on landing. The webbed digits give additional thrust during swimming. Which of these
limbs are webbed?
• Does their toad/frog have a tail?
Ask students make a large well-labelled drawing of the toad/frog as seen from the slide
Activity: 5. 10 Collecting and looking at mosses
Material you require: microscopes, hand lenses, scalpel blades, forceps, microscope slides and
cover slips.
Procedures
1. In groups, students should search around the school for moss plants around damp walls, rocks,
tree barks or damp verandas. They should then carry their collected specimen into the laboratory
for detailed study.
2. Ask them, with the help of a hand lens, to examine the specimen carefully and identify the
parts.
3. They should draw and label their specimen.

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Activity: 5. 11 Collecting and examining a fern
Material you require: common ferns, hand lenses, scalpels, clean slides, cover slips, and
microscopes.
Procedure:
1. In groups, students should search for a fern along rivers/stream banks, shady areas beneath
trees and along fences.
2. They should examine their specimens and identify as many structures as they can.
Then ask students to:
3. Draw and label their specimen.
4. Observe the lower surface of the leaves (fronds).
5. Draw the lower surface of the specimen showing the arrangement of the spore-forming bodies
if there are any there.
Activity: 5. 12 (A) Collecting and examining conifers
Material you require: saw, container, conifer leaves and cones.
Procedure: In groups, you should search and collect a conifer tree in you school compound.
Ask students to:
1. Obtain some conifer leaves and cones.
2. Observe them carefully.
3. Make large well-libeled drawings of the leaves of conifer.
4. Examine some conifer cones. Note the seeds attached to the cone. Carefully remove one seed
from the cone of conifer and draw it.
(B) Collecting and examining angiosperm
Material you require: bean plants with flowers and bean seed, maize plants with flowers and
maize grain (or teff plants), hand lenses.
Procedure: Make a collection of flowering plants around your school. Identify them and then
classify them according to whether they are monocotyledons or dicotyledons.
Ask students to:
1. Obtain a bean plant and a maize plant.
2. Compare their roots, stems, leaves, flowers and seeds.
3. Make a table of differences between the bean plant and the maize plant.
4. Draw well-labelled diagrams of the bean plant and the maize plant.

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Activity5.13
Ask students to develop a table that simplifies and summarizes the kingdoms from mosses to
flowering plants as follows. They should copy the example shown here and fill it in.
Division Characteristics Examples
Bryophyta
Pteridophyta
Gymnosperm
Angiosperm

Activity: 5. 14 Making hay infusion and observing protozoan (paramecium)

Materials: A hand full of hay, a large beaker, pond water, some milk
Method:
1. Take a hand full of dried grass or hay (free from pesticides or herbicides) and cut the
grass into smaller pieces
2. Place the cut grass into the beaker and about 0.5-1 liter of water.
3. Add 1-2 drops of milk. The water will turn slightly turbid. The milk is food for the
bacteria and they will start to reproduce. The ciliates feed on the bacteria and will also
reproduce.
4. Let the beaker stand open for several days, protected from direct sunlight as this may
result in overheating and the heat will reduce the oxygen concentration. Do make sure
that the beaker receives sufficient light, though. Photosynthetic algae present in the pond
water will produce oxygen.
5. Keep adding 1-2 drops of milk when the turbidity disappears. Bubble some air through
the water at regular intervals (using an air-pump from an aquarium) or agitate the water a
bit to enrich it with oxygen.
6. Replace the evaporated water.
7. Take some sample from the surface of the water (where there is oxygen) for microscopic
investigation. If the water is agitated, then the microorganisms are (of course) not able to
collect beneath the water surface.
8. Observe paramecium using microscope and draw the structure.

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Activity: 5.15 Collecting and looking at fungi
Material you require:
Procedures: search around the school for mushroom in the school compound or If necessary
they can grow their own fungi (mould) on a little damp injera or by letting a piece of fruit go
rotten.
Ask students to look at the structures of fungi (fruiting body or mycelium) and draw several
different types of fungus.
ANSWER FOR EXERSICES
EXERCISE: 5.1
1. Characteristics of living things
There are seven activities which make organisms different from non-living things. These are the
seven characteristics of living organisms.
1. Nutrition
Living things take in materials from their surroundings that they use for growth or to provide
energy. Nutrition is the process by which organisms obtain energy and raw materials from
nutrients such as proteins, carbohydrates and fats.
2. Respiration
Respiration is the release of energy from food substances in all living cells. Living things break
down food within their cells to release energy for carrying out the following processes.
3. Movement
All living things move. It is very obvious that a leopard moves but what about the thorn tree it
sits in? Plants too move in various different ways. The movement may be so slow that it is very
difficult to see.
4. Excretion
All living things excrete. As a result of the many chemical reactions occurring in cells, they have
to get rid of waste products which might poison the cells. Excretion is defined as the removal of
toxic materials, the waste products of metabolism and substances in excess from the body of an
organism.
5. Growth
Growth is seen in all living things. It involves using food to produce new cells. The permanent
increase in cell number and size is called growth.

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6. Reproduction
All living organisms have the ability to produce offspring.
7. Sensitivity
All living things are able to sense and respond to stimuli around them such as light, temperature,
water, gravity and chemical substances.
2. Because certain organisms are not move place to place. Examples plant cannot move from
one place to another (not Cause change in position/place) but they can move by their body parts

EXERCISE5.2
1. Scientific names are universal because, for instance, every biologist will understand that
Felis catus means ‗house cat‘ without resorting to the dictionary, no matter what
language they speak.
2. The smallest natural group of organisms is the species. A species can be defined as a
group of organisms that can reproduce to produce fertile offspring.
EXERCISE.5.3
1.

EXERCISE 5.4
I. 1.B 2.B 3.A 4.D 5.C
II. A. Organisms E. Growth
B. Respiration F. Reproduction
C. Movements G. Excretion
D. Nutrition H. Sensitivity / irritability

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EXERCISE: 5.5 1.D 2.
3. Are homoeothermic (warm blooded) vertebrates with four limbs. Body covered by hair. All
mammals give birth to fully formed young
EXERCISE: 5.6 1. Bryophytes are non-vascular plants that lack true leaves, stem, and roots
whereas pteridophytes are vascular plant have well-developed xylem and phloem that can help
them to transport water and nutrients fluids through their body, like mosses they reproduce by
spore.
2. Play an important role in minimizing erosion along bodies of water, carrying out water and
nutrient cycling and also produces oxygen to the atmosphere.
EXERCISE: 5.7 1.D 2.A 3.C 4.D 5.B
EXERCISE: 5.8
1.A prokaryotic cell is a simple, single-celled (unicellular) organism that lacks a nucleus, or any
other membrane-bound organelle.
A eukaryotic cell is a cell that has a membrane-bound nucleus and other membrane-bound
compartments or sacs, called organelles, which have specialized functions. The word eukaryotic
means ―true kernel‖ or ―true nucleus,‖ alluding to the presence of the membrane-bound nucleus
in these cells. The word ―organelle‖ means ―little organ,‖ and, as already mentioned, organelles
have specialized cellular functions, just as the organs of your body have specialized functions.2.
Table: Differences between prokaryotes and eukaryotes.

Prokaryotes Eukaryotes

Small cells Large cells

Unicellular Often (but not always) multicellular

Genetic material is not contained within a Genetic material is contained in a membrane-

nucleus bound nucleus

Cells have a simple membrane internal system Cells have a distinct membrane system with
but no organelles Example: no chloroplast, no organelles Examples: Chloroplast,
mitochondria mitochondria, golgi bodies

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Typical structures of prokaryotic and eukaryotic cell

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Answer for Review Exercise

I. 1.True 6.true
2. True 7.false
3. False 8.true
4. True 9.true
5. True
II. 1. B 2.A 3.D 4.C 5.E
III.
1. Binomial naming
2. Species
3. Homo sapiens
4. Binary fission
5. Kingdom
IV. 1.C 2.B 3.B 4.A 5.C 6.C 7.D 8.C 9.B 10.D 11.B 12.D
V. 1. Classification hierarchy has many uses. First, it helps scientists to sort organisms in order.
Second, it helps them to identify new organisms by finding out which group they fit. Third, it is
easier to study organisms when they are sorted in groups.
2. The classification scheme provides a mechanism for bringing together various species into
progressively larger groups. Taxonomists classify two species together in the same genus (the
plural is genera). For example, the horse Equus caballus and the donkey Equus assinus are both
placed in the genus Equus. Similar genera are brought together to form a family. Similar families
are classified within an order. Orders with similar characteristics are grouped in a class. Related
classes are grouped together as divisions or phyla (the singular is phylum). Divisions are used
for plants and fungi, while phyla are used for animals and animal-like organisms. The largest and
broadest category used to be the kingdom.
3. The kingdom, Animalia, includes animals. Animals without backbones (invertebrates) and
with backbones (vertebrates) are included here. The cells are eukaryotic; the organisms are
heterotrophic. All animals are multicellular, and none has cell walls. In the kingdom Animalia,
biologists classify such organisms as sponges, hydras, worms, insects, starfish, reptiles,
amphibians, birds, and mammals. The feeding form is one in which large molecules from the
external environment are consumed and then broken down to usable parts in the animal body.

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The kingdom Fungi includes the yeasts, molds, mildews, mushrooms, and other similar
organisms. The cells of this kingdom are eukaryotic and heterotrophic. Yeasts are unicellular,
whereas other species form long chains of cells and are called filamentous fungi. A cell wall
strengthened by chitin is found in most members. Food is taken in by the absorption of small
molecules from the external environment; thus, fungi are deemed absorptive heterotrophs.
4. The protists include protozoa, algae, and slime molds. The cells of these organisms are
eukaryotic. They can be either unicellular or multicellular, and they may be autotrophic or
heterotrophic. Eukaryotic organisms have a nucleus and membrane-bound organelles in their
cytoplasm, possess multiple chromosomes, have large ribosomes, and reproduce by mitosis.
All plant cells are eukaryotic and autotrophic. The organisms synthesize their own foods by
photosynthesis, and their cell walls contain cellulose. All the organisms are multicellular.
Classified here are the mosses, ferns, and seed-producing and flowering plants.

5.
Kingdom
Animalia Plantia Fungi Monera Protista
Lizard Papaya mushroom bacteria amoeba
Rat Sunflower Yeast blue green algae paramecium
pigeon Maize Mold euglena
spider Pae plasmodium
termites Sorghum trypanosomes

ADITIONAL NOTES ON CERTAIN TOPICS

How Cells Are Studied
A cell is the smallest unit of life. Most cells are so small that they cannot be viewed with the
naked eye. Therefore, scientists must use microscopes to study cells. Electron microscopes
provide higher magnification, higher resolution, and more detail than light microscopes. The
unified cell theory states that all organisms are composed of one or more cells, the cell is the
basic unit of life, and new cells arise from existing cells.
Comparing Prokaryotic and Eukaryotic Cells

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Prokaryotes are predominantly single-celled organisms of the domains Bacteria and Archaea. All
prokaryotes have plasma membranes, cytoplasm, ribosomes, a cell wall, DNA, and lack
membrane-bound organelles. Many also have polysaccharide capsules. Prokaryotic cells range in
diameter from 0.1–5.0 μm.
Like a prokaryotic cell, a eukaryotic cell has a plasma membrane, cytoplasm, and ribosomes, but
a eukaryotic cell is typically larger than a prokaryotic cell, has a true nucleus (meaning its DNA
is surrounded by a membrane), and has other membrane-bound organelles that allow for
compartmentalization of functions. Eukaryotic cells tend to be 10 to 100 timesthe size of
prokaryotic cells.
Eukaryotic Cells
Like a prokaryotic cell, a eukaryotic cell has a plasma membrane, cytoplasm, and ribosomes, but
a eukaryotic cell is typically larger than a prokaryotic cell, has a true nucleus (meaning its DNA
is surrounded by a membrane), and has other membrane-bound organelles that allow for
compartmentalization of functions. The plasma membrane is a phospholipid bilayer embedded
with proteins. The nucleolus within the nucleus is the site for ribosome assembly. Ribosomes are
found in the cytoplasm or are attached to the cytoplasmic side of the plasma membrane or
endoplasmic reticulum. They perform protein synthesis. Mitochondria perform cellular
respiration and produce ATP. Peroxisomes break down fatty acids, amino acids, and some
toxins. Vesicles and vacuoles are storage and transport compartments. In plant cells, vacuoles
also help break down macromolecules.
Animal cells also have a centrosome and lysosomes. The centrosome has two bodies, the
centrioles, with an unknown role in cell division. Lysosomes are the digestive organelles of
animal cells.
Plant cells have a cell wall, chloroplasts, and a central vacuole. The plant cell wall, whose
primary component is cellulose, protects the cell, provides structural support, and gives shape to
the cell. Photosynthesis takes place in chloroplasts. The central vacuole expands, enlarging the
cell without the need to produce more cytoplasm.

The endomembrane system includes the nuclear envelope, the endoplasmic reticulum, Golgi
apparatus, lysosomes, vesicles, as well as the plasma membrane. These cellular components
work together to modify, package, tag, and transport membrane lipids and proteins.

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The cytoskeleton has three different types of protein elements. Microfilaments provide rigidity
and shape to the cell, and facilitate cellular movements. Intermediate filaments bear tension and
anchor the nucleus and other organelles in place.
Microtubules help the cell resist compression, serve as tracks for motor proteins that move
vesicles through the cell, and pull replicated chromosomes to opposite ends of a dividing cell.
They are also the structural elements of centrioles, flagella, and cilia.
Animal cells communicate through their extracellular matrices and are connected to each other
by tight junctions, desmosomes, and gap junctions. Plant cells are connected and communicate
with each other by plasmodesmata.

Additional notes on certain topic of chapter five

History of classification

Aristotle (384-322 BC) was a 4th century Greek philosopher. He divided organisms into two
main groups, namely plants and animals. His system was used into the 1600's. People who wrote
about animals and plants either used their common names in various languages or adopted more-
or-less standardized descriptions.

Caspar Bauhin (1560–1624) took some important steps towards the binomial system currently
used by modifying many of the Latin descriptions to two words.

Carolus Linnaeus (Carl Von Linne) (1707–1778) was an 18th century Swedish botanist and
physician. He classified plants and animals according to similarities in form and divided living
things into two main kingdoms namely — plant and animal kingdoms. He named the plants and
animals in Latin or used latinised names in his books Species Plantarum (1753) and Systema
Naturae (1758). The two-kingdom classification system devised by Linnaeus is not used today.
As scientists discovered more and more about different organisms, they expanded the system to
include many more kingdoms and groupings. However, one of Linnaeus more enduring systems
was the system of naming organisms- called binomial nomenclature. We will learn more about
binomial nomenclature in the next section.

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Figure 9.3: Carl Linnaeus developed a more advanced classification scheme and the system of
naming organisms called binomial nomenclature.

Ernst Haeckel (1834-1919) was able to observe microscopic single-celled organisms and he
proposed a third kingdom of life, the Protista, in 1866. Protista were single celled organisms that
were neither plant nor animal, but could have characteristics of either.

Herbert Faulkner Copeland (1902–1968) recognised the important difference between the
single-celled eukaryotes and single-celled prokaryotes. He proposed a four-kingdom
classification, and placed the bacteria and blue-green algae (prokaryotes) in a fourth kingdom-
Monera.

Binomial Nomenclature

Robert Harding Whittaker (1920-1980) devised a five kingdom system in 1969. He recognised
that fungi belonged to their own kingdom. However, even today the five-kingdom system is
under dispute. It is the nature of science that as more discoveries come to light, theories will
continue to be improved upon and revised.

One of Linnaeus' greatest contributions was that he designed a scientific system of naming
organisms called binomial nomenclature (bi - 'two', nomial - 'names'). He gave each organism a
two part scientific name - genus (plural - 'genera') and species (plural - 'species') names. The
genus and species names would be similar to your first name and surname. Genus name is
always written with a capital letter whereas species name is written with a small letter. The
scientific name must always be either written underlined or printed in italics. Since Latin was
once the universal language of science among western scholars in medieval Europe, these names
were typically in Latin.
An organism will always have only one scientific name even though they might have more than
one common name. For example Blue crane, indwe (for amaXhosa) and mogolori (for
Batswana) are all common names for South Africa's national bird (shown below). However, it
has got only one scientific name which is Anthropoides paradiseus.

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Classification

This section introduces learners to the concept of taxonomy, which is the classification of living
organisms. The activity below allows learners to practice classification.The practice of
classifying organisms is referred to as taxonomy. Classification is usually a hierarchical process.
One begins with general and broad differences, and then one systematically introduces more and
more detailed and specific criteria.

Artificial classification systems, such as the grouping of vehicles into those that provide transport
on land, water or air, are based on arbitrary groupings and have little meaning. The biological
classification system, however, is based on research in anatomy, physiology, chemistry, genetics
and many other branches of science. It is a scientific method of classification that groups
organisms that share common features.

This classification is not random, but rather it describes evolutionary relationships. As a

consequence, it is always necessarily hierarchical, where the important features inherited from a
common ancestor determine the group in which the organisms are placed. For example, humans
and whales both feed their young on milk, which is a characteristic inherited from a common
ancestor. This similarity places them under the same class, mammals, even though their habitats
are completely different.

Each organism is grouped into one of five large groups or kingdoms, which are subdivided into
smaller groups called phyla (singular: phylum) and then smaller and smaller groups with other
names.

 Kingdom
 Phylum
 Class
 Order
 Family
 Genus
 Species

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UNIT 6: Earth in Space

Time allotted to the unit: 24 periods

Unit Overview
Unit six has four parts. The first part, Section 6.1, Shape and dimensions of earth,
Section 6.2, Parts of the Earth (Body & Atmosphere), Section 6.3, Movements of the Earth, and
Section 6.4, Atmospheric and lithospheric Systems & Cycles, (effects, measurement
ideas/estimation) of the earth discussed in order.

The first section of the unit is (6.1) deals with Shape & dimensions of the earth. It begins with
definition of Earth science and definition of earth. It presents the Shape and dimensions of earth,
local and global ideas about the shape of the Earth and their evidences.

Section 6.2 presents the Parts of the Earth (Body & Atmosphere). It includes detailed
information about External structure (Outer zone) and internal Structure (Inner zone) of the
earth.
Section 6.3 presents the movements of the Earth. It covers revolution, rotation and the effects of
motions of the Earth.
The last part of this section (6.4) introduces Atmospheric and lithospheric Systems & Cycles,
(effects, measurement ideas/estimation. Additionally it presents measuring techniques for too big
(Earth) and to small (continental drift) quantities measurement and estimation.
Please encourage your students to interact and give them time to grasp the topics. Also, be sure
that they give full attention to the introductory activity in each section. This activity prepares
them for the topic they are about to study. All sections include exercise and activities that give
your students many chances to practice what they learn.
The methodologies to be implemented for teaching the contents in this unit are gapped lecture,
answer and question, group discussion, visual-based active learning, drawing a map (picture),
brain storming and role- play. etc.

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 Unit Outcomes
After completing this unit, students will be able to:

 Describe the shape of the earth

 Identify evidences supporting the shape of the earth
 List local and global ideas about the shape of the earth
 Name dimensions (circumferences, diameters, and angular distances) of the earth
 Recognize all parts of the earth
 Describe the organization and contents of the different parts of the earth
 Explain different observations about the earth in terms of the nature and behaviors
of the different parts of the earth.
 Demonstrate movements of the earth (revolution and rotation)
 Explain the effects of motions of the earth
 Construct the model of earth and use it to explain phenomena related to its motion
 Identify atmospheric and lithospheric systems
 Explain their cycle effects of the earth
 Describe the measuring techniques for too big (Earth) and to small (continental
drift) quantities measurement and estimation.
Contents of the Unit
Unit six: Earth in space
Main topic Sub- topic Time
Unit - Six allotted
6.1.1. Shape of the Earth
6.1. Shape & dimensions
6.1.2. Dimensions of the Earth
7

6.2. Parts of the Earth (Body &  External structure of the earth (Outer
Atmosphere) zone)
 internal Structure of the earth (Inner 8

112
 zone)

 Rotation of Earth
 Revolution of the Earth 3
6.3. Movements of the Earth
Earth in
Space
6.4. Atmospheric and 6.4.1.Earth's systems
lithospheric Systems & Cycles, 6.4.2. Cycles of the Earth System and 6
(effects, measurement effects
ideas/estimation)  Measuring techniques of Earth and
Continental drift

Planning for Teaching

Suggested follow up
Proposed Content Competencies Suggested and assessment
Period methodologie methods
s
  Question Ask students to
6.1. Shape &  Describe the shape of the Earth and answer - describe shape of
dimensions  Identify evidences supporting  Discussion the earth,
the shape of the Earth  Explanation - Identify evidences
7  List local and global ideas about  Using a supporting the
the shape of the Earth model shape of the earth.
 Name dimensions (circumferences, Organize the class
diameters, and angular distances) of in groups and ask
the Earth students to make
the model of the.
Tell them to show
the model.
Mention the

113
 dimensions of the
earth.
 Recognize all parts of the  Question Ask students to
Earth and answer - Name all parts of
 Describe the organization and  Discussion the Earth
8 6.2. Parts of contents of the different parts  Explanation - Explain
the Earth of the Earth  Using a organization and
(Body &  Explain different observations model contents of the
Atmosphere) about the Earth in terms of the different parts of
nature and behaviors of the the Earth
different parts of the Earth.

 Demonstrate movements of the  Question Ask the students to

Earth (revolution and rotation) and answer o show motion of
 Explain the effects of motions of  Discussion earth using
6.3.
3 the Earth.  Explanatio different modules.
Movements of
 Construct the model of Earth and n o Define revolution
the Earth
use it to explain phenomena  Using a and rotation
related to its motion model o Explain the effects
of motions of the
Earth.

 Identify atmospheric and  Question Instruct students to

lithospheric systems. and answer  Identify
6.4.  Explain their cycle effects of the  Discussion atmospheric and
Atmospheric Earth  Explanatio lithospheric
6 and Describe the measuring techniques n systems.
lithospheric for too big (Earth) and to small  Using a  Explain their
Systems & (continental drift) quantities model cycle effects of
Cycles, measurement and estimation. the Earth
(effects,  Describe the

114
 measurement measuring
ideas/estimatio techniques for
n) Earth and
continental drift

6.1.Shape and dimensions of the earth

Proposed number of periods: 7 periods

After completing this section, students should be able to:

 Describe the shape of the Earth

 Identify evidences supporting the shape of the Earth
 List local and global ideas about the shape of the Earth
 Name dimensions (circumferences, diameters, and angular distances) of the Earth
Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning, drawing a
 Map (picture), and role- play
Warm up
Ask the students if they know what Earth is?
What is the shape of the earth? Is it flat or round or sphere or other shape?
Forward planning

Read the contents in section 6.1 (shape and dimensions of earth) thoroughly from the students‘
text and from this teacher‘s guide make a plan of your own that shows the contents and activities
you are going to deal with during each period. Your plan needs to be designed in such a way that

115
the whole contents of the section can be covered within 7 periods. In your plan indicates the
duration of time you will allot for group discussion, presentation, in harmonizing concepts,
gapped lecture, stabilization and other activities you will perform in each period. You also need
to plan how to manage students during group discussion.

Teaching Aids
 Picture of the Earth.
 Practical model of the Earth
Subject Matter Presentation
It is advisable to use group discussion, question and answer and visual-based methodologies to
deal with the contents in the lesson.
You are advised to begin the unit with the warm up questions. Based on the background of the
students prepare a discussion on the shape of the earth. You may begin the lesson using the
activity 6.1. First, allow students to discuss activity what they gather information about the shape
of the earth from internet or other reference materials for a few minutes in groups. Guide to
discuss the local assumptions about the shape of the earth. Then, each group writes common idea
on a piece of paper about activity 6.1. Invite students from some groups to present the point of
their discussion to the rest of the class. Following their presentation, harmonize concepts and
after that harmonize concepts.

Project work 6.1 designed to contract or Build model of the earth including its body parts.
Asking students to create models helps make their thinking visible, giving your insight into their
current understanding and misconceptions and encourages them to think deeply and
imaginatively about scientific ideas. Your assistance is important in constructing the model.
After they construct the model of the earth they share and compare their models with their
classmates. Based on their own experiences explain why they think their models are accurate.
You share a spherical model of the earth to compare to their own models.
Before starting next section about dimensions of the earth, give an assignment for the students to
read the topic and attempt activity 6.2. In the class, raise the questions which were asked in the
activities, so that, students can share their understanding. (The teacher needs to ask more
questions to make the class interactive and live.) While discussing on activity 6.2 make sure
that students have got clear idea of dimension of the earth.

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 Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer these questions.

Answers to Exercise 6.1.1

Part I: Answer to multiple Choose questions
1. C. an oblate sphere
2. A. a Ping-Pong ball
3. B. spherical
Part I: Answer to Short answer questions
1. Circumnavigation of the earth, Earth‘s curved horizon, Ship‘s visibility, Sun rise and sun
set, the lunar eclipse, driving poles on level ground on a curved earth, Space photographs
and the changing altitude of the sun.
2. The local assumptions about the shape of the earth were the early ancient Greeks,
Sumerians, Babylonians, Egyptians and Vikings all believed that the Earth was a flat disc
or plane surrounded by water
 The ancient Chinese believed that the Earth was a flat square shape surrounded by
heavens that were a round egg shape.
The local evidence for the shape of the earth are ships disappear hull first when they sail
over the horizon, Earth casts a round shadow on the moon during a lunar eclipse, and
different constellations are visible at different latitudes.

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 Answers to Exercise 6.1.2
Part I: Answer to fill the blank questions questions
1. equatorial bulge
2. Latitude

Part II: Answer to Short answer questions

3.
a. Polar diameter – is shorter than equatorial diameter (12,714 km)
b. Polar circumference – is shorter than equatorial circumference (40,008) km
c. Equatorial diameter – is longer than polar diameter (12,756 km)
d. Equatorial circumference – is longer than polar circumference (40,075 km)

6.2.Parts of the Earth (Body & Atmosphere)

Proposed number of periods: 8 periods

After completing this section, students should be able to:

 Recognize all parts of the Earth

 Describe the organization and contents of the different parts of the Earth
 Explain different observations about the Earth in terms of the nature and behaviors of the
different parts of the Earth.
Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning, drawing a
 Map (picture), and role- play

118
Warm up
Ask the students if they know what structure of the earth?
What are the internal and external structures of the earth of the earth?
Forward planning
Make the appropriate preparation on Parts of the Earth (Body & Atmosphere) by reading the
contents in the students‘ text. You also need to read the teacher‘s guide on this section to plan
how to present the lesson you intend to deal with during each period and get detailed information
about the suggested Activities and the methodologies you implement. Plan how to manage
students during discussion, and also budget your time for every activity you perform. The time
you allot for students to discuss activities, presentation after discussion, harmonizing concepts
and other activities during each period should be indicated in detail.
Teaching Aids
 Picture of the Earth.
 Practical model of the Earth
Subject matter presentation
We advise to use group discussion, question and answer methodologies for this topic.
After introducing the topic of the section, start the lesson using Activity 6.3. The activity is
designed to help students realize that the Parts of the Earth (Body & Atmosphere) and it clearly
distinguishes External structure (Outer zone) and internal structure (Inner zone). Also the activity
helps the students that to identify the layers of the atmosphere, In which layer we live on and In
which layer do planes fly in. So, let the students discuss Activity 6.3 in groups for a few minutes.
After they complete the discussion, invite some groups to present their conclusions to the rest of
the class. After the presentations, harmonize concepts suggested by students with the truth.

 Tell them the facts that the structure of the earth consists of External structure (Outer
zone) and internal structure (Inner zone). External structure of the earth consists of layers
such as Atmosphere. It composed by abiotic (non-living matter) and biotic (living
organism).
 Help them understand that Characteristics of atmosphere categorized into two groups

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A. According to its composition: atmosphere of Earth is composed of nitrogen (about 78%),
oxygen (about 21%), argon (0.009%) and carbon dioxide (0.03%) and other gases include neon,
helium, Krypton, xenon.

B. According to its vertical structure from the ground level into interplanetary space: Earth‘s
atmosphere has five major and several secondary layers according to contrasting temperature
conditions in it with Altitude.

After harmonizing concepts, you can continue teaching the lesson by asking students to state the
five major layers according to contrasting temperature conditions in it with Altitude. After their
responses, tell them what the layers are.
To proceed further, ask them what the orders of atmosphere from are lowest to highest in
contrasting temperature conditions in it with Altitude. After appreciating the attempts of your
students, give the appropriate answers to your questions.
Answers to exercise 6.2.1

Part I: Answer to multiple Choose questions

1. B. Exosphere
The exosphere is the outermost layer of Earth's atmosphere (i.e., the upper limit of the
atmosphere) and extends from the exobase, which is located at the top of the thermosphere.

2. B
Earth's atmosphere is composed of about 78 percent nitrogen, 21 percent oxygen, 0.9
percent argon, and 0.1 percent other gases. Trace amounts of carbon dioxide, methane,
water vapor, and neon are some of the other gases that make up the remaining 0.1
percent.
3. C
4. A

The troposphere is the lowest layer of our atmosphere. Starting at ground level, it extends
upward to about 10 km (6.2 miles or about 33,000 feet) above sea level. We humans live in
the troposphere, and nearly all weather occurs in this lowest layer.

120
 Part II: Answer to short answer questions

State the name of each layer in Earth’s

atmosphere.

A. Troposphere
B. Stratosphere
C. Mesosphere
D. Thermosphere

Internal Structure of the earth (Inner zone)

It is advisable if you use group discussion, question and answer methodologies.

You better start the lesson using project work 6.2. Project work 6.2 is designed to help students
to have a clear understanding about Internal Structure of the earth.
After they construct the model of Internal Structure of the earth they share and compare their
models with their classmates. Based on their own experiences explain why they think their
models are accurate. You share Internal Structure model of the earth to compare to their own
models and then present their work. Following the presentations, harmonize concepts. Check
their models and select the best one to use as a teaching aid. Tell them Internal Structure model
of the earth have three major parts. These are
I. Core II. Mantle III. Crust

At the end of this section, introduce the difference between the three major parts of the earth. Let
the students compare and contrast the properties of core, mantle and crust.

Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.

121
  Give them feedbacks to their class work and home work activities.
 Support students who failed to answer these questions.
Assessment

Assess each student‘s work throughout section 6.2. You can use students‘ performance list to
record how every student

o Participates in discussing Activities.

o Takes part in presentations after discussions.
o Answers questions you ask during mini-lecture, harmonizing concepts or
stabilization.
o Answers questions given as class work, homework and quiz accordingly after
checking the work of every student. You can use Exercise, class work and home
works.

Check whether or not the suggested competencies for section 6.2 are achieved by the students.
Appreciate students working above the minimum requirement level and encourage them to
continue to work hard. Give extra attention to students working below the minimum requirement
level in class or arrange extra lesson time. Give them questions recommended to them from the
additional questions in this section or others of your own so that they will catch up with the rest
of the class.

Answer for Exercise 6.2.2

Part I: Answer to fill the blank space questions

1. the mesopause

Temperature decreases with height throughout the mesosphere. The coldest temperatures in
Earth's atmosphere, about -90° C (-130° F), are found near the top of this layer. The boundary
between the mesosphere and the thermosphere above it is called the mesopause.

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2. the stratopause

At the bottom of the mesosphere is the stratopause, the boundary between the mesosphere
and the stratosphere below. The mesosphere is difficult to study, so less is known about this
layer of the atmosphere than other layers.

3. the tropopause
4. the stratopause

The stratosphere is a layer of Earth's atmosphere. It is the second layer of the atmosphere as
you go upward. The troposphere, the lowest layer, is right below the stratosphere. The lower
boundary of the stratosphere is called the tropopause; the upper boundary is called the
stratopause.

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Part II: Answer to multiple Choose questions
1. C
2. A
3. C
4. C
5. B
6. B
7. C
8. B

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 6.3. Earth’s movements

Proposed number of periods: 3 periods

After completing this section, students should be able to:

 Demonstrate movements of the Earth (revolution and rotation)

 Explain the effects of motions of the Earth.
 Construct the model of Earth and use it to explain phenomena related to its motion
Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning, drawing a
 Map (picture), and role- play

Forward planning

Make the necessary preparation by reading this section thoroughly and plan how to cover the
contents of the section within three periods. Download videos that show the motion of the earth.
Teaching Aids
 Picture of the Earth.
 Practical model of the Earth
 Video that shows the motion of the earth
Subject matter presentation

Ask students to discuss Activity 6.4 ahead of time with their friends and parents. This facilitates
students‘ group discussion in a classroom.

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Invite your students to report their discussion motion of the earth (rotation and revolution). Ask
them to explain the difference between rotation and revolution of the earth. Also do not forget to
mention the evidences that prove that the Earth rotates. Explain what happen if the earth does not
move. If the earth stops spinning suddenly, the atmosphere will continue to spin. The winds will
also cause erosion to the earth's crust.

Mention the effects of the Earth rotation and revolution. The spinning of the Earth causes day
to turn to night, while the full rotation/the revolution of the Earth causes summer to become
winter. Combined, the spinning and the revolution of the Earth causes our daily weather and
global climate by affecting wind direction, temperature, ocean currents and precipitation.

Throughout the lessons assess students learning using exercise 6.3. Make sure that all students
have attained the set minimum learning competencies in this section.

Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer these questions.

Assessment

Assess each student‘s work throughout the section.

Give class work or homework (you can use questions from the suggested exercise or your own).
Correct the works of students and record their performances. Follow strictly how every student
participates in discussion, presentation, and answering questions.
Correct the research done by the students and make a record in the students‘ performance list.
From your record, see whether the competencies suggested for the section are achieved or not.

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Answers to Exercise 6.3
Part I: Answer to fill the blank space questions
1. Revolves
2. the Earth rotating on its axis
3. Season changes due to the change in the position of the earth around the sun.

Part II: Answer to fill the blank space questions

1. C
2. A

6.4.Systems & Cycles (effects, measurement ideas/estimation)

Proposed number of periods: 6 periods

After completing this section, students should be able to:

 Identify atmospheric and lithospheric systems.

 Explain their cycle effects of the Earth
 Describe the measuring techniques for too big (Earth) and to small (continental drift)
quantities measurement and estimation.
Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning, drawing a
 Map (picture), and role- play

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Forward planning

Read the contents of this section thoroughly and plan how to cover the contents within six
periods. Your plan may include the contents and activities you should treat during each period,
the time to give activity 6.5 for students as an assignment. Also work out a plan on: how much
time you need to allot for students to discuss activities, make presentations, harmonizing
concepts, stabilization and evaluation during each period.
Teaching Aids
 Picture of the Earth cycle and systems.
 Practical model of the Earth
Subject matter presentation
This section is interesting because it deals about what makes us to live on Earth. It is better to use
question and answer and discussion methods to teach this section.
You are advised to begin the class with the activity given in the student‘s textbook. The activity
is designed to assist students know the Earth's systems and their effect. Help the students to form
groups and let them discuss the activity. Next, invite a student to present the idea of his or her
group to the class. Finally, organize a whole-class discussion. After the discussion, harmonize it
by presenting each factor that makes Earth suitable for life and the four main components of the
earth system may be described briefly. In addition to what is given in the textbook, you can add
your own and you can also ask students to contribute on the integration of the four components
of the earth system for life.
Project work 6.3 is designed students to know Changes to Earth's cycles can cause changes in
the climates of our planet. The more we know about these cycles, the more we will understand
how humans are affecting them and how that might change the planet.
The spinning of the Earth causes day to turn to night, while the full rotation/the revolution of
the Earth causes summer to become winter. Combined, the spinning and the revolution of the
Earth causes our daily weather and global climate by affecting wind direction, temperature,
ocean currents and precipitation.
Assessment

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Assess the students‘ work throughout the section. Record how each student is doing on your
students‘ performance list. You may make a record of the students‘ participation in discussions,
during explanations, in performing project works, in presentations, and in doing class and
homework. From your records of what students have done; see how many of them achieved the
suggested competencies for the section. Encourage students working above the minimum
requirement level and give them additional work.
Assist students working below the minimum requirement level either by arranging extra lesson
time or giving them additional activities.
Answers to Exercises 6.4
Part I: Answers to multiple choice questions
1. A
2. A
3. D
4. B
5. B

Answers to end unit questions

Part I: Answer to True/false questions
1. True
2. False
3. True
4. False
Part II: Answer to matching questions
1. C
2. A
3. D
4. B
Part III: Answer to fill the blank space questions
1. 24 hours
2. Rotation

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 3. 365.25 days
4. Revolution
5. Axis
6. Season
7. 365.25 days
Part IV: Answer to multiple choose questions
1. A
2. A
3. B
4. A
5. C
6. A
7. A
8. C
9. B
10. D
11. D
12. A
13. B
Part V: Answer to short answer questions
1. Earth's atmosphere has five major and several secondary layers. From lowest to highest, the
major layers are the troposphere, stratosphere, mesosphere, thermosphere and
exosphere.

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2. The earth is made up of three different layers: the crust, the mantle and the core
The crust
This is the outside layer of the earth and is made of solid rock, mostly basalt and granite. There
are two types of crust; oceanic and continental. Oceanic crust is denser and thinner and mainly
composed of basalt. Continental crust is less dense, thicker, and mainly composed of granite.
The mantle

The mantle lies below the crust and is up to 2900 km thick. It consists of hot, dense, iron and
magnesium-rich solid rock. The crust and the upper part of the mantle make up the lithosphere,
which is broken into plates, both large and small. To learn more about these plates see the Plate
Tectonics page.

The core

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The core is the center of the earth and is made up of two parts: the liquid outer core and
solid inner core. The outer core is made of nickel, iron and molten rock. Temperatures here can
reach up to 50,000 C.

3. The earth moves two ways. It spins and it moves around the sun. The spinning of the earth is
called rotation. It takes the earth about 24 hours, or one day, to make one complete rotation.
At the same time, the earth is moving around the sun. This is called a revolution. It takes a
little over 3651/4 days, or one year, for the earth to make one full revolution around the sun.
4. Nicolaus Copernicus: revolutionized astronomy with his discovery that the earth moved
around the sun.
5. The carbon cycle describes how carbon transfers between different reservoirs located on
Earth. This cycle is important for maintaining a stable climate and carbon balance on Earth.

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UNIT 7: MOTION, FORCE, ENERGY AND ENERGY RESOURCES

Time allotted to the unit: 24 periods

Unit Overview
In this unit, students will learn the concept motion, force and its effects, forms and sources of
energy, conversion and conservation of energy, resource depletion and environmental
degradation are emphasized in the unit. It has nine main parts.
Section 7.1 deals with the definition and types of motion. In this section the term motion and
types of motion (motion on straight line, circular motion, rotary motion and curvilinear motion)
briefly described. The emphasis of the next section (7.2) is on force and gravitational force is
explained. It also explains the pulling/pushing activity of force and the effect and advantages of
gravitational force.

The following section 7.3 presents effects of force and Related effects of force with their daily
life experience. Section 7.4 is the fourth section presents measuring device of force , measuring
scales on measuring device of force and Explain parts of measuring device of force.

The emphasis of Section 7.5 is about energy as a property of matter that can be converted and
explains the relationship between energy and matter

Section 7.6 introduces all forms of energy and Explain which energy converted to other forms of
energy. Section 7.7 gives information about the sources of energy and their classification as
renewable and non-renewable. It also presents examples of renewable and non-renewable energy
sources.
Section 7.8 describes how energy is used wisely and list the strategies of conservation of energy
The last part of the unit (7.9) gives emphasis to Resource depletion and environmental
degradation.
Since Resource depletion and environmental degradation is the major problem of the globe at
present, this section will introduce types of depletion cause and methods of reducing Resource
depletion and environmental degradation problems.

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Dear colleague, from experience of teaching, it is observed that teaching this unit using lecture
method is boring and cumbersome to students. So, different teaching methods are suggested for
each section and sub-topic. The major methodologies suggested for this unit are peer teaching,
gapped lecture, inquiry and group discussion.
Unit Outcomes
After completing this unit, students will be able to:
 Describe the term motion
 Identify types of motion (motion on straight line, circular motion, rotary motion and
curvilinear motion)
 Show those types of motion in the class.
 Explain the term force.
 Demonstrate the pulling/pushing activity of force.
 Explain gravitational force.
 List all effects of force
 Demonstrate some effects of force.
 Relate effects of force with their daily life experience
 Name measuring device of force
 Identify different measuring scales on measuring device of force
 Explain parts of measuring device of force
 Define energy as a property of matter that can be converted
 List all forms of energy
 Explain which energy converted to other forms of energy.
 List sources of energy.
 Distinguish between renewable and non-renewable forms of energy
 Describe how energy is used wisely.
 List the strategies of conservation of energy
 Explain resource depletion and environmental degradation.
These learning objectives have to be implemented. The minimum learning competencies have to
be achieved by the majority of students. You have to sure this happened through continuous
assessment techniques. Do not wait until the end of the lessons.

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 Contents of the Unit
UNIT SEVEN: MOTION, FORCE, ENERGY AND ENERGY RESOURCES

Main topic Time

Unit – Seven allotted
5
7.1 Definition and types of motion
3
7.2 Definition of force and gravitational force
2
7.3 Effects of force
2
7.4 Measuring forces
Motion, force, 2
energy and 7.5 Definition of Energy (Property of matter can be converted)
energy resources 2
7.6 Forms and Conversion of Energy
3
7.7 Energy Sources (sun, fuel, hydroelectric, wind, nuclear)
2
7.8 Wise use & Conservation
3
7.9 Resource depletion & environmental degradation

Planning for Teaching

135
 Suggested follow up and
Propos Content Competencies Suggested methodologies assessment methods
ed
Period
5  Define motion as  Discussion
7.1 Definition the change of  Explanation  Oral questions: Ask
and types of position with time.  Questioning and students to define
motion  Describe the types answering motion and describe
of motion.  Individual work based on types of motion.
 Give examples for the activities.  Ask students to:
each type of motion  Group work based the answer questions or do
activities given. exercise questions.

3  Discussion
7.2 Definition  Explain the term  Explanation  Ask students to
of force and force.  Questioning and answering participate in group
gravitational  Demonstrate the  Individual work based on discussion
force pulling/pushing the activities.  Ask them to answer or
activity of force.  Group work based the do exercise questions
 Explain activities given. and selected
gravitational force. Review exercises.

3  Discussion Instruct them to answer or

7.3 Effects of  List all effects of  Explanation do activities, exercise
force force  Questioning and questions and selected
 Demonstrate some answering review exercises.
effects of force.  Individual work based on
 Relate effects of the activities.
force with their  Group work based the
daily life activities given.

136
 experience

2  Discussion
7.4 Measuring  Name measuring  Explanation Ask students to:
forces device of force  Questioning and answering  name measuring
 Identify different  Individual work based on device of force
measuring scales the activities.  Explain parts of
on measuring  Group work based the measuring device of
device of force activities given. force.
 Explain parts of  Project work  Answer or do exercise
measuring device questions
of force

2  Define energy as a  Discussion

7.5 Definition property of matter  Explanation  Oral report on
of Energy that can be  Questioning and answering definition of energy
(Property of converted  Individual work based on  Ask the forms of
matter can be the activities. energy
converted)  Group work based the  Give examples bodies
activities given. possessing both energy
 Project work and matter.
 Ask students to answer
or do exercise
questions.
2  List all forms of  Discussion  Ask to list all forms
7.6 Forms and energy  Explanation of energy
Conversion of  Explain which  Questioning and
Energy energy converted to answering
other forms of  Individual work based on  Ask students to explain
energy. the activities. which energy

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  Group work based the converted to other
activities given. forms of energy.
 Project work  Ask students to answer
or do exercise
questions
3  Discussion
7.7 Energy  List sources of  Explanation Ask your students to:
Sources (sun, energy.  Questioning and  List sources of
fuel,  Distinguish between answering energy.
hydroelectric, renewable and non-  Individual work based on  Distinguish
wind, nuclear) renewable forms of the activities. between renewable
energy.  Group work based the and non-renewable
activities given. forms of energy.
 Project work  Answer or do
exercise questions
2  Discussion Ask students to :
7.8 Wise use &  Describe how  Explanation  Describe how
Conservation energy is used  Questioning and answering energy is used
wisely.  Individual work based on wisely.
 List the strategies of the activities.  List the strategies
conservation of  Group work based the of conservation of
energy activities given. energy
 Project work  Answer or do
exercise questions
2  Discussion Ask students to :
7.9 Resource  Explain resource  Explanation  Explain resource
depletion & depletion and  Questioning and answering depletion and
environmental environmental  Individual work based on environmental
degradation degradation the activities. degradation
 Group work based the

138
 activities given.  Answer or do exercise
 Project work questions

7.1. Definition and types of motion

Proposed number of periods: 5 periods

After completing this section, students should be able to:

 Define motion as the change of position with time.

 Describe the types of motion.
 Give examples for each type of motion.
Suggested teaching methods
 Brain storming
 Group discussion
 Explanation
 Question and answer
 Practical activities Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning,

139
Warm up
Ask the students if they know what motion is? How they come to school? Ask if they were sit on
the chair are they in motion?
Forward Planning
Read the contents on motion from the students‘ text and make the necessary preparation. You
also need to read the contents in this guide to get clear information about the suggested activities.
Plan how to manage students when they discuss the activity 7.1 and 7.2. Have a detailed time
budget plan for all activities you perform during each period. Have a list of students in each
section so that you can use it to record the performance of every student in the section.
Teaching aids
• Spring -mass system
• Different weights (blocks)
• Pendulum
• Rotating objects.
• Alternatives: Well illustrated diagrams on motion of objects.
Subject Matter Presentation
 Before starting this unit give a reading assignment for the students to read the first part
of the unit.
 It is advisable if you use warm up questions to start the lesson because, it can motivate
the students to participate in class activities, activate the students' background
knowledge, and help the teachers introduce a new topic in interesting way or help get
the students' attention.
 In the class, raise the question which is asked in activities part on student‘s text. (The
teacher can also ask more questions for discussion).
 If the discussion leads to a conclusion that somebody simply sitting in a moving car is
at rest relative to the car and at the same time he/she is in motion relative to the
ground, then the teacher can arrive at the conclusion that a body is said to be in motion
when it changes its position relative to other bodies or frame of references.
 Ask the questions in Activity 7.1 to identify different types of motion around them.

140
  Before explaining the different types of motion you have to do simple demonstrations
to show different types of motion. After each demonstration ask the students to group
the motion as rectilinear, curvilinear, rotary, and vibratory motion. Finally you should
summarize the lesson by repeating each type of motion.
 You can demonstrate the following activities.
i. An object sliding down over an inclined plane.
(Rectilinear motion)
ii. Rotate a ball which is tied to a string.
(Curvilinear motion)
iii. A disk made from card bard rotating on an axis or nail.
(Rotary motion)
iv. Simple pendulum made from locally available material
(Vibratory motion)
So, to facilitating the learning process, it is advisable to refer to different books, to present the
concept ―motion‖ in a meaningful and simplified way. Design a situation in which students can
observe clearly different types of motion. For example
• For motion in a straight line: a person walking in a straight Path.
• For curvilinear motion; a car taking a turn on a road (Round about).
• For vibratory motion; spring - mass system and pendulum.
Stabilization
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from unit exercises as class work and home work and further reading assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the review exercise questions

141
Assessment

Assess each student‘s work throughout section 7.1. You can use students‘ performance list to
record how every student:

o Participates in discussing Activities.

o Takes part in presentations after discussions.
o Answers questions you ask during mini-lecture, harmonizing concepts or
stabilization.
o Answers questions given as class work, homework and quiz accordingly after
checking the work of every student. You can use Exercise, class work and home
works.
Check whether or not the suggested competencies for section 7.1 are achieved by the students.
Appreciate students working above the minimum requirement level and encourage them to
continue to work hard. Give extra attention to students working below the minimum requirement
level in class or arrange extra lesson time. Give them questions recommended to them from the
additional questions in this section or others of your own so that they will catch up with the rest
of the class.

Answers to Exercises 7.1

Part I: Answers to multiple choice questions
1. D
2. B
3. A
4. D
5. B
6. C
Part II: Answers to short answer questions

1. Motion is a change in position of an object with respect to time. If the position of a

body is not changing with respect to time, the body is said to be at rest, motionless,
immobile or stationary. Any moving body is said to be in motion. Some types of motions
are show below: Motion is based on Frame of Reference.

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 2. Rotary Motion: A special type of motion in which the object is on rotation around a
fixed axis like, a figure skater rotating on an ice rink.
Oscillatory Motion: A repeating motion in which an object continuously repeats in the
same motion again and again like a swing.
Example:

 A swinging swing
 The motion of a pendulum
 A boat tossing up and down a river
 The tuning fork

Rotational motion can be defined as when an object moves along its axis and all the parts of it
move for a different distance in a given period of time. Thus, if an object is under rotational
motion all of its parts will move different distances in the same interval of time.

For Example: The game merry-go-round, blades of a fan, blades of a windmill etc.

Rectilinear motion: An object moving in translation motion opts a straight-line path, then it is
known as Rectilinear motion. Example: A train moving on a straight track or a car moving on a
straight road.

When an object moving in translational motion follows a curved path it is known as curvilinear
motion. Example: A stone thrown up in the air

7.2. Definition of force and gravitational force

Proposed No of periods =3 periods

After completing this section students should be able to:-

 Explain the term force.
 Demonstrate the pulling/pushing activity of force.
 Explain gravitational force
Suggested teaching methods
 Brain storming

143
  Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning
Forward Planning
Read the contents of this section thoroughly and plan how to cover the contents within three
periods. Set a plan that shows the topics and activities you will treat during each period so that
you can cover the entire content of the section within five periods. In addition read the teacher‘s
guide to get information about the methodologies you need to implement and about the activities
suggested in this section. In your plan, show the time allotted for every activity you perform
during each period, such as group discussion, presentation, harmonizing concepts, and gapped
lectures etc.
Teaching aids
 Force measuring devices
 springs
 Different masses and beam balances
Subject matter presentation
Ask students to discuss Activity 7.3 and 7.4 ahead of time with their friends and parents. This
facilitates students‘ group discussion in a classroom.
The suggested method of teaching is active learning method. Therefore, your basic role would be
to lead the students to discuss on the given topic and guide the students on practical works.
Based on Activity 7.3, let students discuss about ―what a force is?‖ and they mention different
examples of force from their daily life activities.
Let every group, forward its summarized idea of force. Write down their ideas on the black
board. It is important to be completely non-judgmental about their responses. Surely you will get
different categories of force: such as, political force, military force, and many others. Do not
discourage any of them.

144
After you put their responses on the board, let them discus on their categories (i.e. let them group
the different forces as non-physical and physical. Finally guide them to focus and understand that
‗force‘ in general science is a technical term that is not always directly related to common uses
of the word ―Force‖ That is a force is a push or pull upon an object resulting from the
object's interaction with another object. When the interaction ceases, the two objects no
longer experience the force. Forces only exist as a result of an interaction.

During the next period of this section, try to manage Activity 7.4. Based on Activity 7.4, students
need to build knowledge of gravitational pull of the earth.
Have the students perform the activity and discuss it in groups for a few minutes. Then, ask some
students to present their conclusions to the class. After their presentations, hold a whole-class
discussion. Following the discussion, harmonize it by presenting these ideas:
Gravity of earth pulls the ball towards the ground and ball fall back to the ground.
Stabilization
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the check point and unit exercises as class work and home work and further reading
assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the review exercise questions
Assessment
Assess the students‘ work throughout the section. Record how each student is doing on your
students‘ performance list. You may make a record of the students‘ participation in discussions,
during explanations, in performing project works, in presentations, and in doing class and
homework. From your records of what students have done; see how many of them achieved the
suggested competencies for the section. Encourage students working above the minimum
requirement level and give them additional work.
Assist students working below the minimum requirement level either by arranging extra lesson
time or giving them additional activities.

145
Answers to Exercises 7.2
Part I: Answers to fill the blank space questions.
1. Gravity
2. Force
Part II: Answers to multiple choice questions
1. C
2. B
3. B
Part III: Answers to short answer questions
1. A force is a push or pull upon an object resulting from the object's interaction with
another object.
2. The gravitational force is a force that attracts any two objects with mass. We call the
gravitational force attractive because it always tries to pull masses together, it never
pushes them apart. In fact, every object, including you, is pulling on every other object in
the entire universe

7.3.Effects of force

Proposed number of periods: 2 periods

After completing this section, students should be able to:

 List all effects of force

 Demonstrate some effects of force.
 Relate effects of force with their daily life experience
Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
146
  Group work based on the activities given
 Visual-based active learning
Forward Planning
Make the appropriate preparation on effects of force by reading the contents in the students‘ text.
You also need to read the teacher‘s guide on this section to plan how to present the lesson you
intend to deal with during each period and get detailed information about the suggested
Activities 7.5 and the methodologies you implement. Plan how to manage students during
discussion, and also budget your time for activity you perform. The time you allot for students to
discuss activities, presentation after discussion, harmonizing concepts and other activities during
each period should be indicated in detail.
Teaching aids
 Force measuring devices
 springs
 Different masses and beam balances
Subject Matter Presentation
You better use group discussion, visual-based active learning and brainstorming methodologies.
For this section, you are advised to use group discussion; brainstorming and visual based
learning methodologies. After introducing the topic of the lesson, let the students discuss
Activity 7.5 in groups for a few minutes.
With this activity, students should conclude their study of the effect of force by forming general
ideas about the uses effects of force for daily life activities. Here apply brain storming
methodology. Encourage some groups to present their opinions and to show the effects of force
in the class if front of the students. Record all suggested ideas of the students on the blackboard.
Then, continue harmonizing concepts by listing the all the effects of force.
Stabilization:
 Summarize the lesson by giving them short notes.
 Ask them to do selected questions from the check list and unit exercises as class work
and home works and further reading assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the exercise questions.

147
Assessment
Check whether students participate actively in discussions. Don‘t forget to record students‘
performance in the performance list as you evaluate their homework.
Students working at the minimum requirement level will be able to:
 List all effects of force
 Demonstrate some effects of force.
 Relate effects of force with their daily life experience
Praise students working above the minimum requirement level and recognize their achievements.
Encourage them to continue working hard and not become complacent. Help students working
below the minimum requirement level by giving them extra activities so that they will catch up
with the rest of the class.
Answers to Exercises 7.3
Part I: Answers to multiple choose questions.
1. D
2. D
3. C
4. A
Part II: Answers to short answer questions.
a. The major Effects of force when a force is applied on an object
b. Force can change the state of motion of an object
c. Force can change the direction of moving objects
d. Force can increase the speed of moving objects
e. Force can decrease the speed of moving objects
f. Force can change the shape of an object

7.4. Measuring forces

Proposed number of periods: 2 periods

After completing this section, students should be able to:

 Name measuring device of force

 Identify different measuring scales on measuring device of force
 Explain parts of measuring device of force
Suggested teaching methods

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  Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning
Forward Planning
Read the contents of this section thoroughly and plan how to cover the contents within two
periods. Set a plan that shows the topics and activities you will treat during each period so that
you can cover the entire content of the section within five periods. In addition read the teacher‘s
guide to get information about the methodologies you need to implement and about the activities
suggested in this section. In your plan, show the time allotted for every activity you perform
during each period, such as group discussion, presentation, harmonizing concepts, and gapped
lectures etc.
Teaching aids
 Force measuring devices
 springs
 Different masses and beam balances
Subject Matter Presentation
It is advisable to use group discussion and gapped lecture for this topic.
You are advised to start the lesson with Activity 7.6, which is given in the student textbook. Let
your students perform and discuss the activity in their groups. Next, invite some students to
present their findings to the class. Then, hold a whole-class discussion and inform them of the
following points:
You can say we use a device called a force meter to measure the size of a force. Most force
meters have a hook that you can use to hang or pull on something. Find science kit in school
pedagogical
centers and bring bar magnets to classroom and show the force meter and its parts. And also tell
them how to calibrate the force meter. We measure forces using a unit called Newton‘s. They

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get this name from one of the most famous scientists of all time: Isaac Newton. He was the first
person to describe the force that we know as gravity.

Spring balances provide a method of mass measurement that is both simple and cheap. The mass
is hung on the end of a spring and the deflection of the spring due to the downwards gravitational
force on the mass is measured against a scale.
Stabilization
 Summarize the lesson by giving them short notes.
 Ask them to do selected questions from the check list and unit exercises as class work
and home works and further reading assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the checklist questions.
Assessment
Assess each student‘s work throughout the section. You can do this by using student‘s
performance list. Record how every student:
o Involves in group discussion.
o Participates in presenting opinions of the groups after discussion.
o Suggests ideas while you implement brain storming method.
o Gives comments on wrong views suggested by students.
o Answers questions raised during harmonizing concepts.
You can also prepare questions related to measuring forces and give them as class work or
homework. Check their work and record their performances.
From the cumulative records, make sure whether or not the suggested competencies for this
section are achieved. Appreciate students working above the minimum requirement level and
help those working below the minimum requirement level. Let the students also attempt the
review exercise on this section and end unit questions. Answers to the Review E
Answers to Exercises 7.4
Part I: Answers to fill the blank space questions.
1. Force meter (newton meter) also called spring balance.
2. Hook
3.
a. Ring

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 b. Pointer
c. Scale
d. Hook
e. Object
f. Spring

7.5.Definition of Energy (Property of matter can be converted)

Proposed number of periods: 2 periods

After completing this section, students should be able to:

 Define energy as a property of matter that can be converted

Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning
Forward Planning
Make the appropriate preparation on effects of force by reading the contents in the students‘ text.
You also need to read the teacher‘s guide on this section to plan how to present the lesson you
intend to deal with during each period and get detailed information about the suggested project
work and the methodologies you implement. Plan how to manage students during project
presentation, and also budget your time for activity you perform. The time you allot for students
presentation after discussion, harmonizing concepts and other activities during each period
should be indicated in detail.

Teaching aids
Subject Matter Presentation

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Use group discussion and question and answer and project work to teach this topic. Begin the
lesson with project work as given in the student‘s text book. The project work helps students
define energy as a property of matter that can be converted and increasing opportunities for
learning in and beyond the classroom. Let them present the ideas of their discussion to the class.
Also, allow them to explain according to their understanding. Next, harmonize the students‘
discussion by giving the answer (s) as presented below, if needed.

In general science, energy is a property of matter. It can be transferred between objects, and
converted in form. It cannot be created or destroyed. Everything in the Universe is made up of
matter and energy.
Energy can be converted from one form to another. Examples: Gasoline (chemical) is put into
our cars, and with the help of electrical energy from a battery, provides mechanical (kinetic)
energy. Similarly, purchased electricity goes into an electric bulb and is converted to visible light
and heat energy.
Stabilization:
 Summarize the lesson by giving them short notes.
 Ask them to do selected questions from the check list and unit exercises as class work
and home works and further reading assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer the exercise questions.
Assessment
You are expected to assess each student‘s work throughout section 7.5. You can do this by using
students‘ performance list and recording how every student:
 participates in project work
 presents ideas after discussion
 Answers questions raised during harmonizing concepts, stabilization and gapped lectures
 Does the activity suggested in this guide related to classification of elements.
Give them also Exercise7.5 as class work or homework, and quiz. Check their work and record
their performances.
Based on the cumulative record, see whether or not the competencies suggested for this section
are achieved by most of the students. Appreciate students working above the minimum

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requirement level. Give them the additional questions suggested for this section. With regard to
students working below the minimum requirement level, give them the necessary assistance in
class and arrange additional lesson time when over required.
You can also set questions of your own in accordance with the suggested competencies and give
them additional exercise to help them catch up with the rest of the class. Use also question
recommended to them from the additional questions.
Answers to Exercises 7.5
Part I: Answers to fill the blank space questions.
1. Energy
2. Matter
3. Heat and light

7.6.Forms and Conversion of Energy

Proposed number of periods: 2 periods

After completing this section, students should be able to:

 List all forms of energy

 Explain which energy converted to other forms of energy
Suggested teaching methods
 Brain storming
 Discussion
 Explanation
 Question and answer
 Using models
 Individual work based on the activities given
 Group work based on the activities given
 Visual-based active learning
Forward Planning
Read the contents of this section thoroughly and plan how to cover the contents within two
periods. Set a plan that shows the topics and activities you will treat during each period so that
you can cover the entire content of the section within five periods. In addition read the teacher‘s

153
guide to get information about the methodologies you need to implement and about the activities
suggested in this section. In your plan, show the time allotted for every activity you perform
during each period, such as group discussion, presentation, harmonizing concepts, and gapped
lectures etc.
Teaching aids
Chart showing energy can be changed from one form to another.
Subject Matter Presentation
Implement group discussion and question and answer methodologies to teach this topic.
Introduce the topic of the section. The section starts with Activity 7.7
Based on the discussion of Activity 7.7 students need to understand that there are different forms
of energy and conversion of energy. After the discussions, have some groups present their
opinions to the class. Then continue by harmonizing concepts suggested by students with the
actual concept.
Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer these questions.
Assessment
Assess each student‘s work throughout section 7.6. You can use students‘ performance list to
record how every student

o Participates in discussing Activities.

o Takes part in presentations after discussions.
o Answers questions you ask during mini-lecture, harmonizing concepts or
stabilization.
o Answers questions given as class work, homework and quiz accordingly after
checking the work of every student. You can use Exercise, class work and home
works.

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Check whether or not the suggested competencies for section 7.6 are achieved by the students.
Appreciate students working above the minimum requirement level and encourage them to
continue to work hard. Give extra attention to students working below the minimum requirement
level in class or arrange extra lesson time. Give them questions recommended to them from the
additional questions in this section or others of your own so that they will catch up with the rest
of the class.

Answers to Exercises 7.6

Part I: Answers to multiple choose questions
1. D
2. A
3. D

Part II: Answers to fill the blank space questions.

Original energy Transducer Energy transformed

Electrical energy Microphone Sound energy
Mechanical energy Generator Electrical energy
Chemical energy Battery Electrical energy

7.7. Energy Sources (sun, fuel, hydroelectric, wind, nuclear)

Proposed number of periods: 3 periods

After completing this section, students should be able to
 List sources of energy.
 Distinguish between renewable and non-renewable forms of energy
Suggested teaching methods
 Discussion

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  Explanation
 Question and answer
Forward Planning
Make the appropriate preparation on Energy Sources (sun, fuel, hydroelectric, wind, nuclear) by
reading the contents in the students‘ text. You also need to read the teacher‘s guide on this
section to plan how to present the lesson you intend to deal with during each period and get
detailed information about the suggested Activities and the methodologies you implement. Plan
how to manage students during discussion, and also budget your time for every activity you
perform. The time you allot for students to discuss activities, presentation after discussion,
harmonizing concepts and other activities during each period should be indicated in detail.
Teaching Aids
Charts of different energy sources
Subject matter presentation
You are advised to begin the lesson with Activity 7.8. Let the students discuss the activity in
groups for a few minutes and then ask them to share their ideas with the class. Next, hold a
whole-class discussion. After that, harmonize the suggested ideas with the truth
Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer these questions.
Assessment
Assess how every student is working throughout section 7.7. You can do this by recording the
performance of each student. To make records, see how each student:
o Involves in discussing Activity7.8
o Takes part in presenting opinions of the group after discussion.
o Answers questions raised during mini-lectures.
You can also give Exercise 7.7 and other questions of your own as class work or homework.
Correct their work and record their achievements.

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Based on the record you have, evaluated whether or not the students have achieved the
competencies suggested to the section. Appreciate students working above the minimum
requirement level and give them extra work. Assist those working below the minimum
requirement level by arranging additional lesson time or giving them exercises on points they
didn‘t understand. You can use the additional questions suggested to them and some other
questions from reference materials.

Answers to Exercises 7.7

Part I: Answers to multiple choose questions
1. D
2. C
3. D
Part I: Answers Short answer questions
1.
 Solar Energy
 Wind Energy
 Geothermal Energy
 Hydrogen Energy
 Tidal Energy
 Wave Energy
 Hydroelectric Energy
 Biomass Energy
 Nuclear Power
 Fossil Fuels (Coal, Oil and Natural Gas)
2. A renewable energy source is any natural resource that can replace it quickly and
dependably. These energy sources are plentiful, sustainable, naturally replenished and good
to the environment.
The major types or sources of renewable energy are:

 Solar energy from the sun

 Wind energy
 Geothermal energy from the heat inside the earth

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  Hydropower from flowing water
 Ocean energy in the form of wave, tidal, current energy and ocean thermal energy.
 Biomass from plants
The major types or sources of non-renewable energy are:

 Petroleum
 Hydrocarbon gas liquids
 Natural gas
 Coal
 Nuclear energy

7.8.Wise use & Conservation of energy

Proposed number of periods: 2 periods

After completing this section, students should be able to

 Describe how energy is used wisely.
 List the strategies of conservation of energy
Forward planning
Read the contents in this section and make the necessary preparation. You can prepare a chart
shows the strategies of conservation of energy as a teaching aid to help students understand
concepts presented in this section.
Teaching Aids
Charts shows the strategies of conservation of energy
Subject Matter Presentation
Use peer teaching and group discussion methodologies for this section. This section begins with
project work 7.8 is designed to help students get more information about Wise use &
Conservation of energy. So, it is advisable if you implement peer teaching methodology for this
part. Give them information about the points they should emphasize on. Give them a home work
to make preparation on the section in groups before the period you plan to deal with it. Let all
groups in each section make preparation then present their findings to the whole class. Then
Harmonize concepts suggested by the students in their presentation, about how energy is used
wisely and List the strategies of conservation of energy.

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Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.
 Give them feedbacks to their class work and home work activities.
 Support students who failed to answer these questions.

Assessment
You can assess how every student is working on this section by asking oral questions, giving
class work and checking their works. Make sure that the suggested competencies are achieved by
the learners. For students working below the minimum requirement level, give additional
exercises on points that are not clear to them.

Answers to Exercises 7.8

Part I: Answers to short answer questions
1. Energy conservation is the practice of using less energy in order to lower costs and
reduce environmental impact
2.
 Replace inefficient furnaces and water heaters with new high-efficiency models.
 If buying a new furnace, do not get one larger than you need.
 Wrap the hot water boiler in an insulating jacket.
 Clean filters on forced-air furnaces.

3. Strategies of conservation of energy

The steps that you can and should take for saving energy at home or in the office are:
 Switch off lights, fans and other appliances when not in use.
 Water taps should not be left open.
 While cooking vegetables the vessel should remain covered.

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  For cooking, only the required quantity of water should be used.
 Soak pulses in water for some time before cooking,
 Use of more efficient appliances.
 Use public transport in place of your own vehicle to save fuel.
 Share automobiles rides to office, instead of driving alone to office.

7.9.Resource depletion & environmental degradation

Proposed number of periods: 3 periods

After completing this section, students should be able to

 Explain resource depletion and environmental degradation

Forward Planning
Read the contents of this section thoroughly. Plan how to manage students when they discuss
activities and make presentations. Decide which groups should make presentations.
Teaching Aid
Prepare a chart that shows a list of some causes, effects and solutions of Resource depletion &
environmental degradation.
Subject Matter Presentation
The suggested methodologies for this section are peer teaching, group discussion and visual
based learning. This section starts with Activity 7.9. The activity helps students to visualize the
way of life are difficult in degraded environment. During the period in which you treat the
section, let students from two different groups make presentations to the rest of the class turn by
turn. After each group completes the presentation, give chance to other students to ask the groups
some questions, and also give the opportunity to the groups to answer questions raised by other
members of the class. Then, harmonize the ideas of the students with those which they are
supposed to know.
Stabilization:
 Summarize the lesson by giving them short notes. Ask them to do selected questions
from the end of unit questions as class work and home works and further reading
assignment.
 Give them feedbacks to their class work and home work activities.

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  Support students who failed to answer these questions.
Assessment
Assess each student‘s work throughout the section. You can do so either by giving class work or
homework and checking the work of every student. Also record the effort that has been made by
each group during presentation. Collect the written documents prepared by other groups who
didn‘t involve in presentation. Check their works and make a record. See their achievements and
make sure that the competencies suggested for the section are achieved or not.

Answer to Review Exercise

Part I: Answer to True / False type questions

1. False
2. True
3. True
4. False
Part II:

Coal, natural gas and oil are all examples of non-renewable (renewable/non-renewable) energy
resources. When they are burned, they release energy (energy/electricity). Coal, natural gas and
oil are also known as fossil fuels (nuclear fuels/fossil fuels). Wind and solar energy are examples
of renewable (renewable/non-renewable) energy sources because they can (can/cannot) be
replaced.
Force has to be applied to change the direction of a moving object.
(moving, direction, force)

Part III: Answer to multiple choose questions

1. B

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 2. D
3. A
4. C
5. D
6. A
7. B
8. C
9. D
10. A
11. B
12. D
13. C
14. C
15. B
16. A
17. B
18. D
19. D
Part IV: Answer to short answer questions
1. Gravitational force is the force of attraction on a body by earth. Example -
Leaves and fruits fall from a tree downwards towards the ground due to the
gravitational pull.
2. An object thrown upwards comes down after reaching a point. This is because of
the Earth's gravitational pull.
3. Weight is the force exerted on a body due to the gravitational pull of Earth.
4. Rotatory motion, rotatory motion, oscillatory motion, uniform circular and
periodic motion, rectilinear motion, oscillatory motion and periodic motion.
5. Oscillatory Motion
6. Newton meter (force meter)

162
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