TEACHING GUIDE

SCIENCE
7
FOR SECONDARY CLASSES
GRADE

FACT FILE
David Coppock
TH
IR D E D ITI O N
 Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
Published in Pakistan by
Oxford University Press
No.38, Sector 15, Korangi Industrial Area,
PO Box 8214, Karachi-74900, Pakistan
© Oxford University Press 2024
The moral rights of the author have been asserted
First Edition published in 2008
Second Edition published in 2018
Third Edition published in 2024
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence, or under terms agreed with the appropriate reprographics
rights organisation. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above
You must not circulate this work in any other form
and you must impose this same condition on any acquirer
ISBN 9789697342150
Acknowledgements
Illustrations: p. 23: © Oxford University Press; p. 24:
© Olivera Ilic / Shutterstock; p. 65: © GreenGate Publishing Services /
© Oxford University Press
Photograph: p. 88: © loskutnikov / Shutterstock
Content provided by Kulsoom Waqar
Contents
Chapters Pages Title

iv–vi INTRODUCTION

1 1–12 PLANT SYSTEM

2 13–28 HUMAN RESPIRATORY AND CIRCULATORY SYSTEM

3 29–35 IMMUNITY AND DISEASE

4 36–40 STRUCTURE OF AN ATOM

5 41–46 PHYSICAL AND CHEMICAL CHANGES

6 47–53 CHEMICAL BONDS

7 54–60 SOLUTIONS

8 61–71 FORCE AND MOTION

9 72–79 WAVES AND ENERGY

10 80–93 HEAT AND TEMPERATURE

11 94–97 EARTH AND SPACE

12 98–99 TECHNOLOGY IN EVERYDAY LIFE

iii
1
 Introduction
As science teachers in the 21st century, we stand on the shoulders of many hundreds,
if not thousands, of scientific giants who have gone before us. Never in human history
has so much been understood about the scientific world. Yet, there still remains a lot
that is unknown.
We should open up to students the many wonderful discoveries that have already been
made, and stir in them a desire to continue to investigate and explore those areas of
science that are still not fully understood.
When Newton, Faraday, or Pasteur, were looking at the world and seeking explanations,
they did not have a book that contained all the answers; they used the knowledge they
had to ask questions, to investigate, to try to discover what they did not know. They
were active and life-long learners.
Far too often we permit our students to be passive learners by providing them with
information and asking them to learn it. Education must be active! We must encourage
our students to be inquisitive and searching, particularly in the field of science education,
and empower them to be our partners in the process of acquiring knowledge.
Our hope is that this series of books and teaching guides will help in that endeavour.

Organization of the book

The Science Fact file series provides a well-balanced and organized course in science,
emphasizing the acquisition of knowledge to be used as a guide for intelligent behaviour
in daily life. It is not only a collection of facts about the world around us; the content is
focused on the acquisition and understanding of general concepts which are developed
using problem-solving methods.

About the Teaching Guide

Science Fact file Teaching Guides 1, 2, and 3 have been written to promote and support
effective science teaching. Suggestions for teaching procedures are provided for each
unit, and answers for questions and solutions for exercises and problems are supplied.

Background information
This section will prove very helpful as it explains the scientific knowledge necessary
to teach a particular unit.

Unit introduction
Below are some of the ways in which a unit can be introduced. Most of them can also
be used to tackle new problems within the unit.

iv
1
 Introduction

1. Ask questions about the students’ experiences in relation to the unit.

At the start of a new unit, it is vital to find out what knowledge (and misconceptions!) students may already
have. This can give rise to questions which will be answered during the unit. Ask questions such as: Have
you ever seen…..? What did it look like? Have you ever made a …? Have you heard about…? Have you
ever watched someone …? The purpose of these questions is to obtain some facts from the students’
past experiences.
While questioning, the teacher should bear in mind that the purpose is not to obtain correct answers; it
is to find out what the students know and how they think. Another purpose is to get the students to ask
their own questions. As the discussion progresses, the main points of the answers can be recorded on the
board. Any questions that cannot be answered should be written on the board under the heading ‘Questions
we cannot answer’. The students can then read the text to check their responses and also find answers to
their questions.

2. Using pictures
Pictures make it possible for the students to learn indirectly from other people’s experiences. Students
should be encouraged to study the pictures on the opening pages of a unit. To provide help to develop the
concept, several thought-provoking questions should be asked about the pictures.

3. Reading and discussion

Reading is a necessary and desirable activity for learning science, but too often it is the only activity. This
is probably because reading is the method most familiar to teachers, who feel more at ease when using
it.
Groups can be formed in different ways, but this will affect how an activity is planned. If each group has
a strong scientist, this person can take the lead and support the other group members. Alternatively,
differentiated assignments and scaffolding can help strong and weaker groups to get the most out of the
activity. Both approaches can and should be used, but both require the teacher to assign the groups. If
students choose their groups, the teacher will not know in advance what the groups will be like, so he/she
will not be able to design the activity accordingly.

4. Experiments and observations

Though science concepts are best developed through first-hand experiences, sometimes, it is impossible to
provide experiments that are simple enough for secondary level students, or they require laboratory facilities
far beyond the resources of the average school. It is equally impossible to organize actual observations of
all living things in their natural habitats. However with careful preparation, it should be possible to provide
students with some opportunities to carry out relevant and meaningful practical work.
These can be the experiments given in the book and/or those provided by the teacher. The purpose is to
explore phenomena that require explanation. There are various ways in which the teacher can use the
experiments and observations, depending on the time and materials available, and the size of the class.
Ideally each student should do his/her own work; but this is not possible in all schools. Satisfactory results
may be obtained by having different groups perform the experiments and make observations. However,
the teacher should make sure that each student has an opportunity to work within a group. If an activity
takes several days to prepare or carry out, the group should be selected in advance by the teacher.
Before any experiment or observation is performed, ask questions such as: What is the purpose of this
experiment? What are we trying to find out? Why? This is effective as the teacher can discover from the
answers whether the students understand what is going to be done.
When the results have been observed and recorded, ask what was done in the experiment and what
happened. Do the results answer the questions posed at the start of the experiment? How do they explain
what happened?

v
1
 5. Field trips
Another means to provide opportunities for first-hand observation is through field studies. To decide what
to observe and what questions to ask, the teacher should first study the unit thoroughly, then find out
what first-hand information is available to help solve problems raised in the unit. Make a list of the things
that can be seen and the questions that can be asked. Then take the students on the trip and have them
make their observations. When they return to class, ask questions that bring out the observation, and call
for explanation of those observations.

How to use this Teaching guide

Please do not see this guide as the definitive or only way in which to present the material in the book. You, as
a teacher, know your students best, so use this guide to help you plan lessons that they will find interesting
and exciting.
Also remember that the text book contains only some of the information on a given topic. Do not be afraid to
extend your students’ learning experience by supplementing the work with other resources that you might
have access to.
Each chapter of the guide corresponds to a chapter in the textbook.
Lesson Plans – For each unit there is a series of suggested lesson plans based on a 45 minute lesson. These
can be used as a basis for planning your lessons based on the resources and time allocation in your school;
the timings mentioned are purely as a suggestion. Do take the time to make the plans according to your
requirements.
Worksheets – Photocopiable masters are referred to in the lesson plans; use these to supplement and extend
the work presented in the textbook. Conduct experiments that can be carried out throughout the unit, there
are also suggestions for investigations that can be conducted. The idea of the investigations is not to ‘give’ the
students the experimental procedure but to encourage them to use their existing knowledge and understanding
to draw up a plan and then carry out and evaluate their own experimental procedure.
Finally, a word about what we would like to achieve through this course. Our aim is to give students information
about themselves and the world they live in, upon which they can base opinions, derive judgments, and
determine courses of action in later life. We certainly do not see our suggestions as mandatory. We hope they will
supplement and support the teacher’s own professional practice. After all, no book can replace a good teacher!

vi
1
1
Chapter

Plant Systems
UNIT FLOW CHART

Organs and tissues of plants

Transport system in plants

How food is transported in plants

Osmosis

Transpiration

Flowers

INTRODUCTION
The purpose of this chapter is to ensure that students are aware of all the parts of a
plant and their functions. They should be able to explain the internal structure of a leaf,
the functions of xylem and phloem, and how food is transported by plants through
different processes which include osmosis and diffusion.

1
1
 Lesson 1 Lesson 2
Pages 3–5 Pages 6– 7

OBJECTIVE OBJECTIVES
• To explain the structure and function of a plant, • To explain the internal structure and functions of
including its constituent organs. a plant, including its constituent organs.
• To describe the structure of xylem and phloem.
LEARNING OUTCOMES
The students should be able to: LEARNING OUTCOME
• identify the different parts of a plant and explain The students should be able to:
their functions. • name different plant tissues and explain their
• explain the root and shoot system in plants and internal structures and functions.
label different parts of leaf, stem and root (external
and internal structure). START (10 min)
Ask different questions and remind students of the
START (10 min) discussion at the end of the last lesson.
Ask students to draw a plant in 30 seconds. Then ask
Q. What is root system?
them to label what they drew, as best as they can.
Q. What is the function of stem?
MAIN (25 min)
• Read page 3 to 5 of the Student Book. MAIN (25 min)
• Divide the class into four groups. Give each • Read pages 6 and 7 of the Student Book and
group a plant and ask them to study its parts and explain about the term vascular bundles.
discuss their functions. Please choose plants with • Show them slides of xylem, phloem, and leaf
appropriate flowers, e.g. hibiscus. structure under the microscope.
• You can also give each group an appropriate plant • Cut a cross section of a stem and discuss about
(without a flower) and a separate flower from vascular tissues there are two kinds of tubes
another plant in order to provide the best samples xylem and phloem.
for students. • Xylem and phloem tubes are known as vascular
• Show a plant and explain the root and shoot bundles.
system. • Explain that xylem tubes conduct water and
• Draw a plant on the board and lable different parts mineral salts from the root to the leaves. They are
like leaf, stem and root. thick tubes to give support and help with storage.
• Ask ‘Test yourself’ questions given on page 5 of Phloem transports prepared food from leaves to
the student book. different parts of the plant. They contain holes
through which the food is transported.
PLENARY (10 min) • Hand out worksheet 2-1 and support the students
Read pages 4 and 5. List the parts of a plant. Ask in completing this sheet.
students to describe the structure of each part.
PLENARY (10 min)
Ask students to relate structure to function of parts
Ask students to look at their original drawing and
of a plant.
comment on what they have learnt and/or on possible
Hand out worksheet 1-1 and support the students in misconceptions that have been clarified.
completing this sheet.
HOMEWORK
HOMEWORK • Test yourself questions on page 7 of the Student
• Draw and colour a labelled diagram of a plant and Book.
write functions of each part.

2
1
 Chapter 1 | Plant systems

Lesson 3 Lesson 4
Page 8-9 Pages 10-11

OBJECTIVE OBJECTIVE
• To describe the function of vascular bundles • To describe the structure of stomata and their role
in controlling transpiration.
LEARNING OUTCOMES
The students should be able to: LEARNING OUTCOME
• Define osmosis. The students should be able to:
• Explain how the process is used by plants. • Define transpiration.
• Define diffusion and explain its applications in • State the factors which affect the speed of
plants. transpiration.
START (10 min) • Explain how water and mineral salts are
transported up to the stem and the leaves.
• Ask students if they remember the ‘Particle
Model’. TEACHER’S PREPARATION
• Ask who remembers anything about diffusion. Place a transparent bag around the leaf of a plant. Tie
• Very briefly have a few students, model diffusion it gently around the petiole (i.e. “stem” of the leaf)
in the following way: a few students pretend to and leave it for 1-2 days. Make sure the plant has
be particles of a gas such as air and walk around sufficient water and light, but place it in a cooler place
randomly. an hour or so before the lesson starts. The intention
• One or two students pretend to be perfume is to show condensation on the bag.
particles and move around behind a desk or chair.
START (15 min)
• When you remove the barrier (take the lid off the
Show students the plant and point out the
perfume bottle), they will move (randomly) into
condensation on the inside of the bag. Ask where
the space of the other students and mix with
this water has come from. Elicit that it can only
them.
come from the leaf. If the leaf loses water, how is
MAIN (25 min) it replaced? Ultimately, explain that it must come
Read page 8 to 9 of the Student Book. from the soil.

• Have students carry out the experiment in MAIN (20 min)

Worksheet 2-3. Read page 10 of the Student Book.
PLENARY (10 min) • Draw structure of stomata on the board and
• It is really important to make sure the students explain the Water vapours passes out of the leaf
have grasped the connections between diffusion mainly through the tiny holes called stomata.
and osmosis and understood how osmosis drives Stomata are mainly found on the lower side of
transport through the plant. the leaf.
• Ensure that students have understood the process • Discuss the factors that affect the speed of
of osmosis. Take sufficient time to discuss all transpiration.
aspects and ensure all students are involved in • Explain the term transpiration stream. And explain
the discussion. the flow of water in the xylem from roots to leaves
is called the transpiration stream.
HOMEWORK
• Ask students to complete Worksheet 2-1.
• Test yourself questions page 9
PLENARY (10 min)
Show pictures of different leaves (with different
surfaces, e.g. pine tree, water lily, banana plant,

3
1
 cactus [the needles are ‘leaves’]) and relate the shape about your observations and draw a coloured
of the leaf to its natural environment in terms of diagram.
water loss through transpiration.
Lesson 6
HOMEWORK
Pages 12-14
• Student Book ‘Exercise’ Question 6, page 22
OBJECTIVE
Lesson 5
• To describe the process of photosynthesis
Pages 11-12
LEARNING OUTCOMES
OBJECTIVES The students should be able to:
• To describe the structure of a leaf. • define the process of photosynthesis and derive
• To describe the structure of stomata and their role word equations for it.
in controlling transpiration. • know that plants require minerals to maintain
LEARNING OUTCOMES healthy growth and life processes (limited to
magnesium to make chlorophyll and nitrates to
The students should be able to:
make protein).
• describe the external and internal structure of a • explain that the structure of leaves is adapted to
leaf. the process of photosynthesis.
• define the process of photosynthesis and derive
word equations for it. START (10 min)
Ask students how plants get their food as plants
START (10 min) cannot move. Discuss it and lead the students to the
Ask students to draw a leaf. Which parts can they correct answer which is they prepare their own food.
label? Discuss this with their lab partner. Ask students
to note down in points what they know about the MAIN (25 min)
functions of a leaf. What structures should a leaf have Ask students to read page 12- 13
to carry out these functions?
• Explain the process of photosynthesis through
MAIN (25 min) this video.
• Read pages 11 and 12 and discuss the structure https://www.youtube.com/
of leaf. Relate the structure to functions. watch?v=D1Ymc311XS8
• Ask students to label and colour the diagram on • After explaining he process ask students to think
Worksheet 1-3. carefully the material necessary for photosynthesis
and write those things on board and explain the
PLENARY (10 min) reason why they think it is necessary.
Make groups of 3-4 students and provide them • Explain the factors necessary for photosynthesis.
with one leaf each. Leaves should be different. Ask
students to draw and label the leaf. If you want to PLENARY (10 min)
Discuss and solve worksheet 1-5
extend this activity, ask groups to exchange leaves.
Perform practical given in worksheet 1-3 HOMEWORK
• Exercise question 5 of the student book.
HOMEWORK • Test Yourself page 13-14.
• Ask students to take two glasses and add two
different colour solutions to each glass. Place
celery in each glass and leave it undisturbed for
6 hours. Record your observations. Write a report

4
1
 Chapter 1 | Plant systems

Lesson 7 • Write word equation of respiration on the board

and explain.
Pages 15-16
• Ask students to label and colour the diagram on
OBJECTIVE Worksheet 2-2.
• To understand the importance of minerals for
growth of plants. PLENARY (10 min)
Students will discuss questions of Test Yourself page
LEARNING OUTCOME 17 and 18.
The students should be able to:
HOMEWORK
• Know that plants require minerals to maintain
healthy growth and life processes (limited to • Students will answer questions of Test Yourself
magnesium to make chlorophyll and nitrates to page 17 and 18 in their notebooks.
make protein).
Lesson 9
START (10 min)
Pages 18 -19
Ask students to read page 14-15.
OBJECTIVE
MAIN (25 min)
• Compare the processes of photosynthesis and
• Ask students to explain what they have understood respiration.
in their own words.
• Explain how glucose is used with the help of LEARNING OUTCOME
book. The students should be able to:

PLENARY (10 min) • Compare and contrast the processes of

photosynthesis and respiration.
Ask students to write important points of class on
the board. START (10 min)
HOMEWORK Show the following video.
• Students will answer questions of Test Yourself https://www.youtube.com/
page 15. watch?v=2ZWLFbPK2Ps

MAIN (25 min)

Lesson 8
Read pages 18 and 19.
Pages 17-18
• Ask students to differentiate between
OBJECTIVE photosynthesis and respiration.
• To describe the process of respiration in plants. • The following website can be used to
understand and test the knowledge of
LEARNING OUTCOME
students. https://www.bbc.co.uk/bitesize/
The students should be able to: topics/zvrrd2p/articles/zjqfsk7
• describe the process of respiration and write
PLENARY (10 min)
word equations for it.
Students will discuss questions of Test Yourself page
START (10 min) 19.
Take a leaf or flower in a beaker filled with water.
Keep it in sunlight until bubble start to form. HOMEWORK
• Students will answer questions of Test Yourself
MAIN (25 min) page 19.
• Read pages 16 and 17. Discuss the structure of
the leaf and relate the structure to the process
of respiration.

5
1
 Worksheet 1–1

PLANT TISSUES AND PLANT ORGANS.

All living things are made out of one or more cells. The plants and animals that we study are made up of many
cells, and a group of cells with a similar structure and function, which all work together to do a particular job,
is called a tissue. An organ is made from a group of different tissues, which all work together to do a particular
job. So like animals, plants have tissues and organs.

Read pages 16 and 17 of your Student Book and answer the following questions.

1. Name four different tissues, briefly outline what they look like, and outline their functions.

Name of the tissue Structure of the tissue Function of the tissue

i
ii
iii
iv

2. These tissues work together in the plant’s organs. Name four plant organs and their functions.

Name of the organ Structure of the organ Function of the organ

i
ii
iii
iv

6
1
 Chapter 1 | Plant systems
Worksheet 2-1

Task 1

Using your book, complete the definitions of diffusion and osmosis.

1. Diffusion

______________________________________________________________________________________________

2. Osmosis

______________________________________________________________________________________________

In your definition of osmosis, underline or highlight the keywords which show that osmosis is a special kind
of diffusion.

Both processes can be illustrated through a simple demonstration using sweets.

Task 2

In a white plate, put a circle of coloured sweets in the middle. A regular pattern of colours tends to give the
best visual result.

Gently and carefully pour some warm water into the middle of the plate. The aim is to have just a thin layer of
water, not more than halfway up the height of the sweets (if that much). Be careful to avoid any movement of
the plate, the sweets, or the table.

3. Observe and describe what you see happening to the sweets.

______________________________________________________________________________________________

4. Use the particle model to explain your observation

______________________________________________________________________________________________

7
1
 Worksheet 3-1

Osmosis

Task 1

Get six gummy bears (jelly sweets) in three colours (3 pairs) and measure their length carefully. Record your
data below.

• Label three cups with the words ‘water’, ‘slightly salty’, and ‘very salty’.

• Half-fill each glass with water.

• Add one teaspoon of salt to the cup labelled ‘slightly salty’ and three teaspoons of salt to the cup labelled
‘very salty’. Do not add anything to the cup labelled ‘water’.

• Put bear 1 in the cup labelled ‘water’.

• Put bear 3 in the cup labelled ‘slightly salty’.

• Put bear 5 in the cup labelled ‘very salty’.

• Bears 2,4, and 6 will not be put in any cup.

• Leave the experiment for 6 - 24 hours.

• Use a spoon to carefully take the bears out of their cups. Put them on a piece of paper and measure them.
Record the result below. Also measure bears 2, 4 and 6 and record the results.

Results
Before the experiment After the experiment
Length Width Height Length Width Height
cm cm cm cm cm cm
Bear 1
Colour 1 water
Bear 2
Colour 2 slightly Bear 1
salty Bear 2
Colour 3 very Bear 1
salty Bear 2

i. Which gummy bear changed the most?

______________________________________________________________________________________________

ii. The change was caused by the process of osmosis. Why do you think not all bears changed the same way?
If you need some help, use page 22 of your Student book.

______________________________________________________________________________________________

iii. What is the role of bears 2, 4, and 6?

______________________________________________________________________________________________

8
1
 Chapter 1 | Plant systems
Worksheet 4–1

1. Define transpiration.

______________________________________________________________________________________________

2. Under which conditions would a plant’s transpiration rate be highest? Refer to page 23 if you need some
help.

i. _____________________________________________________________

ii. ____________________________________________________________

iii. ____________________________________________________________

iv. ____________________________________________________________

3. Which plant organs are involved in the transpiration stream and what are their roles?

______________________________________________________________________________________________

4. Colour the following structure of leaf.

chloroplasts green.

guard cells red.

stomata yellow.

waxy cuticle blue.

9
1
 Worksheet 5–1

1. If you were to take a glass of fizzy water (water with carbon dioxide), put it in the Sun for some time, and
then test it for starch, would you expect to find starch present? Explain your answer

______________________________________________________________________________________________

2. So what do we need to add to the equation that, so far, we have not included? Write the missing word in
the box.

light carbon dioxide + water glucose + oxygen.

3. Which experiment will prove that we not only need a plant, but also chloroplasts, for photosynthesis to
occur?

______________________________________________________________________________________________

Testing whether chlorophyll is needed for photosynthesis

A plant with variegated leaves is put in a dark cupboard for 2-3 days. During this
time, it will not photosynthesize and will use up all the starch from its leaves. One
leaf is taken off the plant (keeping it in the dark) and immediately tested it for starch.

1. What will the starch test show?

______________________________________________________________________
Variegated leaf
2. The plant is put in the light. After 24 hours, a leaf is tested for starch.

What will the leaf show? Explain your observations

______________________________________________________________________________________________

Look at the diagram of the leaf below.

cuticle upper
chloroplast epidermis

air space palisade

mesophyll

spongy
mesophyll
vascular
bundle

lower
epidermis

sub-stomatal guard stoma

air space cell

10
1
 Chapter 1 | Plant systems

In the diagram on page 10, colour the chloroplasts (which contain chlorophyll) green.

3. Where do you find these chloroplasts? Give the name of the layer of cells.

______________________________________________________________________________________________

4. You also find chloroplasts in the guard cells which open and close the stomata leaf pores. In which layer do
you find the stomata?

(The singular is “stoma” while the plural is “stomata”. So, one stoma, two stomata.)

______________________________________________________________________________________________

5. The upper skin (or upper epidermis) is transparent. Why is this important?

______________________________________________________________________________________________

The structure of the leaf is adapted to best suit its function.

Write the correct structural adaptation of the leaf with the given function needed for photosynthesis in the table.

chlorophyll large surface area network of veins stomata thin

allows carbon dioxide to diffuse into the leaf

absorbs sunlight energy needed for photosynthesis
The absorbed carbon dioxide only has to travel a short distance to reach the
chloroplasts.
to absorb more light at the same time
to bring water and minerals to the leaf and to take away the glucose produced

The leaf has a network of veins to bring in water and minerals, but where do these come from? Just as the
leaf is specially adapted for photosynthesis, the structure of the roots is very well suited to taking up water
and minerals.

Plants have different-looking roots. Some plants have very deep roots, others have many shallow roots, and
others have roots that are also used for storing food (like carrots).

However, all roots anchor the plant in the soil and take up water and minerals. Write the correct structural
adaptation to the function of the root.

large vacuole living cells network of veins root hairs

To increase the surface area so more water can be absorbed

to absorb and hold as much water as possible
take up oxygen from the air spaces in the soil and can release energy
which they use to take up some minerals from the soil
to take water and minerals to other parts of the plant and to bring food

11
1
 Worksheet 6–1

1. List the four main ways that plants use glucose, and briefly explain the main point of each.

Use of glucose Main point

2. Animals, including humans, use plants for food. Even when we eat meat, the chicken we are eating was
eating grain from plants as it was growing. All food originally comes from plants.

However, humans make use of plants in many other ways. Can you think of at least 5 other ways?

12
1
 Human Respiratory
respiratory and
and

2
Chapter

circulatory system
Circulatory system
UNIT FLOW CHART

Respiratory system

Breathing

Structure of lungs

Difference between respiration and breathing

Circulatory system

Structure of human heart

Type of blood cells

Blood circulation

INTRODUCTION
All life processes require energy. This energy is found in the food we eat, but it needs to
be released in the cell. This happens in the chemical processes of aerobic and anaerobic
respiration and takes place in the mitochondria. Students will learn some details of both
processes, but it is important that they understand the relationship between cellular
respiration and the process of breathing, which allows oxygen to enter the body.
As aerobic respiration requires oxygen, it depends on breathing to bring this into the
body. However, breathing requires muscle action and the energy to contract these
muscles comes from respiration.
There is a similar situation with regard to glucose. It is needed for cellular respiration
and is provided by the process of digestion. However, digestion requires energy which
comes from glucose in the process of respiration.
As always, when discussing the structure of the respiratory system, please make
sure the students understand the relationship between structure and function. An
example is the numerous alveoli which ensure a large surface area, and the process

13
1
 of gas exchange between the air in the alveoli and MAIN (20 minutes)
the blood. Although this process is fast, it still takes Read pages 26.
some time and the large surface area is required to
supply all the cells in the body with sufficient oxygen. • Help the students understand that breathing is
a simple physical process comprising inhalation
This chapter describes in detail how human transport and exhalation by the lungs, whereas respiration
system works. is a chemical process that take place in the cells
The chapter will be best explained with the help when oxygen and glucose are combined together
of different practical experiments, videos, and in a chemical reaction and produce carbon dioxide,
demonstrations. Some examples of these practicals water, and energy.
are given in the lesson plans. • Ask the students: where in the cells does
respiration take place?
It will help the students understand what the
transport system is made up of, the structure of the • Explain that there are rod-like structures called
heart and how the blood circulates in the heart. They mitochondria in the cytoplasm of the body cells.
will learn the difference between arteries, veins, and • This is where respiration takes place.
capillaries, and red blood cells and white blood cells. • Ask the students: do all the body cells have the
same number of mitochondria?
Lesson 1 • Explain that mitochondria are found in the
Pages 25-26 cytoplasm of all cells, but the number varies
according to the kind of job that the cells do. For
OBJECTIVE example, muscle cells have lots of mitochondria
because they need to release large amounts of
• To show how living things release energy.
energy quickly for movement.
LEARNING OUTCOMES • Write word equation of respiration and discuss
The students should be able to: in detail.

• define respiration. • Explain that the energy released during respiration

is needed for many purposes. We need it for
• distinguish between respiration and breathing. movement and to keep our body temperature
• differentiate between the processes of respiration steady. As a result it is very important that our
and breathing. bodies should be able to store energy, as chemical
• d
 ifferentiate between aerobic and anaerobic energy, ready for use.
respiration.
PLENARY (15 minutes)
START (10 minutes)
PAIR AND SHARE ACTIVITY
• Ask students to list things they do frequently.
Answers are likely to include: getting up, eating, • Discuss why muscle cells contain many
getting dressed, going to school, playing, watching mitochondria.
tv/films/videos, etc. • Draw a table to show the composition of air.
• Ask
 them what they are doing now. You may • Discuss and solve Worksheet 1-2.
gently direct them to consider “breathing”.
HOMEWORK
• Follow up with a discussion on what would happen
• Answer the ‘Test yourself’ page 26 of student
if we decided to stop breathing. (We would
book
become unconscious and then the automatic part
of the brain would take over and we would start to
breathe again.) Without breathing, we would die.
Why? (All cells need energy. Some can release
small amounts of energy without oxygen, but
brain cells cannot. Without oxygen, cells in the
brain die within minutes.)

14
1
 Chapter 2 | Human respiratory and circulatory system

Lesson 2 • When yeast is mixed with glucose with no

oxygen, the process is called fermentation. This
Page 27 -28
is an example of anaerobic respiration and is used
in baking.
OBJECTIVE
• To explain that cells need a supply of food and PLENARY (15 minutes)
oxygen for respiration. Draw two flow charts, one of aerobic and the other
of anaerobic respiration.
LEARNING OUTCOMES
• describe aerobic respiration as a chemical reaction Ask students to differentiate between the two.
with oxygen. Ask students to measure and weigh their balls of
• explain the difference between aerobic and dough again. Record the results on the board. (The
anaerobic respiration. balls of dough should have become bigger but not
really heavier.)
START (10 minutes)
Discuss and solve Worksheet 2-2
Approximately 1-2 hours before the lesson, prepare a
dough from flour (500 g), water (300 ml), and either
fresh or dried yeast. As this will not be eaten, use Lesson 3
enough yeast and add 50 g of sugar (to “feed” the Pages 29
yeast) for the best results. Mix the ingredients, knead
the dough into a ball, and wrap it in cling foil. OBJECTIVES
• Have a brief discussion about bread. What bread • To show how living things release energy.
do they like and why do they like it? What do they • To explain that cells need a supply of food and
know about baking bread? oxygen for respiration.
• Divide the students into pairs. Give each pair
a small ball of dough and put it in a beaker or LEARNING OUTCOMES
(disposable) cup. Ask students to write their The students should be able to:
names on the cup. • define respiration.
• Ask them to weigh the dough and to measure • explain the respiratory system of humans.
the height and/or diameter. Record the results
• describe the role and function of major organs in
of each group in a table on the board. They will
the Human Respiratory System including trachea,
weigh and measure the dough again near the end
lungs and alveoli (air sacs).
of the lesson.
• Cover the cups with cling foil and keep them at START (10 minutes)
around 30°C. (Out of sight is best.) Review questions from previous lesson on respiration.
• Discuss:
Why do you get tired after strenuous exercises? MAIN (15 minutes)
• Show the students a chart of the human
Why do some people tire more quickly than
respiratory system.
others?
• Explain the parts of the respiratory system.
MAIN (20 minutes) Discuss the structure of the respiratory system
and explain that during breathing, air is taken into
• Aerobic respiration is respiration with oxygen.
the lungs from where oxygen is removed and
It produces carbon dioxide, water, and more
carried in the blood to body cells. Carbon dioxide
energy. When you start to do exercise, aerobic
and water, produced in the cells during respiration,
respiration, with oxygen, takes place. When you
leave the body by the reverse process. Oxygen
get tired after doing hard exercise, anaerobic
moves into the blood system by diffusion. The
respiration (without oxygen) takes place. Lactic
lungs are two elastic pouches lying inside the ribs.
acid is produced and less energy is given out.
They are connected to the air outside the body by

15
1
 the windpipe or trachea. This opens into the back LEARNING OUTCOMES
of the mouth and nose. The trachea divides into The students should be able to:
two smaller tubes called bronchi. One of these
goes into each lung before dividing further into • sketch and label the Human Circulatory System.
smaller tubes called bronchioles. After yet more • hypothesize how exercises of varying intensity
branching the tubes end in tiny, thin walled air (from rest to high-intensity interval training) would
sacs called alveoli. Lining all the air passages are impact their pulse rate. Test their hypothesis,
two types of cells. One type is covered with tiny calculate their pulse rate and record their findings.
hair called cilia. The other produces a sticky liquid
START (20 minutes)
called mucus. Small dust particles and bacteria
stick to the mucus. The cilia ‘beat’ to carry the Help the students find a place on their neck or wrist
mucus to the back of the mouth where it is to feel their pulse. See Worksheet 4-2
swallowed. When all students have found their pulse, insist on
complete silence and tell students to start counting
DEMONSTRATION (10 minutes)
from the moment you say, ‘Start’. Tell them to stop
Cow/ goat lungs after 20 seconds and record the number on their
worksheet and calculate the frequency.
PLENARY (10 minutes)
Show a model of a bell jar with tube and balloon and Discuss what they actually felt (their heartbeat).
rubber representing the diaphragm. Ask students to What is the function of the heart?
show the mechanism of respiration with this model.
If they find this difficult, ask them what happens
Discuss the function of the alveoli in the lungs. when a person’s heart stops. They are likely to answer
Worksheet 4-2 that the person will die, so follow up and ask why s/
he would die, i.e., What is it that the heart does that
HOMEWORK keeps us alive?
• Draw and colour labelled diagram of respiratory (The main reason is that the brain will not receive
system. oxygen and will not function anymore.)
• Exercise question 3 and 5 of student book.
MAIN (15 minutes)
Extension activity
• Ask all students to participate in some brief
It is quite easy to make a model of how air gets into exercise. For example, they could step up onto
and out of the lungs. If you do a video search on the their chair and down 5 times, or they could jog up
internet, using search terms like “how to make fake and down one flight of stairs. Ensure classroom
lung” or “model of a lung”, you get several videos discipline—this is not a race and there is no need
explaining how to do this. to show off. Should you have one or more students
Each student could make their model, using a small who are rather unfit and/or very overweight, you
plastic bottle, two balloons, a straw, an elastic band, may choose to give them a supervisory role, such
and some play dough. They can use the model to as start students off when they jog up the stairs
demonstrate to their parents what is explained on and you can be at the top of the stairs to avoid
page 28 of their Student Book. a stampede.

PLENARY (10 minutes)

Lesson 4 Go back to the start of the lesson and consider the
Pages 32 -33 function of the heart in the light of what they have
found out. You may wish to ask students to clench
OBJECTIVE and unclench their hand for 20 seconds, aiming for
• to explain the human circulatory system, including the same frequency as the contractions of their
the heart and blood vessels. heart. After 20 seconds, they are likely to feel the
beginning of fatigue in their hand. Imagine having to

16
1
 Chapter 2 | Human respiratory and circulatory system

do this for even 2 minutes? How is it that the heart MAIN (20 minutes)
does not get tired? (Because it is made of a unique • Ensure that students understand the way the
type of muscle that does not tire easily.) diagrams are drawn, i.e. as if they are part of
a person facing you. So ‘right’ and ’left’ in the
HOMEWORK diagram are the right and left of this imaginary
• Do Test Yourself page 33 of student book. person.
• Worksheet 5-2
Lesson 5
DEMONSTRATION (15 minutes)
Pages 34
Cow/goat heart demonstration.
OBJECTIVE
HOMEWORK
• to explain the human circulatory system, including
• Explore ideas for investigation page 44, 45 of
the heart and blood vessels.
student book
LEARNING OUTCOMES
The students should be able to: Lesson 6
• explain that living organisms have a complex Pages 35-36
transport system for transfer of various solids,
OBJECTIVE
liquids, and gases across the body.
• To explain the role of the blood in the transport
• describe the structure and function of the human
of materials.
heart.
LEARNING OUTCOMES
Preparation:
The students should be able to:
It is great to get a cow’s heart from the butcher and
show students this. However, some students may • describe how the blood transports materials
not be able to handle this much (bloody) reality and around the body.
feel sick or faint. You can show an online 3D model • describe the composition of blood and the
instead. functions of red cells, white cells, platelets and
plasma
START (10 minutes)
Discuss what was taught in the last lesson: our START (10 minutes)
heart pumps blood around our body. The blood takes Show the blood that has separated into plasma and
oxygen and food to the cells, including those in the cells. Draw students’ attention to the facts that the
brain. Without oxygen, (brain) cells would die very (red) cells are responsible for the colour of the blood
quickly and we would not survive. From here, you can (the plasma is yellowish) and that the cells make up
ask students what they already know about how the about half the volume of the blood.
heart pumps blood around the body. You can outline
Show a slide of blood under a microscope. If possible,
the concept of double circulation, i.e. that blood goes
have students study the slides under their own
from the body to the heart, to the lungs, and back
microscopes. Ask them to draw the cells. Depending
to (the other side of) the heart to go to the cells of
on the slide, they may only see red cells or, if the
the body again. Pumping blood through these very
slide is stained to show cell nuclei, they may see a
small capillaries is not easy.
few white cells. Explain that the reason they see
Blood is pumped through the capillaries of the lungs some cells and not others is related to the relative
where it picks up oxygen. It then goes to the left side number of the cells and their colour. If the slide is
of the heart to be pumped to the capillaries in the stained, they do not see the nuclei of the red cells.
body where the blood gives up its oxygen. It then Why not? (They do not have nuclei.)
returns to the right side of the heart to be pumped
to the lungs.

17
1
 A model of the composition of blood should be • ask student to show arrow on the chart using
shown. Diagrams of blood cells should be drawn colours:
on the board. Blue colour: blood entering in the heart
MAIN (15 minutes) Red colour: blood leaving the heart
• Divide the students into four groups. Give each • ask a student to draw a flow chart showing arrows
group one blood component to study from red to show blood circulation
blood cells, white blood cells, platelets, and • Divide the students into four groups. Give each
plasma. group one chamber of heart to study, ask them
• Ask students to complete Worksheet 6-2. to play a skit and explain the circulation of blood
PLENARY (20 minutes) • Ask students to complete Worksheet 7-2.
The group leader from each group will explain their PLENARY (20 minutes)
component of the blood. The group leader from each group will explain their
Each group will make models of red blood cells, component of the blood.
white blood cells, platelets, and plasma on a piece Each group will make models of red blood cells,
of thermopole, and will paint the cells. white blood cells, platelets, and plasma on a piece
of thermopole, and will paint the cells.
HOMEWORK
• Draw and colour a labelled diagram of type of cells HOMEWORK
of blood in the notebook • Draw and colour a labelled diagram of blood
circulation in notebook.
Lesson 7
Pages 37-39

OBJECTIVE
• To explain the blood circulation.

LEARNING OUTCOMES
• explain how blood circulates in the human body
through a network of vessels (arteries, veins
and capillaries), and transports gases, nutrients,
wastes and heat.
• compare and contrast arteries, veins and
capillaries.

Preparation
One or two days before the lesson, get some blood
from the butcher and put it in the fridge so that the
blood cells sink to the bottom.

START (10 minutes)

• Show a chart about blood circulation in a human
body and explain the whole path of blood
circulation.

MAIN (15 minutes)

• Discuss the key points about blood circulation.
• explain the term double circulation in human body

18
1
 Chapter 2 | Human respiratory and circulatory system
Worksheet 1–2

Task 1

1. Write down the definition of breathing.

______________________________________________________________________________________________

2. In breathing, one gas enters our bodies and another gas is excreted. What are the names of these gases?

______________________________________________________________________________________________

3. What is the definition of cellular respiration?

______________________________________________________________________________________________

4. What is needed for cellular respiration? Where do these chemicals come from?

______________________________________________________________________________________________

5. What is produced during cellular respiration?

______________________________________________________________________________________________

6. What is the relationship between breathing and cellular respiration? Think about the gas needed for cellular
respiration and the gas produced.

______________________________________________________________________________________________

7. Which cell organelle is responsible for cellular respiration?

______________________________________________________________________________________________

Task 2

Draw pie charts for the composition of inhaled and exhaled air.

Inhaled air Exhaled air

19
1
 Worksheet 2–2

Task 1
Three students measured their pulse rates before and after doing exercise for three minutes. By looking at the
table, answer the following questions:

Pulse rate (beats per minute)

Student A Student B Student C

Pulse rate (beats per minute) 72 68 76

1 minute after exercise 172 147 180

2 minutes after exercise 144 118 134

i. Which student had the highest pulse rate after exercise?

______________________________________________________________________________________________

ii. Which of the three students was fittest? Explain your answer.

______________________________________________________________________________________________

Task 2

i. Walking is an aerobic exercise, while running fast is an anaerobic exercise. Why?

______________________________________________________________________________________________

ii. What is the word equation for aerobic respiration?

______________________________________________________________________________________________

iii. What is the word equation for anaerobic respiration?

______________________________________________________________________________________________

Task 3

In your experiment with bread dough, you weighed and measured the dough, left it for some time, and weighed
and measured your ball of dough again.

i. Did the weight of your ball of dough change?

______________________________________________________________________________________________

ii. Did the size change?

________________________________________________________________________________________________

20
1
 Chapter 2 | Human respiratory and circulatory system

iii. What process was taking place in your ball of dough?

______________________________________________________________________________________________

iv. What was the cause of the changes that you observed?

______________________________________________________________________________________________

21
1
 Worksheet 3–2

Task 1

1. Label the marked parts on the diagram of the respiratory system.

2. What is respiration?

______________________________________________________________________________________________

3. Draw (in the space given below) a flow chart to show air entering the lungs from the mouth.

4. What is the function of the cilia in the respiratory system?

______________________________________________________________________________________________

5. Write down two differences between the following:

Breathing Respiration

Aerobic respiration Anaerobic respiration

Inhaled air Exhaled air

22
1
 Chapter 2 | Human respiratory and circulatory system
Worksheet 2–4

Task 1 – Finding your pulse

There are two places where it is usually fairly easy to feel your pulse. One is on the inside of your wrist, the
other in your neck. Please use the pictures for guidance. Use your fingers to find your pulse, not your thumb,
because you may also feel the artery in your thumb and get an incorrect result.

i. In 20 seconds, I counted ____________beats.

ii. This means the frequency is ____________x 3 = ____________per minute

In this exercise, you counted the number of heart beats in 20 seconds and calculated your cardiac frequency
per minute. How many times would your heart beat in 70 years?

iii. cardiac frequency per minute x 60 = number of beats per hour ____________x 60 = ____________beats per
hour

iv. number of beats per hour x 24 = number of beats per day. ____________x 24 = ____________beats per day

v. number of beats per day x 365 = number of beats per year x 365 = ____________x365=____________ beats
per year

vi. By the time you are 70 years old, your heart will have contracted number of beats per year x 70 = number
of beats in 70 years.

____________x 70 = ____________beats in 70 years.

vii. The results of i. and ii. were “at rest”. Your teacher will give you an exercise to do and afterwards you will
again count your heart rate. Do you expect it to be different?

______________________________________________________________________________________________

viii. In 20 seconds, I counted ____________beats.

ix. This means the frequency is ____________x 3 =____________per minute

x. What happened to your cardiac frequency after exercise?

______________________________________________________________________________________________

23
1
 Worksheet 5–2

Below is a diagram of the internal structure of the heart. Use page 137 of your Student book to help you answer
the questions. Remember that this is the heart as you look at it, as if it were still in a person. This is the reason
that what is called the right side of the heart seems to be at the left side of the drawing.

i. Several veins carry the blood from the body to the heart. They are called the vena cava. Colour them light
blue.

ii. Draw blue arrows to show how the blood from the body enters the heart.

iii. Blood arriving from the body enters the heart in a certain chamber. What is the name of this chamber?
Colour it light blue.

______________________________________________________________________________________________

iv. From the chamber in iii, the blood flows into a chamber with a thick wall. What is the name of this chamber?
Colour it light blue.

______________________________________________________________________________________________

v. Draw red arrows to show how the blood from the heart goes to the body.

24
1
 Chapter 2 | Human respiratory and circulatory system

vi. The blood leaves the right hand side of the heart to go to the lungs via a large artery. What is the name of
this artery? Colour it light blue.

______________________________________________________________________________________________

vii. Draw a blue arrow to show how the blood leaves the right side of the heart.

viii.In the diagram above, you can see that the artery taking the blood to the lungs soon separates into two.
The diagram shows that each of these two divides again into two, so there are four arteries taking blood to
the lungs. It is therefore not surprising that there are also four veins bringing blood from the lungs back to
the heart: two of them from either side. These veins are called the pulmonary veins.

ix. Label them and colour them pale red. Draw a red arrow to show how the blood enters the left side of the
heart via these four pulmonary veins.

x. Blood arriving from the lungs enters the heart in a certain chamber. What is the name of this chamber?
Colour it pale red.

______________________________________________________________________________________________

xi. Draw 4 red arrows showing how oxygenated blood from the lungs enters the heart.

xii. The blood leaves the left hand side of the heart to go to the body via a very large artery. What is the name
of this artery? Colour it pale red.

______________________________________________________________________________________________

xiii.Draw red arrows showing how the oxygenated blood leaves the heart to go to the body.

25
1
 Worksheet 6–2

Task 1

i. What is the function of the left and right atria?

______________________________________________________________

ii. What is the function of the left and right ventricles?

______________________________________________________________

iii. Complete the table

Oxygenated or deoxygenated
Blood vessel Blood pressure: high or low
blood
vena cava
pulmonary artery
pulmonary vein
aorta

iv. How is the blood in the pulmonary artery different from the blood in all the other arteries?

______________________________________________________________

v. How is the blood in the pulmonary vein different from the blood in all the other veins?

______________________________________________________________

Task 2

Below is a diagram of part of the circulation.

lungs B
A

heart
right left

D C
body

i. Label the lettered part of the diagrams.

______________________________________________________________

ii. Which blood vessels carry oxygenated blood to the body?

______________________________________________________________

26
1
 Chapter 2 | Human respiratory and circulatory system

iii. What are the names of chambers of the heart called?

______________________________________________________________

iv. Why is the circulation in the heart called double circulation?

______________________________________________________________

v. Name the blood vessel which carries deoxygenated blood to the lungs.

______________________________________________________________

2. The table below contains statements about arteries, veins, and capillaries. Tick the correct boxes.

Arteries Veins Capillaries

thick walled and muscular
have valves
are in close contact with cells
blood flows under high pressure
pick up oxygen from the lungs

3. State whether the following statements are true or false.

i. The pulmonary artery carries oxygenated blood to the lungs.

ii. The exchange of gases takes place through the thin walls of the capillaries.

iii. The blood circulatory system is made up of the lungs, blood, and blood vessels.

iv. The human heart has five chambers.

v. The left side of the heart receives oxygenated blood from the lungs.

4. Complete the following flow chart of the circulation of blood in the heart.

Veins
Different parts
of the body

Right Atrium

Value

Left ventricle

Valves
Lungs

27
1
 Worksheet 7–2

Task 1

Below is a list of some structures in the blood circulatory system.

Artery, heart, ventricle, red blood cells, valves, vein ,

plasma, platelets ,white blood cells, capillary

Which structure

i. supply oxygen with haemoglobin?

______________________________________________________________

ii. helps in clotting blood?

______________________________________________________________

iii. carries blood away from the heart?

______________________________________________________________

iv. defend the body against germs and bacteria?

______________________________________________________________

v. brings blood back to the heart?

______________________________________________________________

vi. is very thin-walled and the exchange of gases takes place through it?

______________________________________________________________

vii. allows the blood to flow in one direction and prevent the backward flow of blood?

______________________________________________________________

viii.is a mixture of liquid with cells floating in it?

______________________________________________________________

ix. pumps blood to all parts of the body?

______________________________________________________________

x. is a chamber of the heart?

______________________________________________________________

28
1
3
Chapter

Immunity and Disease

UNIT FLOW CHART

Pathogens

Diseases caused by pathogens

The Immune System

Avoid Catching Diseases

Strategies to Strengthen Immune System

INTRODUCTION
Although there is insufficient conclusive evidence, many people who study the history
of disease and medicine believe that pre-historic civilisations most likely related (some)
diseases to the actions or influence of spirits. It is also likely that they had some
knowledge of herbal medicine.
The Egyptian civilization developed writing so they could pass on knowledge beyond
what was remembered. Doctors carefully observed the results of treatments and
(religious) value was placed on cleanliness.
Chinese medicine initially thought disease was caused by evil spirits, but around 1000
BCE there is evidence that they used specific drugs to treat diseases. The earliest
evidence for the use of acupuncture is from 100-200 BCE.
The Greeks continued the process started by the Egyptians. They still believed in many
gods, but the influence they were believed to exert on people’s lives diminished as
the Greeks gained more scientific knowledge. Roman medicine was influenced by the
needs of the army and this resulted in a focus on prevention rather than cure.
Of course, we now believe we know a lot more and are beyond superstitions – but
most of us will warn others to dress warmly in winter ‘or you will catch a cold’. A ‘cold’,
like a number of other diseases, is caused by infection by a virus, not by a drop in
temperature. As it gets colder outside, we spend more time indoors, rebreathing the
same air and in closer contact with others. If one of these has a ‘cold’, the opportunities
for transmission are greater than they are when it is warmer.
In this chapter, we will learn about microbes – organisms we did not even know existed
until the middle of the 17th century. Some microbes are certainly capable of causing
a lot of harm (such as the bacteria which caused the plague and killed as many as
25 million people in the Middle Ages) but others are beneficial, and quite a few are
essential to our lives.

29
1
 Lesson 1 rapidly. You will refer to this when talking about
disease.
Pages 46-47
• Stress that microbes are useful too. It is important
OBJECTIVES that students realize this because it is a common
perception that an absence of microbes would be
• To introduce microorganisms as living things
ideal; but this is not the case.
and to explain that they can be both useful and
harmful. PLENARY (10 min)
• To explain how knowledge of microbes can help Not only is cheese made with bacteria, some cheeses,
control the spread of infectious diseases. get their structure and taste from the (edible) fungus
that grows on their crust. Other foods which require
LEARNING OUTCOMES
the action of microbes are coffee, chocolate, olives,
Students should be able to: vinegar, etc. Ask students to investigate one of these
• identify the various types of pathogens that cause or another type of food which involves microbes.
infectious diseases. ‘Test yourself’ questions on pages 48 of the student
• explain the various defenses that the body has book.
against pathogens, before the innate immune
system is activated. HOMEWORK
• explain that bacteria, viruses, and fungi are • Write a report about the spread of the diseases
classified as microorganisms (microbes). in your area.
• explain that microbes can be useful and harmful.
Lesson 2
START (10 min)
Pages 48-50
Ask if any of your students has been sick recently.
Ask them if they would like to say what was wrong OBJECTIVE
with them and what caused it. Answers may include
• To introduce the spread of infectious diseases.
injury, genetic diseases, and things like colds and
measles. Discuss the difference between injury and LEARNING OUTCOMES
disease, and between infectious and non-infectious
Students should be able to:
diseases (those which have, e.g. genetic causes,
allergies, etc.). It is worth spending some time on • explain how infectious diseases such as Hepatitis,
this since not all students may be clear on the causes COVID-19, Typhoid, Whooping Cough, Measles
of infectious diseases. and Dengue are caused/contracted, how they
are tested and diagnosed, and how they can be
MAIN (25 min) prevented.
Read Pages 46-47
START (10 min)
• Draw students’ attention to the fact that one In Germany, it is fairly common for all students to
bacterium, one virus, or one fungus is unlikely to shake hands with the teacher at the beginning and
have any effect, good or bad. So the reproduction end of the lesson. While this may be considered
of these organisms is what we want, or want polite, is it a good idea from the perspective of
to avoid. Ask students to complete Task 1 of health? Suppose the first student carries some
Worksheet 1-3. disease-causing microbes on his/her hands.
• In Task 2, students are asked to calculate bacterial
Who would these microbes have spread to by the
growth. Either have them do this with a calculator
end of the lesson?
or co-teach with your IT colleague (and do it in
Excel). The aim is to develop the understanding Discuss the following with students:
that bacterial growth initially is small, but once a • Would they be willing to shake hands with a
sizable population exists, numbers increase very classmate?

30
1
 Chapter 3 | Immunity and disease

• What if they saw this person sneeze while LEARNING OUTCOMES

covering his/her nose and mouth with his/her Students should be able to:
hand. Would they still shake hands?
• describe the parts of the immunity system
• What if this person used this hand to open the
and how they function to produce an immune
door?
response.
• Would the student be willing to touch the door
• describe the three types of immunity in humans
handle?
– innate, adaptive, and passive.
• What would be their reasons for being reluctant
• how adaptive immunity develops over time.
in any of the above scenarios?
• visualize the ways to add additional layers of
MAIN (25 min) defense (such as wearing masks, using sanitizers,
Read Pages 48-50 etc.)

• Discuss the diseases mentioned on page 48-50 START (15 min)

and show pictures to the students. Discuss about the defences against enemies of a
• Discuss about hygiene in general, or focus on country.
one disease.
• Discuss about the prevention and vaccination MAIN (25 min)
about the diseases. Read pages 51 to 55
• Explain that the hepatitis virus causes inflammation • Discuss about the defences against diseases.
of the liver. • Explain the immune system page 53 of the
• Test yourself page 51 of the student book. student book.
PLENARY( 10 min) • Discuss about the different types of the immune
system.
Discuss methods of transmission and what students
can do to prevent it. • Explain that the skin is a very efficient protective
barrier. However, if it is damaged, the blood forms
a. 
Are hand sanitizers available, maybe at a clot which quickly plugs the hole and keeps
certain times of the year? microorganisms out.
b. Does the school encourage hand washing • Ask students to draw a flow chart about the
at regular times? immune system
c. What is hygiene? PLENARY (10 min)
Ask students to complete Worksheet 2-3. Exercise questions 3 and 4 page 59 of the student
book.
HOMEWORK
• Assignment: organize an awareness campaign for Home work
students and parents. Select one of the following • Test yourself page 51-55 of the student book.
methods.
a. Write a play
b. make posters
c. give presentations

Lesson 3
Pages 51 to 55

OBJECTIVE
• To understand about the immune system.

31
1
 Lesson 4 HOMEWORK
Pages 56-57 • Ideas of investigation 1 and 2 page 60 of the
student book.
OBJECTIVE
• To explain how knowledge of microbes can help
control the spread of infectious diseases.

LEARNING OUTCOMES
Students should be able to:
• propose some common strategies for
strengthening student’s immune system.
• suggest ways in which communities of people
can safeguard against the spread of infectious
diseases.

START (10 min)

Ask and discuss the following questions:
• When people go swimming in a river or canal,
there will be microbes in the water. Why do they
not get sick?
• If you were to leave a piece of cheese out, it
would be covered in mould after a day or two.
How come we are not covered in mould?

MAIN (25 min)

Read pages 56-57
• Discuss the concepts of keeping microbes out
and the problems with an injury.
• Do task Worksheet 3-2.
• Discuss how vaccination can prevent disease,
even if a microbe or two enters the body.
• Discuss the strategies for strengthening the
immune system.
• Explain how to avoid catching a disease.

PLENARY (10 min)

Exercise questions 5 and 6 page 59 of the student
book.
Discuss vaccination with your students.
a Have they been vaccinated?
b Did they mind being vaccinated?
c What was worse: the actual injection, or the
fear?
d 
Do they understand the benefits of one
vaccination versus getting seriously ill?

32
1
 Chapter 3 | Immunity and disease
Worksheet 1–3

Task 1

In the table below, name the three groups of microbes and explain how they reproduce.

Type of microbe Method of reproduction

Task 2

Bacteria reproduce by dividing into two and that they may be able to do this every 20 minutes. So in the table
below, you will calculate the growth of a population from one bacterium over time.

Time from start Number of bacteria

0 minutes
20 min
40 min
1h
1 h 20 min

Use the numbers you calculated above to answer the following questions.

i. If you had only one bacterium on your hand and you did not wash your hands for 7 hours, how many bacteria
might be living on your hand at the end of that time?

ii. What was the increase in the number of bacteria from 40 minutes to 1 hour?

iii. What was the increase in the number of bacteria from 6 h 40 minutes to 7 hours?

iv. How long does it take to grow 1,000 bacteria from 1? And how long to get from 1,000 to 2,000?

v. Suppose you had washed your hands after 2 hours and cleaned them of all bacteria except one. How many
bacteria would be on your hands after 2 hours and 20 minutes?

vi. Suppose you wash your hands every 2 hours. What is the greatest number of bacteria that will ever be on
your hands?

Task 3

i. List the things which microbes do that we find useful.

______________________________________________________________________________________________

ii. Decomposition involves both bacteria and fungi. Which microbes are used in making cheese, yoghurt, and
baking?

______________________________________________________________________________________________

iii. What happens to most plastics which are non-biodegradable?

________________________________________________________________________________________________

33
1
 Worksheet 2–3

Task 1

Harmful microbes are sometimes called ’germs’. Below is an incomplete table of some diseases, their causes,
symptoms, and whether a vaccine exists.

i. Find out which type of microbe causes the disease and complete the second column of the table.

ii. Some of the diseases already have descriptions of their symptoms. For the others, copy the correct
description from the word bank below.

muscle weakness, inability to rash, fever, sore throat red patches on skin
move, may cause permanent
paralysis

nausea, vomiting, diarrhoea, runny nose, coughing, sneezing,

raw skin, peeling, blisters
abdominal pain mild fever

Name of the disease Causes description of symptoms and is there a vaccine?

consequences
athlete’s foot raw skin, peeling, blisters No
cold Yes
Malaria Mosquito
flu Yes
pneumonia fever, cough, difficulty breathing
whooping cough
Dengue fever Mosquito
Covid 19 Yes

34
1
 Chapter 3 | Immunity and disease
Worksheet 3–3

Task 1

i. What is one of the main functions of your skin?

______________________________________________________________________________________________

ii. Suppose you have a slight cut. What is the first thing that happens? How does it help keep microbes out?

______________________________________________________________________________________________

iii. After a few minutes, what is the next process that occurs which helps prevent infection?

______________________________________________________________________________________________

iv. What are some good ideas when treating an injury?

Cross out the bad ideas and put a tick next to any good ideas.

All injuries should be treated by a doctor, even better at a hospital.

Mild injuries can be treated at home.

Mild injuries do not need treatment at all.

Mild injuries should be rinsed with just water or water with a little salt.

Mild injuries need to be treated with strong antiseptics.

Dirt should be rinsed out or removed gently with sterile forceps.

Any dirt in a wound is already there so should be left.

Small scabs should be scratched off as often as possible.

Small scabs should be left until they fall off by themselves.

Scratching off scabs will leave fewer scars.

Serious wounds should be left to bleed.

Very serious bleeding should be stopped by applying direct pressure, if possible with a clean cloth, but
if necessary with dirty hands to prevent extensive blood loss. Wounds where blood comes out in squirts
always need urgent medical attention.

Use common sense but when in doubt, see a doctor.

Task 2

i. Two kinds of white cells in the blood play an important role in a person’s defence system. What does each
of them do?

______________________________________________________________________________________________

ii. Which of these two responses is triggered by vaccination or immunization? How does it help to prevent
you from catching the disease?

______________________________________________________________________________________________

35
1
4
Chapter

Structure of an atom
UNIT FLOW CHART

Information about scientists who discovered the struture of an atom

Chemical symbols

Arrangement of electrons

Periodic table

INTRODUCTION
The purpose of this chapter is to give the students a basic knowledge of an atomic
structure, the periodic table, and how atoms combine together in different ways to
form compounds. Students should have a basic knowledge of atoms, molecules, and
formulae which are the fundamentals of chemistry.
An atom is far too small to be seen by the naked eye. Only by using powerful microscopes
it is possible to obtain a picture of an atom. It is difficult to imagine anything so small.
Despite these difficulties scientists have been able to find out a great deal about atoms.
The periodic table is one way of arranging elements into groups that share similar
properties. It was developed gradually over many years. In the early nineteenth century,
a scientist called Döbereiner noticed that elements could be grouped into threes; each
member of the group had similar properties to the other two. This idea was developed
further by a British scientist, John Newlands. He arranged all the known elements in
order of increasing atomic mass.
In 1869, the Russian chemist Mendeleev arranged the elements in order of relative
atomic mass. However, he left gaps for elements that had not yet been discovered,
and predicted the properties of those elements. These predictions proved correct when
the elements were eventually discovered.
Each of the elements in the periodic table is shown by a symbol, a number above it and
a number below it. The lower one is the atomic number. The upper one is the relative
atomic mass.

36
1
 Chapter 4 | Structure of an atom

Lesson 1 Lesson 2
Pages 61-62 Pages 63-64

OBJECTIVE OBJECTIVE
• To introduce some of the scientists who made • To introduce the concept of chemical symbols for
important discoveries about the atom. the elements and their ions.

LEARNING OUTCOMES LEARNING OUTCOMES

The students should be able to: The students should be able to:
• identify some of the scientists who made • differentiate between atomic number and mass
important discoveries about the atom. number.
• describe and draw the structure of an atom in • determine the atomic number and mass number
terms of electrons, protons and neutrons. of elements on the basis of the number of
• describe how an atom is electrically neutral. protons, electrons and neutrons.
• show the arrangement of electrons in K, L and M
START (10 min) shells of elements.
• Elicit prior information of atoms from students. • draw the atomic structure of the first eighteen
MAIN (20 min) elements of the Periodic Table.
Read pages 61-62 of Student Book. START (10 min)
• Divide the students into four groups. Give each • Ask students if they know about shorthand and
group a model of the atom as described by each if they use it in their daily lives. Give example
scientist in the Student Book. of emojis/emoticons used in mobiles/tablets or
• Ask them to list the advantages and disadvantages computers to express emotions.
of each model. • Ask students about their nicknames. Chemical
• Groups will discuss their responses for five symbols are used in much the same way.
minutes. A chemical symbol is a shorthand method of
representing an element. Instead of writing out
• Each group leader will explain his/her model
the name of an element, we represent an element
of atomic structure to the whole class with an
name with one or two letters. Each element is
illustration.
represented by a chemical symbol consisting of
• Ask students to draw a labelled diagram of the letters.
structure of atom
• Help students to solve worksheet 1-4 MAIN (20 min)
Read pages 63-64 of Student Book.
PLENARY (15 min)
• Ask students to work in pairs and learn the
GROUP ACTIVITY In groups, students will construct
symbols given on page 64.
a model of the atomic structure using play dough and
match sticks. . • Introduce the concept of atomic number and
mass number and arrangement of electrons in
HOMEWORK shells.
• Ask the students to research on internet how • Divide the students into four groups. Give them
the atomic structure model has been developed two elements with their atomic number and mass
over the years. number and ask how they will distribute electrons
into different shells and orbits; for example, Na.
• test yourself page 63 of the student book.
• Each group leader will explain atomic structure
to the whole class.
• Next explain them how ions are formed.

37
1
 PLENARY ( 15 min) • Relating this example to periodic table, explain
• In groups, students will construct a model of the that elements are classified into different groups
atoms showing the electronic arrangement of in the periodic table so that they can be studied
atoms and their ions using play dough and wires. according to their properties.
• Worksheet 2-4 • Ask the students to classify the elements into
groups and periods horizontally and vertically
HOMEWORK by observing their properties and their atomic
• Ask the students to draw electronic arrangement number.
of any 5 elements.
Pair activity:
Lesson 3 • Give each pair a group from the periodic table to
study. Ask them to write down the properties of
Pages 65-67 each group and mention why the elements are in
the same group. Pairs will form a group of 4 and
OBJECTIVE discuss their findings with each other.
• To introduce the periodic table as a way of • After the activity, students attempt exercise
classifying elements. question 3, page 69 of the student book.

LEARNING OUTCOMES PLENARY (10 min)

The student should be able to: Each group leader will present the properties of one
• d
 escribe the periodic table and name some group.
groups. Students should be assessed on the basis of their
• e
 xplain that the Periodic Table, is a way to organise observation and communication skills.
elements in a systematic order. Test yourself page 67 of the student book.
• recognise periods and groups in the Periodic
Table. HOMEWORK
• Test yourself 69 of the student book.
START (10 min)
• Ask the students the following questions:
1. Have you been to the school library?
2. 
What happens if all the books are mixed
together?
3. Why are they classified into different sections?
Relating this example to periodic table explain that
elements are classified into different groups in the
periodic table so that they can be studied according
to their properties.

MAIN (25 min)

Read pages 65-67
• Show the students a chart of the periodic table.
• Ask the students to classify the elements into
groups and periods horizontally and vertically
by observing their properties and their atomic
number.
• Help students to identify columns and groups in
the periodic table.

38
1
 Chapter 4 | Structure of an atom
Worksheet 1–4

1. Write symbols of following elements along with their atomic number and mass number.

Element Mass number Atomic number

Hydrogen
Oxygen
Nitrogen
Iron
Magnesium
Calcium
Carbon

2. Aluminum is represented by

Represents 13
Al27 Represents

i. What do 13 and 27 represent?

______________________________________________________________________

ii. The number of particles in aluminum are:

number of protons ___________________________

number of electrons ___________________________

number of neutrons ___________________________

iii. How are the electrons distributed in the different shells?

______________________________________________________________________________________________

iv. Draw a diagram to show the structure of aluminium atom.

39
1
 Worksheet 2–4

1. Answer the questions below from the given periodic table chart:

a. Name any two elements of group I.

______________________________________________________________________

b. Name any two elements of group VI.

______________________________________________________________________

c. Which group represents alkali metals?

______________________________________________________________________

d. Which group contains only one electron in the outer-most shell?

______________________________________________________________________

e. Which group contains seven electrons in the outer-most shell?

______________________________________________________________________

f. Name two halogens from the table.

______________________________________________________________________

g. Name two noble gases and write their uses.

______________________________________________________________________

40
1
 Physical and Chemical

5
Chapter

Changes
UNIT FLOW CHART

Physical and chemical changes

The properties of matter

Combustion and the environment

INTRODUCTION
There are only 118 elements in the periodic table but there are thousands of materials
which are made by different combinations of these elements. When two or more
elements are mixed a change is observed and a Material is formed.
The main difference between physical and chemical change is that physical changes are
reversible while chemical change is usually not. To understand physical and chemical
changes in detail consider the following changes.
Mixing flour, butter, milk, and eggs to make batter is a physical change (although one
which would, in reality, be hard to undo), but baking the batter to make a cake is a
chemical change. For those of you who love French and Italian dishes, tomatoes,
onions, garlic, and paprika (bell peppers or capsicum) can be chopped and mixed into a
salad (physical change) or cooked and pureed (blended) into a sauce for pasta (chemical
change).

41
1
 Lesson 1 • One of the ways of linking students’ science
learning to real life can be by using models.
Page 71-72
Cooking is an area which relates closely to
science, as we saw when discussing the
OBJECTIVE
denaturation of proteins, and most students have
• To show that a huge range of materials can be some awareness of what is involved in preparing
made from a relatively small number of elements. food. So this link with reality should be made
LEARNING OUTCOMES explicit whenever possible.

The students should be able to: • Ask students to consider their usual meals and
favourite dishes to identify what the ‘elements’
• Differentiate between physical and chemical would be, and if other dishes or meals can be
changes while considering daily life examples. made with them. Where are the physical or
• Distinguish between physical and chemical chemical changes involved?
properties of matter.
HOMEWORK
START (10 min) • List down physical and chemical changes in daily
Discuss about elements, compounds and mixtures. life.

MAIN (20 min) Lesson 2

Read Page 71-72 Pages 73-75
• Discuss about type of physical changes and
chemical changes. It is important to understand OBJECTIVE
the differences between physical and chemical • To understand that oxygen is needed for
changes. combustion, rusting and tarnishing.
• List down differences between physical and
LEARNING OUTCOMES
chemical changes.
The students should be able to:
• Worksheet 3-5 and support students working
through the questions. This may be suitable for • Recognise that oxygen is needed for combustion,
group work. rusting and tarnishing.
• Explain that once an egg has been cooked, it • Explore methods of preventing rusting.
cannot be changed back again.
START (15 min)
• Discuss that water can change into steam. When
steam condenses, it turns back into water again. Draw a combustion triangle on the board to show
the things that are essential for a fire to burn. Explain
PLENARY (15 min) different components essential for combustion.
• It is important that we, as teachers, make it
obvious to our students that what they learn at MAIN (15 min)
school is linked to their lives at home. Even when Read Pages 73-75
we think we have shown how the work in class • When a fuel burns, it reacts with oxygen in the
links to everyday life, not all students may have air and produces heat and light energy. The fuel
really understood this. Showing that science becomes oxidized, forming an oxide.
is part of ‘real life’ and not just some abstract
• Explain the process during burning, hydrogen
information to be memorized for a test, will make
and carbon combine with oxygen to form carbon
students more interested and will make it easier
dioxide and water.
for them to remember the information. They will
also talk about it at home, which will make the • Write equation of burning on the board.
parents more supportive of the school, which • Discuss a metal corrodes whenever a chemical
also has a positive influence on the students’ such as water, air (oxygen), or acid attacks its
academic success. surface. Show rusted iron objects

42
1
 Chapter 5 | Physical and chemical changes

• Write equation of rusting on the board. • Explain the process of oiling or greasing. Oil or
• Explain the process of tarnishing is a layer of grease not only helps lubricate this bicycle chain
decolouration caused by oxidation of metal but also prevents it from rusting.
• Write equation of tarnishing on the board. • Explain that paint is used to prevent iron objects
from rusting.
• Worksheet 1-5
• Show pictures of fertilisers calcium carbonate is
PLENARY (15 min) added to acidic soil to increase its pH and make
• Ask students to write equations on the board and it more alkaline.
do practice.
PLENARY (15 min)
• Test yourself page 74 of the student book.
• Discuss that matter takes on different forms
HOMEWORK depending upon how atoms and molecules are
• Draw and colour fire triangle in the notebook. arranged. These are called ‘states of matter’ –
solids, liquids and gases.
Lesson 5–3 • Test yourself page 76 and 77 of the student book.

Pages 76-77 HOMEWORK

• Write differences between physical and chemical
OBJECTIVE changes.
• relate uses of materials to their chemical • Exercise questions 4 and 5 page 80 and 81 of the
properties and physical properties. student book.
LEARNING OUTCOMES
Lesson 5–4
The students should be able to:
Page 78
• Relate uses of materials to their chemical
properties (e.g. tendency to rust, flammability).
OBJECTIVE
• Relate uses of materials to their physical
• To understand the impact of combustion reaction
properties (e.g. melting point, boiling point).
on environment.
START (15 min)
LEARNING OUTCOME
Ask students about matters and different states of
The students should be able to:
matter. Discuss that matter has mass and occupies
volume. Ask students to list down names of solid, • Evaluate impact of combustion reaction on
liquid and gases. environment.

MAIN (15 min) START (15 min)

• Read Pages 76-77 and show pictures to the Show poster of carbon cycle and oxygen cycle
students. and discuss carbon dioxide acts like the glass in a
greenhouse, trapping the Sun’s heat and causing the
• Explain that all physical structures are made up
temperature of the Earth to rise.
of metals.
• Discuss that metals can be prevented from MAIN (15 min)
corroding by being given a coating which protects Read Page 78
them against water and chemicals in the air.
• Explain that the Burning petrol, diesel and coal
• Explain that taps are coated with a layer of
produce carbon, sulphur and nitrogen oxides
chromium which is very resistant to corrosion.
which are harmful gases.
• Discuss that Chromium does not oxidise in the
• Discuss that these harmful gases go into the air
presence of water.
and dissolve in rain to produce acid rain.

43
1
 • Show different pictures and discuss acid rain
harms plants.
• Explain that the acid rain affects aquatic animals
and also damages stonework.

PLENARY (15 min)

Exercise questions 6 page 81 of the student book.

HOMEWORK
• Ideas for investigation page 82 of the student
book.

44
1
 Chapter 5 | Physical and chemical changes
Worksheet 1–5

Task 1

1. Find the definitions of a physical and a chemical change. Write them below.

a. In a physical change ________________________________________________________________________

________________________________________________________________________

b. In a chemical change ________________________________________________________________________

________________________________________________________________________

2. Which of the processes listed below are physical changes and which are chemical changes?

Process physical change chemical change

boiling water
boiling an egg
mixing iron powder and sulphur powder
heating a mix of iron and sulphur powder
setting off fireworks
burning paper
mixing salt and sand
dissolving salt in water
filtering a mixture of salt, sand, and water
peeling, cutting , and mixing different fruits into a fruit
salad
mixing hydrogen gas and oxygen gas
igniting a mixture of hydrogen gas and oxygen gas.

45
1
 Worksheet 2–5

Task 1

1. Read the following sentences and write in the correct column.

a. One or more new substances are formed.

b. The change is usually very easy to reverse.

c. Water changes into steam.

d. No new substances are formed.

e. Metals such as silver tarnish easily.

f. Energy is given out or taken in.

g. A metal corrodes whenever acid attacks its surface.

h. Energy is not always given out or taken in.

i. The change is usually difficult to reverse.

j. Burning of fuel

Physical change Chemical change

46
1
6
Chapter
Chemical Bonds
UNIT FLOW CHART

Chemical bonds

Combining atoms and valency

Ionic bonding

Covalent bonding

INTRODUCTION
A chemical bond is formed due to the reaction between atoms or ions that enables
the formation of molecules and other structures. The bond is formed when opposite
ions attract each other due to the electrostatic attraction or through the sharing of
electrons by two atoms. Chemical compounds are formed when two or more atoms
are chemically joined together by chemical bonds. Molecules are formed due to these
bonds and these bonds are very strong.
Molecules of elements and compounds come in many different shapes and sizes and
can be represented by atomic diagrams, models or a chemical formula.

47
1
 Lesson 1 PLENARY (15 min)
Pages 83-84 Draw structures to show what type of bonds there
are within:
OBJECTIVE a. an oxygen molecule.
• To explain how compounds are formed.
b. a nitrogen molecule.
LEARNING OUTCOMES c. a hydrogen molecule
The students should be able to:
HOMEWORK
• define valency and explain the formation of ions.
• Make models of the following using play dough:
• identify the types and number of elements
present in simple molecules and compounds. a. an oxygen molecule.
b. a nitrogen molecule.
START (10 min)
• Elicit students’ prior knowledge about mixtures c. a hydrogen molecule
and compounds, and physical and chemical
changes. Make sure that they understand that a Lesson 2
new substance is made (with different properties)
Pages 85
when a chemical change takes place. It is likely
that some students remember that water is OBJECTIVE
H2O. They may remember that H is hydrogen – a
• To learn and practice writing chemical formulae.
flammable gas, and that O is oxygen – a gas that
is needed for combustion. Together they form LEARNING OUTCOME
water, a liquid which, ironically, can be used to
The students should be able to:
put out fires.
• write chemical formulae on the basis of valency
MAIN (20 min) of the constituent elements. such as H2O, NaCl,
• Please ensure that students have read pages 83- NH3 , CO2 , CO, etc.
84.
START (15 min)
• Explain by using coloured chalks/ markers in dot
and cross diagrams how magnesium and oxygen Ask students to observe the numbers written in
atoms share electrons to complete their octet and subscript in different compounds. Ask them to think
form covalent bonds. Mention the three types of logically what do these numbers show.
covalent bonds with examples. Also explain how
a formula is constructed. MAIN (20 min)

• Learn the two types of compound. • Read page 85 and explain the concept of valency.

• Learn to write word equations. Point out that • Explain the swap method to write the chemical
some elements have the same name as their formula.
ion, while others do not. PLENARY (10 min)
• Look at the molecular formula of some compounds Answer Q3 on page 91 of student book
to see the number of atoms in each element.
Students may need reminding that the number HOMEWORK
of atoms is indicated behind the chemical symbol
• Answer questions of Test Yourself page 86 in
of the element.
notebooks.
• explain the formation of cation and anion.

48
1
 Chapter 6 | Chemical bonds

Lesson 3
Pages 86-87

OBJECTIVE
• To understand chemical bonds.

LEARNING OUTCOMES
• Recognize that a chemical bond results from the
attraction between atoms in a compound and that
the atoms’ electrons are involved in this bonding.

START (15 min)

• Draw the atomic structure of sodium and chlorine
on board.
• Remind students that in order to be more stable
atoms need to fill their valence shells.
• Ask students to come up with the ways to fill up
the valence shells of sodium and chlorine.

MAIN (20 min)

• Explain chemical bonding with the help of
textbook.
• Show the following video to further enforce the
topic:
https://www.youtube.com/watch?v=g-tE6MN-
wrE

PLENARY (10 min)

Do Test Yourself Page 87 and 89.

HOMEWORK
• Do Q6 on page 92 of student book.

49
1
 Worksheet 1–6

Task 1

1. Answer the questions below from the given periodic table chart:

1 1
H+ He
I II VI VIII
3 4 5 6 7 9 10
Li +
Be 2+ N3- O 2- F _
Ne

13 14 15 16 1 18
Na +
Mg2+ A l3 S2 - Cl- Ar

19 20
K+ Ca2+

i. Name any two ions with positive charge.

______________________________________________________________________

ii. Name any two ions with negative charge.

______________________________________________________________________

iii. What are the differences between an atom and an ion?

______________________________________________________________________

iv. Explain the term cations with examples.

______________________________________________________________________

v. Explain the term anions with examples.

______________________________________________________________________

vi. Which group contains atoms which gain only one electron?

______________________________________________________________________

vii. Why does the last group have no ions?

______________________________________________________________________

viii.Which group contains only one electron in the outer-most shell?

______________________________________________________________________

50
1
 Chapter 6 | Chemical bonds
Worksheet 2–6

Task 1

Chemical reactions take place between elements forming a compound.

Write the name of each type below and give a brief description of it.

________________________________________________________________________________________________

Both types of compound are formed in a chemical reaction. In a chemical reaction, one or more reactants
undergo a chemical change and become one or more products. Use these words equation show how chemists
record a chemical reaction. This is called a chemical word equation.

a. Magnesium+ sulphur

______________________________________________________________________

b. sodium + chlorine

______________________________________________________________________

c. hydrogen + oxygen

______________________________________________________________________

Sometimes the element and the ion have the same name, sometimes not.

d. From the above example, which two elements have the same name as their ions?

______________________________________________________________________

e. Which two elements have slightly different names from their ions? Write the name of the element and then
the name of the ion.

______________________________________________________________________________________________

You have seen that sodium chloride has the molecular formula NaCl. This means that one atom of sodium reacts
with one atom of chlorine to form one molecule of the compound sodium chloride. In a reaction, it is possible
that one atom of an element reacts with two atoms of another element. An example is water. Answer the
following questions pertaining to the formation of water molecules.

a. Which elements are the reactants?

______________________________________________________________________________________________

b Which compound is the product?

______________________________________________________________________________________________

c. How many atoms of hydrogen are involved?

______________________________________________________________________________________________

51
1
 d. How many atoms of oxygen are involved?

______________________________________________________________________________________________

e. How many molecules of water are formed?

______________________________________________________________________________________________

f. Write all this as a chemical word equation.

______________________________________________________________________________________________

52
1
 Chapter 6 | Chemical bonds
Worksheet 3–6

Task 1

Sometimes, the name of a compound tells you which elements and even how many there are in one molecule.
An example would be carbon dioxide which is CO2: one carbon and two oxygen. This is not always the case,
such as in water. CO2 is called the molecular formula of carbon dioxide.

a. What is the molecular formula of water? If you need help, have a look at page 43 of your Student Book.

______________________________________________________________________________________________

Some compounds are made of more than two elements. The molecular formula of baking soda is NaHCO3.

b. List all elements found in baking soda. Give their chemical symbol followed by their name.

symbol name

c. Only one element has more than one atom in a molecule of baking soda. Which element is this and how
many atoms are there?

______________________________________________________________________________________________

d. Sodium sulphate has the molecular formula Na2SO4. For each element in this compound, write the chemical
symbol, the name, and the number of atoms involved.

symbol name how many atoms?

53
1
7
Chapter

Solutions
UNIT FLOW CHART
What is a solution

Concentrated and dilute solution

Solubility

Saturated and unsaturated soutions

Factors affecting solubility

INTRODUCTION
We know that a material can be a solid, a liquid, or a gas. But materials in the same
state, or in different states, are often mixed together. One special kind of mixture of
two or more materials is called a ‘solution’. The most common type of solution is made
by dissolving a solid in a liquid.
If we put sugar in lemonade, we make a solution. Perhaps you have sprayed a solution
on plants to keep them from being eaten by insects. Solutions are so important in our
body that we cannot stay alive without them. We cannot use the air that we breathe
or the food that we eat until they are in our blood in solution.
This unit really requires students to get involved in some hands-on experiments. Please
avoid teaching this only theoretically or as demonstrations or videos. It is easy to let
students carry out experiments and requires very few resources. The experiments are
described in the Student book. The worksheets only include one very simple experiment
which requires no lab equipment, but even for this an interactive site provides a virtual
alternative.

54
1
 Chapter 7 | Solutions

Lesson 1 HOMEWORK
Pages 93-95 • Write names of five different solutions used in
daily life and mention solute and solvent in them.
OBJECTIVE
• To build on work done on solids, liquids, and Lesson 2
gases, and extend previous experiences of Page 95-96
separating mixtures
OBJECTIVE
LEARNING OUTCOMES
• Define solubility and explain what is meant by a
Students should be able to: concentrated and dilute solution.
• define solubility.
LEARNING OUTCOMES
• recognise that the amount of solute which
Student should be able to
dissolves in a given solvent has an upper limit at
a given temperature. • Define solubility.
• Explain concentrated and dilute solution.
START (10 min)
It would be useful to revise the particle model START (15 min)
and use it to quickly go over the three states, the Bring some food colour and two glasses of water.
changes between the states (melting, evaporating, Add two drops in one glass to give it a lighter colour
etc), and elements, atoms, compounds, molecules, and add 5-6 drops in the other one. Ask students
and mixtures. Read pages 164 and 165 from the about why do they look different.
Student book. Some of the terms in worksheet 1-7
can be defined after reading this section, others will MAIN (30 min)
be done as you go through the material. • Explain students that the one which is darker in
colour is actually concentrated solution as it has
MAIN (25 min)
more solute than the other glass.
Read Pages 93-95
• Add a lot of food colouring so that the colour of
• Explain the difference that a substance that solution does not change even if u add more food
dissolves is said to be soluble. One which will colour.
not dissolve is insoluble. • Explain solubility, saturated and unsaturated
• Demonstrate the process of solution formation solution with the help of above demonstration.
(using water as universal solvent). • Read pages 95-96.
• Distinguish among solute, solvent and solution.
PLENARY
• Dissolve some sugar crystals and explain what
happens when a sugar crystal is dissolved in Do Test Yourself on page 96 of student book.
water.
HOMEWORK
• Explain that aquatic animals survive by using
• Do Q4 and 5 on page 102 of student book.
oxygen dissolved in the water.
• Differentiate between solution and suspension.

PLENARY (15 min)

• It might be useful to revisit the concept of physical
and chemical changes. Making a solution is a
physical process.
• Test yourself pages 95 of the student book.
• Help students to solve Work sheet 1-7.

55
1
 Lesson 3 Pages 97-98 • Discuss the constant and variable and plot a graph
on the board.
OBJECTIVE • Discuss the factors affecting the speeding up the
• To explain the factors effecting the solubility. dissolving process.
• Explain that stirring a spoonful of sugar into a hot
LEARNING OUTCOMES
drink will speed up the time it takes for the sugar
Students should be able to: to dissolve.
• Identify the factors which affect the solubility of a • Differentiate that dissolving sugar in hot drink, is
solute in a solvent and recognise the importance a lot lot quicker than if you add the same amount
of these factors in homes and industries. of sugar to the same volume of cold drink.
• Explain what is meant by a concentrated and • Explain that it takes longer for a sugar cube to
dilute solution. dissolve in a hot drink than it does for a spoonful
• Identify ways of accelerating the process of of granulated (crushed) sugar.
dissolving materials in a given amount of water and
VIRTUAL LAB
provide reasoning (i.e. increasing the temperature,
stirring, and breaking the solid into smaller pieces http://www.learningliftoff.com/high-school-
increases the process of dissolving). sciencelearning-activity-solubility-experiment/#.
WcyXtul03rd This interactive site allows your
START (5 min) students to model the activity of dissolving salt in
Today’s experiments investigate the following a given amount of water at selected temperatures.
research question: How does temperature affect the The site will also plot the data for the students, but
time it takes for a set amount of solute to dissolve in you could have two students paired up to do this:
a constant volume of solvent? Briefly discuss with one to drop the salt in the water and the other to
students what they expect the answer to be. Make clock the time. This way, they could draw their own
sure you do not accept just blind guesses—they have graph with numbers. (The graph on the site has no
to explain their reasons for their expectations. You numbers.) (Again, this uses Flash, so Chrome will
can choose one of the two experiments below or do not work. Internet Explorer works well).
the bunties experiment in class and ask students to
do the virtual lab at home. PLENARY
Compare students’ expectations from the beginning
MAIN (30 min) of the lessons with their findings during the (virtual)
• Hands on experiment: This experiment requires lab. Did they match? If not, why not? In general, ask
clear plastic cups, water (cold, room temperature, students to name one thing they learned in today’s
hot) and bunties (every colour except brown). lesson.
Please make sure students do not eat the Help students to solve Work sheet 2-7
bunties. Eating in the lab and/or eating materials
meant for science experiments is potentially Test yourself pages 97 of the student book.
unsafe. Depending on your students, you could
allow them to pour the water or you can give HOMEWORK
them the filled cups. You could put the different • Exercise page 102, Question 3 and 4
temperatures in thermos flasks (add ice cubes to
the cold water). The ‘hot’ water should not exceed
50°C—some may be spilled and you do not want
anyone to get scolded. You may ask your students
to take pictures of the bunties after they have
been in the water for one minute, or you may take
pictures yourself when you try this experiment.
They would help when you are discussing the
results.

56
1
 Chapter 7 | Solutions

Lesson 4 • Discuss that solute can be separated from the

solution by physical method.
Page 99-100
• Discuss how salt is obtained from sea water and
OBJECTIVE show pictures or videos.
• To understand the importance of solubility. • Discuss the precautions needed to perform this
experiment.
LEARNING OUTCOMES • Make group of students according to your class
Students will be able to strength.
• Identify the factors which affect the solubility of a • Ask students to perform the experiment and
solute in a solvent and recognize the importance supervise the students.
of these factors in homes and industries.
PLENARY (15 min)
START (15 min) Ask students to compare the crystals obtained by
Ask students to think of the ways by which solubility their group and write conclusion in their notebooks.
is useful in their daily life.
HOMEWORK
MAIN (15 min) • Exercise page 103, Question 6
• Read pages 99-100 to give more examples.

PLENARY (15 min)

Ask about the most interesting application of
solubility they have learnt so far.

HOMEWORK
• Do Test Yourself on page 100 of student book.

Lesson 5
Page 104

OBJECTIVE
• To explore the use of solution in daily life.

LEARNING OUTCOME
The students should be able to:
• make rock candy with sugar using crystal seeding
technique. (STEAM)

START (15 min)

Materials required: granulated sugar (sucrose),
water, food colouring, food flavourings e.g. lemon,
orange, strawberry, cherry, cup, small saucepan,
wooden spoon, wooden skewers, clothes pegs
(clothespins), tall glass jars or drinking glasses, plastic
film.

MAIN (15 min)

Read page 104

57
1
 Worksheet 1–7

1 It is important to have an accurate understanding of the scientific terms used in this unit. Write the appropriate
term with each definition.

Solvent, saturated solution, solute, dilute solution, insoluble, solution, soluble, suspension
Definition Term
the solid which does not go through the filter paper
a substance which will dissolve
the liquid which passes through the filter paper
a mixture of an insoluble solid and a liquid where small particles float around in the liquid
a mixture of a liquid and a solid
when the maximum amount of solute is dissolved in the solvent
a substance which will not dissolve
the liquid in which a solute is dissolved
the solid which is dissolved in a solvent
when less than the maximum amount of solute is dissolved in the solvent

2. Select the correct option for each picture. Cross out the ones which are not correct.

dilute solution or dilute solution or

concentrated solution concentrated solution

A solute or B solute or C solute or

solvent or solvent or solvent or
solution solution solution

A solution or D solution or
suspension suspension

58
1
 Chapter 7 | Solutions
Worksheet 2–7

i. If you drop a buntie into water, some of the colour on the outside of the buntie will dissolve. Does the
temperature affect this? If you wanted to find this out, what are your variables?

a. independent variable (= the one you decide to change) _____________________________________________

______________________________________________________________________________________________

b. dependent variable (= the one you measure) ______________________________________________________

______________________________________________________________________________________________

c. controlled variable (= the ones you need to keep the same) _________________________________________

______________________________________________________________________________________________

Prepare three pieces of paper with ‘cold’, ‘room temperature’ and ‘hot’ written on them and put them side by
side on the table/desk.

Put three clear plastic cups next to each other on the sheets of papers. Use a ruler and a waterproof marker
to mark a line on the cups, 3 cm from the bottom. (Your teacher may tell you to change this, depending on the
cups you use).

Put three bunties of the same colour (not brown) on your table/bench.

One lab partner should hold the cup, the other can pour the water.

Pour cold water into the cup on the paper marked ‘cold’, up to the mark.

Pour room temperature water into the cup on the paper marked ‘room temperature’ , up to the mark.

Pour hot water into the cup on the paper marked ‘hot’, up to the mark.

Drop one buntie in each cup. Try to do them at the same time and start the stopwatch.

After one minute, observe how much of the colour is still on the bunties and how much of the chocolate is visible.

Describe and/or draw what your observations:

cold water room temperature water hot water

1. Does the temperature affect the speed with which the colour of the buntie dissolves? YES / NO

2. How do you know this? ________________________________________________________________________

______________________________________________________________________________________________

59
1
 3. Using the particle model, what happens when any solute dissolves in a solvent? _______________________________

______________________________________________________________________________________________

4. Why could temperature affect the speed of this process? ___________________________________________

______________________________________________________________________________________________

60
1
8
Chapter

Force and Motion

UNIT FLOW CHART

We experience forces constantly in our daily lives

Forces can be measured

Speed and average speed

Distance time gtaph

Contact forces vs non-contact force

INTRODUCTION
We should consider that forces cannot be seen and this may lead to incorrect
assumptions, such as that an object will stop by itself unless a force continues to move it.
This topic will introduce an idea about the measurement of force. Forces are measured
in units called newtons (N). These are named after the famous scientist, Sir Isaac
Newton.
As with other sections, please attempt to allow students to engage in experiments
and hands-on activities as this is the basis of an inquiry-based subject such as science.
It also provides opportunities for co-teaching with an IT colleague and showing that
subjects do not exist in isolation.

61
1
 Lesson 1 • Perform in the class and explain when a moving
cricket ball is hit by a bat, off in the direction it
Pages 106 and 107
is kicked, a force is produced that can cause a
stationary object to start moving.
OBJECTIVE
• Ask students to kick a stationary ball and explain
• To build the concept of force and measurement
force can cause a moving object to decease
of force.
speed.
LEARNING OUTCOMES • Show a force meter and explain Force can be
After this lesson, students should be able to: measured by a force meter, also known as a
spring balance. Ask students to measure the force
• describe the effect of force on changing the speed using force meter.
and direction of motion with time.
• define and state the SI unit of force. PLENARY (15 min)
A lot of things were covered in this worksheet. Ask
START (10 min) students to list them, summarize what they learned,
• Ask a student to push a book across the table, and ask for clarification or pose additional questions.
another to hold a pencil above the table, and This could be done in a plenary session.
someone to crumple up a piece of paper.
Test yourself page 108
• Imagine that the book was made of a special
material and weighed 1000 kg and the student HOMEWORK
wanted to push it, what would need to be
• Draw a force meter in notebooks.
different? What if the pencil weighed 1000 kg?
What if the paper were a sheet of steel? In the • Paste pictures in the notebooks showing different
discussion, the concept of ‘force’ will come up. forces.
So ask what a force is? Can forces be seen? Then,
how do we know they exist? Lesson 2
• Forces cannot be seen but their effects are visible; Page 108 and 109
e.g., the book is in a different position, the paper
is crumpled, and the pencil did NOT fall down. OBJECTIVE
• Ask students to write examples of forces on a • To calculate the speed and average speed.
sheet of paper to display on the wall.
LEARNING OUTCOMES
MAIN (20 min) The students should be able to:
Read page 106 and 107
• formulate the relationship between speed,
• Ask students how they would portray the concept distance, and time.
‘force’. They can either draw it or act it, but no • state SI (System International) unit of speed.
written or spoken words. This should lead to the
• calculate average speed.
conclusion that ‘a force is a push or a pull’. Add
this sentence as a heading to the examples of START (15 min)
forces displayed on the wall. Ask two students to run from one side to another
• Explain that the Forces cannot be seen—but their side of the class and note down the time using a
results can be seen. stop watch.
• Discuss that the Forces can be represented
by arrows since they have a direction and a MAIN (15 min)
magnitude (i.e. the length of the arrow represents • Ask students to read Page 108 and 109
how strong the force is). • Explain that the Speed is a measure of how fast
• Ask students to perform different types of forces an object is moving.
and see their results.

62
1
 Chapter 8 | Force and Motion

• Write the formula of the average speed on the Lesson 4

board and explain the units.
• Explain that the average speed of an object can OBJECTIVE
be calculated if you know the distance travelled • To differentiate the contact forces and non-contact
in metres (m) and the time taken in seconds (s). forces
• Discuss that the SI (System International) unit for
LEARNING OUTCOMES
speed is metres per second (m/s).
The students should be able to:
• Solve few examples on the board.
• Worksheet 1-8 • give examples of contact forces and non-contact
forces.
PLENARY (10 min) • demonstrate that forces always work in action
Test yourself page 109 and reaction pairs (equal in magnitude, opposite
in direction).
HOMEWORK
START (15 min)
• Ideas for investigation page 119
Ask a student to do as directed and note the changes:
Lesson 3 • bend a metal scale
Pages 110-11 • rub your hands
• compress the spring in ball point
OBJECTIVE
• pull some pins with magnet
• To plot a distance-time graph
MAIN (15 min)
LEARNING OUTCOME
• Ask students to read and see illustrations on page
The students should be able to: 113-115
• interpret a distance-time graph. • Explain that contact forces are forces that act
between two objects that are physically touching
START (15 min) each other.
Show a graph paper and discuss the variables and • Discuss about Non-contact forces. These are
constants. Ask students to draw axis on the graph. forces between two objects that are physically
The horizontal axis of a distance-time graph is the separated from each other – they are not touching.
time taken to travel from the start. The vertical axis
• Ask students to differentiate contact forces and
is the distance travelled from the start.
non-contact forces.
MAIN (15 min) • Explain that every action has a reaction.
Read pages 110-11 • Forces can be represented by arrows since they
have a direction and a magnitude (i.e. the length
• Explain that the distance-time graph tells you how
of the arrow represents how strong the force is).
far something travels over a period of time and
whether or not its speed is changing. • Ensure students understand that more than
one force can act on an object at the same time
• Draw and explain different graphs on the board
and that balanced forces (equal but in opposite
and ask students to differentiate the graphs
directions) cancel each other. Gravity is one type
• Worksheet 2-8. of force. If you wish, you can provide additional
information about Newton and/or his work leading
PLENARY (10 min)
to his law about gravity. Information is easily
Test yourself page 112 available on the internet.

HOMEWORK • Worksheet 3-8.

• Exercise question 3 and 4 page 117 PLENARY (5 min)

Ask students to list them, summarize what they

63
1
 learned, and ask for clarification or pose additional
questions. This could be done in a plenary session.
Worksheet 4-8

HOMEWORK
• Exercise questions 5 and 6 page 118

64
1
 Chapter 8 | Force and Motion
Worksheet 1–8

Exercise questions 5 and 6 page 118

1. You cannot see a force, but you can see the result of a force. A force can change the direction or the speed
of an object, or it can change its shape.
Place an eraser on your table. With a pencil, push the eraser as shown in the pictures.

a. Which way does the eraser move?

______________________________________________________________________________________________
b. Consider what would happen if you give the eraser a light push? What would happen if you give it a harder
push?
______________________________________________________________________________________________
c. Look at what you wrote above and complete the conclusion about a force. A force has a ____________ and
a ___________.
This is the reason that forces are often drawn as arrows. The direction of the arrow indicates the direction
of the force and the size of the arrow shows the magnitude (= strength) of the force.
2. Consider the picture below.

a. In words, describe what is happening. Use words like ‘force’ and ‘pull’.
______________________________________________________________________________________________
b. If both teams are equally strong, what happens to the handkerchief tied to the middle of the rope?
______________________________________________________________________________________________

65
1
 c. If both teams stop pulling, will there be a difference to what happens to the position of the handkerchief?

______________________________________________________________________________________________

d. We started this worksheet by saying that a force can change the direction or speed of an object or it can
change its shape. Did the handkerchief change speed or direction or did its shape change?

______________________________________________________________________________________________

So, even though two teams were putting in a lot of effort, as the forces they generated were equal in size
but opposite in direction, they cancelled each other out. These are called balanced forces.

66
1
 Chapter 8 | Force and Motion
Worksheet 2–8

Elastics are all materials that will become longer (or shorter) when a force acts upon them, but will return to
their original shape when the force is no longer applied. We are mainly thinking of elastic bands and springs for
use in the lab, but outside the lab, diving boards and bows (to shoot arrows) are also good examples.
1. A student has carried out an experiment where she put different masses on a spring and measured the
length of the spring.
She obtained the following results:

mass in g length in mm
0 20
10 25
20 30
30 35
40 41
50 50

a. Plot a graph of the length of the spring vs the force. First calculate the force put on the spring when these
masses are attached.

You will need to decide the following:

mass in g force in N length in mm

0 20
10 25
20 30
30 35
40 41
50 50

b. What is the dependent variable (the one that is measured)? This goes on the Y axis.

______________________________________________________________________________________________

c. What is the independent variable (the one which the student changed)? This goes on the X axis.

______________________________________________________________________________________________

67
1
 Worksheet 3–8

1. Forces are an inevitable part of our daily lives. When you make use of a bridge, you are benefitting from
the knowledge about forces which the engineer used to design the bridge. Maybe the simplest bridge is
a piece of wood, supported on either end.

Answer these questions.

a. Describe what happens to a wooden plank bridge when a person walks over it?

______________________________________________________________________________________________

b. How much force would you estimate the person puts on the plank? Explain your reasons.

______________________________________________________________________________________________

c. What would happen if a second person joined him/her on this plank? What if we kept adding people?

______________________________________________________________________________________________

This picture shows how the plank would bend, when a force acts on it.

F F

F
In many places, students compete to build the strongest bridge from uncooked spaghetti. They use different
structures and the record is that a bridge built from less than 1 kg of spaghetti could hold 4660 N of force before
it broke. If you are interested, look up more information on the internet and/or organize your own spaghetti
bridge competition.

2. Springs will also change shape when a force acts on them. If you pull a spring, or put a weight on it, it will
extend. However, it will return to its original shape when the force is removed.

This happens in a predictable way; i.e., if you put a certain weight on a specific spring, it will extend by a
certain length. If you repeat it the next day with the same spring and weight, you will find the same length
of extension.

10 mm

20 mm Extension

1N load
2N

68
1
 Chapter 8 | Force and Motion

http://www.schoolphysics.co.uk/age11-14/Matter/text/Stretching_things/index.html

So spring is used in force meters or Newton meters. Newton meters have a spring inside which extends a
certain length with a certain weight.

spring

force in
newtons

1 kg

a. Why would there have to be different meters for different maximum masses?

______________________________________________________________________________________________

b. What would happen if you put too much force on the Newton meter, e.g., if you attach a mass of 50 kg to
a meter designed for 250 g or less?

______________________________________________________________________________________________

c. What would happen if you put a mass of 10 g on a meter designed for 5 kg?

______________________________________________________________________________________________

69
1
 Worksheet 4–8

1. Friction costs us a lot of energy, both from our legs on the bike and from the fuel in the car. It is mainly
found between the tyres and the road.

a. Have a look at the tyres of the racing bicycles crossing the finish line. What do you notice about the tyres?

______________________________________________________________________________________________

b. What do you notice about the tyres on this bicycle?

______________________________________________________________________________________________

2. We need friction!

Not only polar bears find it difficult to walk on ice. We all risk falling over on a surface with little friction. Countries
with winter frost spend a lot of money trying to keep ice off their roads because cars slip on ice and this results
in serious accidents.

When you look closely at the wheels of some cars, you can see a coloured part. These are the car’s brakes.
As you know, you want your car to move, but it also needs to slow down. For this, a car has brakes. But how
do they work?

70
1
 Chapter 8 | Force and Motion

The part indicated by the arrow can move to the left so that is is pressed firmly against the circular metal part
of the wheel. This happens when the driver of the car pushes down the brake pedal.

a. What happens to the friction on the wheel when the movable part of the brake is pushed hard against the
metal part of the wheel?

______________________________________________________________________________________________

b. What would be the result on the speed of the car?

______________________________________________________________________________________________

c. Put your hands together. Rub them for a few seconds with a verylittle force. What do you feel?

______________________________________________________________________________________________

d. Repeat the action, but this time, press your hands together quite strongly. What do you feel now?

______________________________________________________________________________________________

e. If you were to put some oil on your hands and repeat the last action, would you feel the same?

______________________________________________________________________________________________

f. When cars go to a garage for maintenance, the mechanics will ensure parts of the engine are oiled sufficiently.
However, they will never oil the brakes. Why not?

______________________________________________________________________________________________

71
1
9
Chapter

Waves and Energy

UNIT FLOW CHART

Wave and energy

Types of waves

Sound as a wave

Speed of sound

How do we hear sound?

Echoes

Quality of sound

INTRODUCTION
For most people, seeing is more important than hearing. Blind people need more help
to function in our world than deaf people, but sound might be more important to us
than we realize. You may have a student who has trouble seeing or hearing, or you
could invite a blind person and a deaf person to talk about how they experience life.
You could ask students about situations where sound is important. For example, an
ambulance has a siren so we know it is coming before we see it. Music is very important
in our lives and some people spend a lot of time learning how to play an instrument.
The person who wins a gold medal at the Olympics often becomes emotional when
his/her national anthem is played, and most of us are able to recognize the voices of
those closest to us.
In this chapter, we look at how sound is produced, how it travels, and how we hear it.
We also look at the amplitude and frequency of different sounds .

72
1
 Chapter 9 | waves and energy

Lesson 1 Lesson 2
Pages 124 and 125
Pages 120-123

OBJECTIVE OBJECTIVE
• To analyse different types of waves. • To extend knowledge of sound and hearing
by introducing the concepts of frequency and
LEARNING OUTCOMES amplitude.
The students should be able to:
LEARNING OUTCOMES
• define a wave. The students should be able to:
• compare the types of waves (mechanical and
• define the terms: wavelength, frequency, and
electromagnetic) with daily life examples.
time period of wave.
• distinguish between longitudinal and transverse
• define and relate: pitch and frequency. amplitude
waves.
and frequency.
• identify: (1) water wave and sound wave as
• explain the factors affecting pitch and loudness
mechanical wave; (2) light wave as electromagnetic
of sound.
wave.
• define the terms: wavelength, frequency, and START (10 min)
time period of wave. Show the students a tuning fork and strike it on a
rubber pad. Bring it near to the students to listen.
START (15 min)
What is produced? Why is it produced? Name other
Drop a stone in a trough filled with water and ask things which produce sound. Strike the tuning fork
students to observe the waves formed in the trough. again and place the end of the tuning fork gently
Give a chance to the students to make and observe on a window pane. This will increase the volume of
waves in the trough. the sound. Discuss why this happens. (The tuning
fork will make the window pane vibrate. This much
MAIN (15 min)
larger surface will cause the vibration of more air
Read pages 120-123 molecules, so it will be easier to hear. If a student
• Differentiate the mechanical and Electromagnetic puts his/her hand on the window, the vibrations, and
waves and draw the diagram on the board. therefore the sound, will stop.)
• Differentiate the Transverse waves and Longitudinal
MAIN (20 min)
waves.
Read pages 124 and 125
• Explain the term time period that is the time
between one wave and the next. • Ask students to speak loudly or sing a song. Keep
• Explain the wave equation that is the relationship a finger on their throat, what do they feel?
between the speed, frequency, and wavelength. • Draw a wave on the board and lable the Crest,
Trough, Amplitude, Wavelength, Frequency.
PLENARY (10 min)
• Define each term related to the waves.
Ask students to draw a labelled diagram of a wave.
• Use a diagram to explain how sound energy travels
Test yourself page 123 of the students’ book. in the form of sound waves by compression and
rarefaction.
HOMEWORK • Search video with these keywords: “sound
• Draw different types of waves. waves, compression, rarefaction,” and select an
appropriate video to be shown to the students.

PLENARY (15 min)

Investigation 1 and 2 from page 133 can be conducted
in class.

73
1
 Worksheet 1-9 can will vibrate. The vibrations are passed along
the string to the other can which will vibrate, and
Test yourself page 125
the other student will hear what is said.
HOMEWORK • The string must be taut, not hanging down, for
• Exercise question 4 page 132 the best results.
• Remind them of the following: in order to hear
Lesson 3 an echo, the sound has to travel from the person/
object making the sound to the surface which
Pages 126 -127 reflects the sound and back to the person/object.
This means that the distance travelled by the
OBJECTIVE sound is twice the distance between the person/
• To extend knowledge about electrical circuits and object and the reflecting surface.
use the concepts of electric current and energy • Ask students to complete Worksheet 2-9.
transfer to explain how electrical devices work.
PLENARY (10 minutes)
LEARNING OUTCOMES
A ship on the surface of the water sends a signal and
The students should be able to: receives an echo after 5 seconds from a submarine
• relate common phenomenon (e.g. echo, hearing under the water. Calculate the distance of the
thunder after seeing lightning) to the properties submarine from the ship. (Speed of sound in water
of sound. is 1450 m/s).
• explain that sound needs a medium to travel Worksheet 2-9
through and that it travels at different speeds
through different media. Test yourself page 128

START (10 minutes) HOMEWORK

Revise the previous lesson. Focus on the fact that • Exercise question 5 page 132
sound requires particles in a medium to vibrate. Sound • Investigation 3 from page 133.
does not travel in a vacuum but can travel through
gas (e.g. air), liquids, and solids. The vibrations of one Lesson 4
particle are passed on to another, maybe a similar
particle, maybe very different. Page 128-130

MAIN (25 min) OBJECTIVE

• Get some help from either the music department • To extend knowledge of sound and hearing
or a technician for this activity. Connect a by introducing the concepts of frequency and
large loudspeaker to a computer or a musical amplitude.
instrument. If necessary, remove the cover so the LEARNING OUTCOMES
diaphragm (or cone) of the speaker can be seen.
Student should be able to:
• Play different sounds and ask students to observe
the loudspeaker. They should be able to see the • Compare and interpret waveforms in terms of
vibrations of the diaphragm. It may be possible pitch and loudness.
to see that a lowpitched sound produces slower • construct the inverse relation between time
vibrations than a very high-pitched sound. Now period and frequency.
that they have “seen” that sound is vibration and
that vibrations are passed on from the diaphragm START (10 minutes)
to the air (and to their ears), they can apply this Ask students to hum a tune. If you wish, you can
knowledge in building their own telephone. use a tuning fork. Asking them to hum (rather than
• Students can make a “telephone” using two cans sing) is likely to keep the volume down. If you asked
with a hole in the bottom and a length of string them to hum again but change something, what
between them. When one student speaks, the could they change? (pitch or amplitude, i.e. they could

74
1
 Chapter 9 | waves and energy

hum higher or lower and/or they could hum more or

less loudly.)

MAIN (20 minutes)

Read pages 128-130
• Explain that the loudness of a sound depends on
the height of the sound waves, called amplitude.
• Discuss that the greater the amplitude, the louder
the sound.
• Explain that sound can be measured in decibels
(dB).
• Differentiate between frequency and amplitude.
• Explain that the amplitude increases but
wavelength and frequency stay the same.
• Discuss that frequency increases but wavelength
and amplitude stay the same.

PLENARY (15 minutes)

Ask the students to recall all the definitions of the
terms used in the chapter and discuss them in pairs.
Ask the students to differentiate between frequency
and amplitude.
Worksheet 3-9

HOMEWORK
• Exercise questions 6 page 132.

75
1
 Worksheet 1–9

Task 1

1. How is sound produced?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. What is noise pollution?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3. How can noise level be measured?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

4. Write down the noise level of the following:

a whisper

a washing machine

an aeroplane taking off

a rock concert

Task 2

Exposure to loud noises can cause permanent damage to your ears. Working with noisy equipment can cause
damage after only a few hours or minutes, depending on the loudness. A large machine like a bulldozer will
produce 85 dB when it just has its engine running without doing anything, enough to permanently damage
your ears after one day. But also music from your telephone or sound system, either via earphones or a loud-
speaker, can be up to 100 dB and may cause damage after as little as 15 minutes.

1. So if you enjoy music and want to continue to enjoy it, even when you are older, what should you do when
going to a place with loud music?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. What are the ways to control noise in our environment?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

76
1
 Chapter 9 | waves and energy
Worksheet 2–9

1. If a person is jogging on a track and covers a distance of 120m in 20 seconds, what is his/her speed?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. If an aeroplane travels 432km in 6000 seconds, what is its speed in m/s?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3. If a car travels 900m in 30 seconds, how fast is it going?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

4. An echo is heard 10 seconds after a sound is produced. Calculate how far away the reflecting surface is.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

5. A
 boy standing in front of a cliff shouts and hears the sound back after 3 seconds. The cliff is 500m away
from him. What is the speed of sound? Include your calculation.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

6. What is the speed of sound in the air?

_____________________________________________________________________________________________

____________________________________________________________________________________________

7. T
 he speed of light (in air) is almost 300,000,000 m/s. If you see a flash of lightning and hear the clap of
thunder 3 seconds later, how far away is the thunderstorm?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

77
1
 Worksheet 3–9

Task 1:

Match column A with Column B and write the correct letter in Column C.

Column A Column B Column C

a. 
region where molecules are
1. hertz
closer together

2. frequency b. reflected sound

3. compression c. unit to measure loudness

d. 
instrument to measure sound
4. rarefaction
waves

5. echo e. height of sound waves

f. distance from one wave crest to

6. amplitude
another

7. decibel g. number of vibrations per second

h. region where molecules spread

8. wave length
out
9. oscilloscope i. unit of frequency

Task 2

State whether the following statements are true or false.

High pitched sounds have a low frequency sound wave.
The wavelength of a high-pitched sound wave is shorter than the wavelength of a low pitched sound wave.
The faster the vibration, the higher the frequency.
A loud sound carries higher energy than a low sound.
Sounds above 20000 Hz are called infra sounds.

Task 3

Look at the following diagrams of the waves of sounds A and B and answer the questions below. Both the X
and Y axes of both graphs have the same scale.

Sound A Sound B
dB dB

time time

78
1
 Chapter 9 | waves and energy

i. Describe the differences you can see between sound A and sound B.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

ii. What are the units of the Y-axis? What is being measured?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

iii. Draw a two sided arrow on each graph showing the wavelength of the sound.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

iv. Which sound has the shorter wavelength?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

v. Which sound is louder? How do you know this?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

vi. Which sound is higher pitched? How do you know this?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

vii. Pitch is also described by a different word. What is this word and what are the units?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

79
1
 Heat and

10
Chapter

Temperature
UNIT FLOW CHART

Temperature and heat

The inter-conversion of temperature scales

Heat is about moving particles

Transfer of heat

The vacuum flask

More about changing state

INTRODUCTION
The purpose of this chapter is that students should be able to understand the concepts
of transfer of heat by three methods and can apply the knowledge attained, in daily life.
According to the kinetic theory, molecules move more quickly when a substance is
heated. The energy from the heat source is transferred to the molecules as kinetic
energy increases. At the same time, the temperature of the substance rises.
Temperature can be explained as a measure of the (average) kinetic energy of the
molecules. A temperature scale gives us a simple way of comparing how hot objects
are. The most commonly used temperature scale is the Celsius scale.

80
1
 Chapter 10 | Heat and Temperature

Lesson 1 This will help them understand and remember

these definitions. Discuss what they mean and
pages 126 and 127
ask students to give examples.
OBJECTIVE • Task 4 will take some time and needs accuracy
(possibly a calculator). Students should measure
• To explain the differences between heat and
the distance between the given points on the
temperature.
temperature scales. Starting with Kelvin might
LEARNING OUTCOMES be the easiest way. They then have to calculate
The students should be able to: how many millimetres represent a certain
change in temperature and put in the requested
• define the terms heat and temperature on the temperatures. This task requires arithmetic and
basis of Kinetic Molecular Theory. attention, a good ruler, and a sharp pencil. It will
• compare all three scales of temperature (including help the students understand that 1°C is the same
inter-conversion of temperature scales). temperature change as 1 K, but much greater than
a change of 1°F. Ice melts and water boils at the
START (10 min) same temperatures, regardless of the scale, but
Ask students to hold the objects listed below: this temperature has a different value on each
scale.
• Something quite warm (but not hot enough to
cause damage), e.g. a warm (but NOT hot) cup PLENARY (15 min)
of tea • something cold, e.g. ice cubes • a good
In this lesson, students learned the difference
insulator, e.g. piece of Styrofoam
between heat and temperature. Now ask students
• A good conductor, e.g. metal spoon. Ask students to describe the connection between these concepts.
to rank them from coldest to warmest. Inform Answers are likely to include: “If you add heat to an
the students about the temperature in the room object, the temperature increases.” or “If objects
and ask them to estimate the temperature of the are the same temperature, there is no transfer of
items and record them on worksheet 1-10. heat.” You can ask students to consider the three
• Have four thermometers ready and put them with temperature scales they have studied. On each scale,
each object. You will see that the ice is indeed how many degrees Fahrenheit, degrees Celsius, and
colder and the cup of tea, warmer than room Kelvin are between the melting point of ice and the
temperature, but the spoon and Styrofoam are boiling point of water?
both the same, i.e. room temperature.
Test yourself page 134 and 135
MAIN (30 min)
HOMEWORK
Read pages 134 and 135
• Exercise question 4 on page 147.
• Explain the term heat that is the transfer of energy
from a higher temperature object to a lower Lesson 2
temperature object. It is measured in joules (J)
or kilojoules (kJ). Page 136 and 137
• Explain the temperature at which the particles
OBJECTIVE
stop moving is called absolute zero. Absolute zero
is the temperature at which a material has no heat • To apply kinetic theory to explain changes in the
energy. This temperature is –273.15 °C, usually states of matter.
rounded of as –273 ºC, and 0 K.
LEARNING OUTCOMES
• Explain the inter-conversion of temperature
The students should be able to.
scales.
• Use Task 2 of worksheet 1-10 to revise the states • describe the expansion of the three states of
of matter and the names of the changes of state. matter on heating, and contraction on cooling, in
terms of particles.
• Ask students to copy the definitions of
temperature and heat from the student book. • predict the effects of heat gain and heat loss.

81
1
 START (10 min) Lesson 3
Recall the states of matter and changes of state Page 138-141
and what was learnt in the previous lesson. Divide
students into three groups and ask them to pretend OBJECTIVE
that they are particles. One group will pretend to be
• To explain about mechanisms of heat transfer.
particles in a solid, other particles in a liquid, and the
third particles in a gas. Discuss how their actions LEARNING OUTCOMES
portrayed properties of the state. The students should be able to:
MAIN (25 min) • construct the concept of heat conduction,
Read Page 136 and 137 convection and radiation by applying particle
theory including daily life examples.
• Explain the terms boiling, melting, condensation
and evaporation. START (15 min)
• Explain that the movement of particles is affected Boil some water and fill a cup up to 1/3 or 1/2. Using a
by temperature. The higher the temperature, the metal teaspoon, take half a teaspoon of butter. Place
faster the particles move. the handle of the spoon in hot water so that the head
• Explain the process of turning of water to steam of the spoon, containing the butter is sticking up.
in this kettle because heat is making its particles Soon, the butter will melt off the spoon because the
move faster. heat energy has been transferred from the handle of
the spoon in the hot water to the head of the spoon.
• Ask students to complete Task 1 of worksheet
This is an example of how conduction works.
2-10.
• If students found it difficult to act out the particle Ask students if they have been inside a vehicle on
model, they can try again after completing Task 1. black asphalt (on the road) on a hot day. Presumably
most students have. Ask them what they observe
• Use the knowledge of the particle model and
if they look at the road some distance ahead? It is
apply it to the changes of state. In Task 2, students
likely that students will say it looks wet or that it looks
are asked to explain how through the particle
like water is on the road. Ask them what happens as
model, kinetic energy changes properties with
they come closer? Is there actual water? No. This is
change of state.
an example of a mirage caused by convection. Both
PLENARY (10 min) of the above mentioned examples depend on heat
being transferred by particles. Ask students what
Ask students to discuss how condensing and
they feel when they face the Sun on a pleasant day.
freezing can be explained using kinetic theory. (It
Most likely the responses will refer to feeling the
is the opposite of evaporating and melting.) Ensure
heat or warmth of the Sun. Then ask them what is
students have understood this thoroughly.
in space, between us and the Sun? The responses
Worksheet 2-10 may include space, no air, or particles. Hence, the
Sun’s heat energy reaches us via radiation.
HOMEWORK
• Test yourself page 137 MAIN (20 min)
• Read pages 138-141
• Ask students to complete Task 1 of worksheet
3-10. The task requires students to recall the three
methods of heat transfer. It is not necessary that
all the topics be read in detail, only the correct
terminology is required.
• Discuss the diagram in Task 3 with the students.
If you wish, you can show a video of a similar
experiment. If you search terms like ‘heat
conduction activity’, online, you should come up

82
1
 Chapter 10 | Heat and Temperature

with a variety of videos based on heat conduction. • Ask students to complete Task 1 of worksheet
Please preview; some of them take 10 minutes 4-10.
with little action. • Have a look at Task 2. If you search for videos on
convection currents ice cubes, you should be able
PLENARY (15 min)
to find one illustrating Task 2. Show the video after
Hand students two Post-it notes (or small pieces of students have performed the activity and elicited
paper) and ask them to write an example of an item an explanation.
which is a good conductor of heat and its application.
• You could look for a video on the convection
They shall do the same for insulators. Make sure
apparatus for Task 3 but they tend to be long,
students do not copy each other. Stick their notes
without much happening.
on two posters with the heading Conductors and
Insulators. Ensure only good examples are used: • Task 4: Divide your class into groups of 3 students
either ask students to modify poor examples or just each and ask them to present an annotated
leave them out. drawing explaining an example of convection as
given in their worksheet. If you wish, either you or
Test yourself page 139 the students can come up with other examples.
HOMEWORK • Test yourself page 145
• Exercise questions 5 page 147 PLENARY (15 min)
A hot air balloon has a small vent at the top which can
Lesson 4 be opened briefly to let some air out. This will slow
Page 138 down the balloon’s ascent or even make it go down.
It is not easy to operate this vent since it is on top of
OBJECTIVE the large balloon and the pilot is below the balloon.
• To explain about mechanisms of heat transfer. Why do they not make this vent near the bottom?
(The hottest air in the balloon is at the top, so only a
LEARNING OUTCOMES small amount would have to be released to make a
The students should be able to: change. The air near the bottom is much cooler and
opening a vent would not have as much of an effect.)
• explain why metals are good thermal conductors
and fluids are poor conductors of heat using the
particle mode.
Lesson 5
Pages 142-146
START (10 min)
Remind students that at the start of the last lesson, OBJECTIVE
you briefly looked at three methods of heat transfer. • To explain about mechanisms of heat transfer.
Last lesson was about conduction, this lesson is
about convection. What do they already (think they) LEARNING OUTCOMES
know?
The students should be able to:
Discuss the following ideas. Please encourage
• identify the effects of thermal expansion and
students to brainstorm but do not tell them whether
contraction with their applications in daily life.
their answers are right or wrong. If possible,
encourage students to discuss their ideas. Bring an • state and explain practical methods of thermal
empty electric kettle to the classroom and let the insulation used for constructing buildings.
students look at it. The metal element which warms START (10 min)
the water is at the bottom of the kettle. How does it
The last lesson was about convection, this lesson is
warm the water at the top?
about radiation. Ask the class what do they already
MAIN (25 min) (think they) know? Since the word ‘radiation’ is
usually associated with dangerous types of radiation,
• Ask students to read page 138
it might be useful to remind students that sound and

83
1
 light are also types of radiation, as is heat (and even
the microwaves in the microwave oven at home).

MAIN (25 min)

Read page 142-146
• Everyone loves barbecue so share this idea
with students, explaining about heat transfer
in a situation they are familiar with in Task 1 of
worksheet 5-10.
• discuss the concept of emitting and absorbing
radiation. Ask class to complete Task 2.
• Explain the process of thermal expansion in solid,
liquids and gases.
• Read page 142 about the vacuum flask and then
consider the concept of double glazing in Task 3.
This is much more common in colder climates
than in warmer climates, although effective in
both since double glazing reduces heat transfer
in both directions. Please make sure to include
this idea so that it is relevant to students’ lives
and they do not think they are learning something
designed for students in a different part of the
world.

PLENARY (10 min)

It may also be a good opportunity to stress that
insulation (including double glazing) improves comfort
and reduces electricity bills and carbon emissions,
which is the responsibility of every person on Earth.

HOMEWORK
• Draw a labelled diagram of a vacuum flask

84
1
 Chapter 10 | Heat and Temperature
Worksheet 1–10

Task 1

Take four objects to feel.

a. Write down in order how cold/hot they are. Estimate the temperature of each object and write it below the
object. Remember to include the units.

Coldest Warmest
Temperature

b. Did you write the order of the objects (from coldest to warmest) correctly?

c. Did you estimate the temperatures correctly? If not, explain the difference between your thinking and the
actual values.

Task 2

You may remember learning about particle theory. It explains how substances change state. Complete the
diagram below by writing the names of the states of matter in the rectangular boxes and the names of the
changes of state in the oval areas.

Task 3

The temperature and heat are related but not the same thing. Use page 3 of your Student book and write the
definitions of heat and temperature below:

Temperature is: __________________________

Heat is: ______________________________

We measure temperature with a thermometer, but what units do we use? Three scales are commonly used:
Celsius, Fahrenheit, and Kelvin.

The Fahrenheit scale took the temperature of the human body to be 100°F and the freezing temperature of
very salty water as 0°F.

The Celsius scale takes 0°C for the freezing point of water and 100°C for the boiling point of water. The Kelvin
scale considers ‘absolute zero’ to be 0 K.

(Please note, the units are °F (degrees Fahrenheit), °C (degrees Celsius) but K (Kelvin – without degrees, e.g.

85
1
 water boils at 373 K).

Task 4

Each of the thermometers below has a different scale. A few numbers are given but the others need to be put in.

a. You need to measure the distance between the numbers given and divide the space equally to put in the
missing numbers, and this needs to be done precisely.

200°F 125°C 300 K

50°F 50°F 200 K
-200°F -100°C 100 K

Add the following in the correct places

-460

b. What temperatures do the two horizontal lines indicate? Write them in the table below for each temperature
scale.

Fahrenheit Celsius Kelvin

Line A
Line B

c. What do these two lines represent?

Line A _________________________________________________

Line B _________________________________________________

86
1
 Chapter 10 | Heat and Temperature
Worksheet 2–10

Task 1

Choose the correct option given in the table below:

______________________________________________________________________________________________

Property solid liquid gas

shape fixed OR takes shape of takes shape of container takes shape of container
container
fixed OR takes shape of fixed OR takes shape of
container container
can be compressed yes OR no yes OR no yes OR no
space between particles close together OR far close together OR far close together OR far
apart apart apart
particle arrangement random OR regular random OR regular random OR regular
particle movement move around each other move around each other move around each other
OR vibrate back and forth OR vibrate back and forth OR vibrate back and forth
particle speed move fast OR move very move fast OR move very move fast OR move very
fast OR do not leave their fast OR do not leave their fast OR do not leave their
place place place

Task 2

Solid to liquid

a. What is the name of the process?

______________________________________________________________________________________________

b. Which properties change?

______________________________________________________________________________________________

c. Explain how adding heat energy will cause these changes

______________________________________________________________________________________________

Liquid to gas

d. What is the name of the process?

______________________________________________________________________________________________

e. Which properties change?

______________________________________________________________________________________________

f. Explain how adding heat energy will cause these changes.

______________________________________________________________________________________________

87
1
 Worksheet 3–10

g. When heat is transferred out of the gas or liquid, these processes reverse. What are the names of these
changes of state?

gas liquid: ____________________________________________________________________

liquid solid: ____________________________________________________________________

If you have been in the desert on a hot day, you may have been surprised to see water some distance away.
If you go to investigate, you will realise that there is no water. It was a mirage and caused by one method of
heat transfer.

Task 1

There are three ways of transferring heat:

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

Task 2

Write definitions of the terms below.

Conduction:
________________________________________________________________________________________________
Insulator:
________________________________________________________________________________________________
Task 3

Consider this experiment.

88
1
 Chapter 10 | Heat and Temperature

a. When the Bunsen burner is lit, what happens to the metal rod?

______________________________________________________________________________________________

b. What happens to candle wax when it becomes warm?

______________________________________________________________________________________________

c. Which pin will drop first? Explain your answer.

______________________________________________________________________________________________

d. If we replaced the metal rod with a plastic one, what would happen? Explain your answer

______________________________________________________________________________________________

89
1
 Worksheet 4–10

Convection

Cross out the incorrect options from the following statements.

Task 1

a. Conduction takes place in solids/liquids/gases and convection takes place in solids/liquids/gases.

b. When a liquid is warmed, the particles move more slowly/faster.

c. This causes the particles to move farther apart/closer together.

d. This makes the warmer liquid denser/less dense than the colder liquid.

e. As a result, the warmer liquid goes down/up.

Task 2

Place some ice cubes with added food colouring in a tank of water. Consider your answers above and explain
what you see.

Task 3

You cleaned out this convection apparatus and filled it with clean water. This time you put a lighted candle
on one side, as shown in the diagram, and left it for a few minutes.

a. What would happen to the temperature of the water on the left side of the apparatus?

______________________________________________________________________________________________

b. What would happen to the temperature of the water on the right side of the apparatus?

______________________________________________________________________________________________

c. What would the water on the left side of the apparatus do?

______________________________________________________________________________________________

90
1
 Chapter 10 | Heat and Temperature

d. Think what this means for the water in the horizontal tubes, both at the top and bottom. If you now put a
drop of colour at the arrow, what would you see? Write your answer below and draw on the diagram.

______________________________________________________________________________________________

Task 4

Convection is very common and numerous examples can be found. Can you explain how convection is involved
in the following situations? Work in a small group and present your ideas as an annotated drawing on A-4 paper.

a. hot air balloons

b. a fridge with a freezer compartment at the top

c. a cooling sea breeze on a hot day

d. a lava lamp

e. air conditioning

f. fire men entering a burning building on hands and knees

g. conventional oven

91
1
 Worksheet 5–10

Task 1
You know a barbecue is hot, but have you ever thought about the methods of heat transfer related to a barbecue?

a. At your barbecue party, what would be an example of heat transfer by conduction?

______________________________________________________________________________________________

b. At your barbecue party, where would heat be transferred by convection?

______________________________________________________________________________________________

c. There is also radiation from the barbecue. Where would you best feel this?

______________________________________________________________________________________________

d. In some grill ovens, you put your meat under the heating element. Your meat is grilled by the heat coming
from above. It will take longer to cook this meat than a similar piece on the barbecue. Can you explain this?
______________________________________________________________________________________________

Task 2

a. What is the name of the type of wave which transfers heat?

______________________________________________________________________________________________

b. What are emitters? What do they look like?

______________________________________________________________________________________________

Task 3
Applications of knowledge about heat transfer. Double glazing can be installed in houses to reduce heat transfer
through the window.

Consider heat transfer through a window with a single pane of glass. What happens in terms of
a. conduction?
______________________________________________________________________________________________
b. convection?
______________________________________________________________________________________________
c. radiation?

______________________________________________________________________________________________

92
1
 Chapter 10 | Heat and Temperature

Now consider a window with two panes of glass and air trapped between the panes. What happens in terms of:

d. conduction?

______________________________________________________________________________________________

e. convection?

______________________________________________________________________________________________

f. radiation?

______________________________________________________________________________________________

It is possible to remove the air between the panes of glass and seal the space so it remains a vacuum. How
would this affect heat transfer by:

g. conduction?

______________________________________________________________________________________________

h. convection?

______________________________________________________________________________________________

i. radiation?

______________________________________________________________________________________________

j. Do you think double glazing is equally effective in colder and in warmer climates? In other words, when
it is cold, would it keep the heat in, but also keep the heat out when it is too warm outside? Explain your
answer.

______________________________________________________________________________________________

k. What are the similarities and differences between the concepts of double glazing and a vacuum flask?

______________________________________________________________________________________________

93
1
11
Chapter

Earth and Space

UNIT FLOW CHART

Gravity and weight

Tides

Days, months and years

The seasons

The apparent movement of constellations

INTRODUCTION
This unit tells about the Earth, space and heavenly bodies present in the space. This
unit will help to explore the interconnections between the Earth, ocean and formation
of tides.
Mass and weight is different from each other. The force of gravity keeps planets and
moons in their orbits. Tides are the continuous rising and falling of water caused by
the gravitational pull of the Moon and Sun. Seasons in Earth’s Northern and Southern
Hemispheres are related to Earth’s annual movement around the Sun.
The gravitational pull of the Moon causes high tides on the opposite side of the Earth.
When the moon and the sun are in alignment, they create extremes in tides called
spring tides. Different seasons, different constellations visible at different times of the
year are caused by the effects of the Earth’s annual revolution around the Sun, given
the tilt of its axis.

94
1
 Chapter 11 | Earth and space

Lesson 1 OBJECTIVE
Page 149-150 • To compare the tides and effects of the Earth’s
annual revolution around the Sun.
OBJECTIVE
LEARNING OUTCOMES
• To find difference between mass and weight.
The students should be able to:
LEARNING OUTCOMES • Recognise that tides are caused by the
The students should be able to: gravitational pull of the Moon.
• Recognise that the force of gravity keeps planets • Describe the effects of the Earth’s annual
and moons in their orbits. revolution around the Sun, given the tilt of its axis
(e.g. different seasons, different constellations
• Differentiate between mass and weight, using
visible at different times of the year).
examples of weightlessness experienced by
astronauts on the surface of the Moon. START (10 min)
START (15 min) Ask students about what they already know about
how season change.
Explain how solar and lunar eclipses occur. Collect,
record, and report data on the beliefs and practices
MAIN (15 min)
of the community in relation to eclipses
Page 152-155
Show a force meter and find weight of few objects
like a book, a pencil case and then explain the concept • Discuss that the Tides are the continuous rising
of mass and weight. and falling of water caused by the gravitational
pull of the Moon and Sun.
MAIN (15 min) • Explain that the gravitational pull of the Moon
Read page 149-150 causes high tides on the opposite side of the
Earth.
• Explain about weight and mass
• When the moon and the sun are in alignment,
• Discuss the units of weight and mass they create extremes in tides called spring tides.
• Explain the term gravity. On Earth, the strength of • Show a chart showing pictures of high tides and
the gravitational field is about 10 N/kg. This means low tides.
that it gives a force of 10 N on every kilogram.
• Use a torch and balls and explain how days and
• Solve some examples on the board. months are changed.
PLENARY (10 min) • Divide students into group of four and ask them
Test yourself page 151 to role play about formation of seasons.
• Investigation 2 page 159 and write conclusions.
HOMEWORK
PLENARY (15 min)
• Exercise question 3 page 157
Ask students to draw a poster showing different
types of tides.
Lesson 2
Test yourself page 155
Page 152-155
HOMEWORK
• Exercise question 4 page 157

Lesson 3
Page 156

95
1
 OBJECTIVE
• To compare the apparent movement of
constellations.

LEARNING OUTCOME
The students should be able to:
• Describe how seasons in Earth’s Northern and
Southern Hemispheres are related to Earth’s
annual movement around the Sun.

START (15 min)

Ask a question:
• What do you observe when you go outside at
night and look up at the sky?
• Listen to the students’ responses and write them
on the board.

MAIN (15 min)

Read Page 156
• Discuss that the Earth’s tilted axis also affects
how constellations and other heavenly bodies
appear to move across the night sky.
• Explain that the Pole Star stays in the same
position because it is in line with the Earth’s axis.
• Give seven bunties of different colour or play
dough and ask students to make different
arrangements of constellations.
• Discuss that in the Northern Hemisphere, the
whole night sky appears to rotate around the Pole
Star.
• Investigation 3 page 159 and write conclusions.
• Worksheet 1-11

PLENARY (15 min)

Exercise question 5 page 158

HOMEWORK
• Exercise question 6 page 159

96
1
 Chapter 11 | Earth and space
Worksheet 1–11

Task 1

We use a number of units to keep track of time, but you may wonder about their duration and how we decided
them. Answer the following questions.

a. What is one day?

______________________________________________________________________________________________

b. Explain why you experience night and day.

______________________________________________________________________________________________

c. How long does it take for the Earth to complete one orbit around the Sun?

______________________________________________________________________________________________

d. Explain the number of days in a ‘normal’ year and compare it to a leap year.

______________________________________________________________________________________________

Task 2:

Mention the high tide and low tide in the following diagram:

97
1
 Technology in

12
Chapter

Everyday life

Lesson 1 Lesson 2
Page 161-162
Pages 163-164
OBJECTIVE OBJECTIVE
• To encourage students about plantation. • To note down the heartbeat of a person.
LEARNING OUTCOME LEARNING OUTCOME
The students should be able to: The students should be able to:
• Design a model to demonstrate • Make a simple Stethoscope.
drip & sprinkler irrigation system for
conservation of water. START (15 min)
Materials required: plastic tray, ketchup
START (10 min)
bag, pipe, two sketch pen, soil, glue gun,
Materials required: 1 m of cotton string, iron nail
piece of plastic tubing 50 cm long, thin
wire, scissors, plastic bottle with plastic MAIN (30 min)
top, clothes peg, potted plant
Read Pages 163-164
MAIN (25 min) • Discuss that the stethoscope is used
Read Page 161-162 to hear heartbeat.

• Discuss that drip irrigation system PLENARY (15 min)

replicates rain by spraying water under Ask students about to check their pulse.
pressure.
• Explain that the water is distributed HOMEWORK
over the entire soil surface by spray • Use your stethoscope and note
heads at the terminals. heartbeat of three family memebers.
• Explain that drip irrigation system save
water since they irrigate plants with a
Lesson 3
small amount of water. Pages 165

PLENARY (10 min) OBJECTIVE

Ask the importance of water for plants. • To practice about cleaning of hands.

HOMEWORK LEARNING OUTCOME

• Design a Sprinkler Irrigation system The students should be able to:
• Make a sanitizer using suitable
substances

START (15 min)

Materials required: 90% Isopropyl alcohol
(rubbing alcohol), Aloe vera gel, essential

98
1
 Chapter 12 | Technology in everyday life

oil e.g. lavender oil. Beaker, measuring cylinder, HOMEWORK

stirrer, funnel, small plastic bottle, sticky label food • Ask students to make apple jam/ mango pickle
colouring. under the supervision of an adult.

MAIN (15 min)

Read pages 165
• Discuss about the use and importance of sanitizer.
• Tell the importance of cleaning hands.
• Ask students to improve the habbit of washing
hands.

PLENARY (15 min)

Discuss about the use and importance of sanitizer.

HOMEWORK
• Try making another sanitizer, but this time adding
40 ml of Aloe Vera to the mixture.

Lesson 4
Pages 165-168

OBJECTIVE
• To describe the process of preservation of food.

LEARNING OUTCOME
The students should be able to:
• Use different techniques of preserving foods like
orange juice, apple jam and pickles.

START (15 min)

Materials required: 1 kg oranges, 1 litre of water, 750
g of sugar, knife, saucepan, wooden spoon, blender,
sieve, large bowl, measuring jug, sterilized bottle or
jug with lid.

MAIN (15 min)

Pages 161-162
• Explain the several methods of preserving food.
• Explain that sugar causes any microoganisms
present in the fruit to lose water by osmosis and
die.
• Discuss that the vinegar creates a strong acidic
environment in which few microorganisms can
survive.

PLENARY (15 min)

Suggest why the orange juice should not be kept for
more than a few days in the fridge?

99
1