TEACHING GUIDE

SCIENCE
6
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
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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 9789697342143
Acknowledgements
Illustration: p. 26: © Tom Oliveira / Shutterstock
Content provided by Kulsoom Waqar
Contents
Chapters Pages Title

iv–vi INTRODUCTION

1 1–8 CELLULAR LIFE

2 9–19 REPRODUCTION IN PLANTS

3 20–26 BALANCED DIET

4 27–33 HUMAN DIGESTIVE SYSTEM

5 34–41 MATTER AND PARTICLES

6 42–52 ELEMENTS AND COMPOUNDS

7 53–61 MIXTURES

8 62–74 ENERGY

9 75–86 ELECTRICITY

10 87–94 MAGNETISM

11 95–102 SOLAR SYSTEM

12 103–105 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

Cellular Life
UNIT FLOW CHART

Living things are made up of cells

Special cells perform special jobs

Cells, tissues, and organs

Organ systems of a human being

INTRODUCTION
Living organisms perform different vital functions. They take in food and excrete waste
materials. They respire and move. Similarly, in plants, leaves make food while roots
absorb water. These all functions are carried out by different organs. These organs are
made up of specialized cells.
This chapter is about cellular life. Students will be able to sort most things into ’living’
and‘non-living’ quite easily, but it might be harder to work out what is at the basis of
their decisions. This could be an interesting discussion to start off the chapter.
There is no substitute for the hands-on work students do in the lab. They enjoy doing
experiments and it will increase their interest in science, which usually makes them
easier to teach. We teach the scientific method and this makes a lot more sense if
students actually carry out experiments. Some of you will teach in schools with limited
resources where you have no choice but to find alternatives to experiments, but many
of the experiments or activities in this book can be done in classrooms or outside with
very simple equipment.

1
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 Lesson 1 Student Book.
Pages 9 • unicellular and multicellular organisms in note
book.
OBJECTIVES
• to explain how organisms are constructed from Lesson 2
cells, tissues, and organ systems Pages 10
• to differentiate unicellular and multicellular
organisms OBJECTIVE
• To differentiate between plant and animal cell.
LEARNING OUTCOMES
After this lesson, students should be able to: LEARNING OUTCOMES
After this lesson, students should be able to:
• Recognise cells as the basic unit of life that are
organized into tissues, organs, systems and • Identify the structures present in an animal cell
organisms. and plant cell as seen under a simple microscope
and relate them to their functions (only include
START (10 min) cell membrane, cytoplasm, nucleus, cell wall,
• Display a picture of a cell or refer to the pictures chloroplast, mitochondria and sap vacuole).
on page 9 of the Student Book. • Animal and plant cells and label key organelles
• Ask a student to write on the board: All living in each. and contrast an animal cell and plant cell
things are made of cells. by preparing slides using onion peels and cheek
• Ask another student to write on the board: Cells cells.
are microscopic. • Describe the similarities and differences between
the structures of plant and animal cells.
MAIN (30 min)
Read page 9 START (10 min)
• Take the students to the laboratory and show Remind students that all living things are made of
them a microscope and hand lens. Show them cells.
slides of different kinds of cells. Remind students that we need a microscope to see
• Explain about the term microscopic organisms cells.
and show slides of amoeba and paramecium.
MAIN (30 min)
• Help the students to practice and acquire skill in
using a microscope. Read page 10
• I f microscopes are not available, use the internet • Take students to the Biology lab and show one
as an alternate option. Search for ‘animal cells or two prepared slides of plant and animal cells
under a microscope’ and show the students the under the microscope.
differences between animal and plant cells. • If microscopes are not available, use a chart paper
• Discuss about the term unicellular and as an alternate option. Show pictures of plant and
multicellular. Make two columns on the board animal cell and show the students the differences
and ask students to write names of unicellular between animal and plant cells.
and multicellular rganisms. • Discuss the functions of each structure present
in the cell one by one.
PLENARY (5 min)
• Ask them to draw what they see in their note
Ask students what is used to make a wall.
books.
HOMEWORK • Complete worksheet 1-1.
• Make a list of unicellular and multicellular PLENARY (5 min)
organisms on colour paper.
Discuss the different structures found in plant and
animal cells and the functions of each structure. This

2
1
 Chapter 1 | Cellular life

can be done in a plenary discussion or by asking are unlikely to actually say this, so the teacher may
students to answer questions on slips of paper/card. have to provide some guidance.
• Then ask students to give other examples where
HOMEWORK shape relates to function, and extend it to include
• Write answers of questions test your self on page the structure of the material. For example, we do
11 in note books. not wear Styrofoam (a great insulator) to keep
warm because it is not flexible. (It could be used
Student Book.
to insulate houses but it is dangerous in case of
• Draw and colour a plant cell and an animal cell fire.)
in note book.
• Now ask students to write and/or draw a part of
a living organism where the structure supports
Lesson 3 the function. Examples could include the gills of
Pages 10 a fish (large surface for getting oxygen from the
water), the splayed feet of camels (large surface
OBJECTIVE area so they do not sink into the sand too far),
• To explain how organisms are constructed from the long snout and tongue of an ant eater (which
cells, tissues, and organ systems allows them to get ants from deep inside their
nests), etc.
LEARNING OUTCOMES • Explain the term levels of organization.
After this lesson, students should be able to: • Discuss how different organs work together in
• arrange and rank different levels of cellular an organ system.
organisations – cells to tissues, organs and • If desired, connections between the systems
organisms. be considered. For example, the respiratory
• relate the structures of some common cells system gets oxygen into the organism but the
(nerve, muscle, epithelilal and blood cells) to their circulatory system takes it to where it is needed,
functions. e.g. muscles.
• Complete worksheet 3-1.
START (10 min)
PLENARY (10 min)
Revision
Check if students have understood the relationship
Play the link below. between structure and function by referring to their
https://www.youtube.com/watch?v=-zafJKbMPA8 writing/drawing. Ask students to explain where
appropriate.
Discuss the information that is given and relate it to
what was learnt in the previous lesson. HOMEWORK
MAIN (25 min) • Test yourself questions on page 12 in the note
book.
STRUCTURE AND FUNCTION • Answer exercise questions 5 and 6 in note book.
• Read Student Book page 12 and 13.
Student Book.
• Have a number of objects ready, for example,
a fork, a spoon, a knife, a cup, and a plate. Ask • Complete tasks from Workbook pages 9 and 10.
students which item they would choose if they
wished to drink tea. What about cutting a piece
of bread? Obviously, students will drink tea from
a cup and slice bread with a knife. Ask them
why they made their choices. There will be
different answers, but they will have in common
a relationship between the structure of the item
and the function for which they need it. Students

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 Worksheet 1–1

All living things are made up of cells. We need a microscope to see cells.
1. Looking at cells. Plant and animal cells carry out similar tasks but each type of cell also has unique functions.
Therefore, some of the structures of plant and animal cells are the same, but others are different. Using
your microscope, look at the slides of some animal cells.
a. Describe what you see.
b. It is possible that your animal cells look something like the picture below. Draw what you see under your
microscope.

Name of the slide: _________________

Now look at your plant cell. Does it look something like the micrograph below? Draw your plant cells.

Name of the slide:_________________

c. What colour are the little round structures you see in the plant cell? Use page 20 of your Student Book to
label the structures you drew in your animal and plant cells.

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 Chapter 1 | Cellular life

2. Comparing plant and animal cells. Looking at page 10 of your Student Book, which structures do you see in
the diagram of the animal cell and also in that of the plant cell?

Animal cell Plant cell

___________________________________
___________________________________
___________________________________
There are some structures which are found only in plant cells. Which are they?
___________________________________
___________________________________
___________________________________
Complete the table below. Use the information from page 10 of your Student Book.

name of the structure what it looks like? what it does?

It is the control centre
Dense, round structure
of the cell
All cells fluid substance Everything floats in this.
It controls what enters
thin layer around the skin
and leaves the cell.
thicker layer around the It helps the plant cell
cell keep its shape.
green sphere, most This is where the plant
plant cells have many of uses light energy to
Plant cells them make its food.
Together with the cell
Very large structure in
wall, the vacuole helps
the middle, filled with
the plant cell to keep its
sap
shape

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 Worksheet 2–1

All living things are made of cells but organisms are not just a lot of cells sticking together. Organisms have
many different types of cells, doing different jobs, and they are highly organized.

Specialised cells If cells have a special function, they may need to have a special shape in order to do their
work well. This relationship between structure and function is a key concept in biology that you will see often.
Below are pictures of four types of cells: nerve cells, epithelial cells, pollen grains, and red blood cells. Fill in
the empty sections of the table.

picture name of cell function structural adaptations

reproductive cells

round with a dent in

the middle so that it
has a large surface area
which makes it faster
to absorb or give off
oxygen

packed close together

without any spaces
between the cells so
cover surfaces that everything entering
or leaving the body is
controlled by having to
go through the cells

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 Chapter 1 | Cellular life

Levels of organisation.

Fill in the empty sections in the table.

examples found in examples found in

name of the structure description
plants animal
basic unit of life root cell skin cell
Tissue vascular tissue
Organ leaf
Organ system branch
Organism palm tree

Different tissues combine together to make an organ. Lable the tissues which make up the stomach.

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 Worksheet 3–1

stomach

Write similarities and differences between plant and animal cell.

plant cell animal cell

similarities

8
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2
Chapter

Reproduction in plants
Plants
UNIT FLOW CHART

Pollination

Fertilization

Seeds and fruits

Germination

Cloning in plants

Micropropagation and tissue culture

INTRODUCTION
Plants are the organisms which capture the Sun’s energy and use it to create large
organic molecules. In other words, they make their own food; but they are also food for
all herbivores, which, in turn, may be eaten by carnivores. So all organisms depend on
photosynthesis, directly or indirectly. Like all other organisms, plants die. This may be
after one season, a year, or several years, but the oldest tree we know is 5000 years
old. It is called Methuselah and found in California.
Although we are aware of a few other trees which are over 2000 years old, they are
the exceptions. And even these trees will die. Just like for any other organism, it is
important that plants reproduce so new individuals can take the place of those that
die. In this chapter, we will discuss pollination, fertilization, and seed dispersal. Please
ensure that your students are clear on the difference between pollination and seed
dispersal since these processes have some similarities which could confuse them.
A practical component of plant reproduction which is suitable for the lab or a classroom
is the germination of seeds. Any teacher should be able to do this as it requires no
equipment other than some seeds and wet tissue or cotton wool. If you place some
seeds, e.g. beans, in different conditions (dry, wet, dark, light) at the start of this unit,
then students can deduce what is needed for seeds to germinate.

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 Lesson 1 HOMEWORK
page 19-21 • Answer test yourself questions page no. 20 in
notebook.
OBJECTIVE
Note book
• To extend knowledge about reproduction in
• Answer exercise question 4 in note book.
plants.

LEARNING OUTCOMES Lesson 2

The students should be able to: Page21
• describe the different types of reproduction of
OBJECTIVE
plants.
• To explain the processes of fertilisation.
• compare and contrast types of reproduction
(sexual and asexual) in plants. LEARNING OUTCOMES
START (15 minutes) The students should be able to:
Give students some pictures of flowering plants and • explain pollination and its types.
ask them to draw and label the plant. Make sure • compare and contrast types of pollination.
the pictures include the following parts: roots, stem,
leaves, flower, fruit/seeds. START (10 minutes)
Ask students to name the parts of a plant (revision).
MAIN (20 minutes) Then ask about the function of each part. Follow it
read page 19 by discussing the parts of the flower. Then consider
the following: the only function the flower has is
• Discuss that there are two types of reproduction,
reproduction. It uses up a fair amount of the plant’s
sexual reproduction and asexual reproduction.
resources and does not contribute anything to the
• that sexual reproduction involves the fusion of plant’s survival (but it is important for the species’
male and female sex cells. survival).
• Discuss the importance of Sexual reproduction
Although it is a little sidetrack, you could spend a
that enables genetic information from two
few minutes considering reproductive strategies
parents to mix together. The offspring produced
among animal species. An example is a salmon which
are genetically different from each other and from
returns from the sea to the river where it was born
their parents.
to reproduce. But its body is no longer fit for living in
• Asexual reproduction does not involve sex cells fresh water and it dies after depositing or fertilizing
or fertilisation. Only one parent is involved in this the eggs.
type of reproduction, so there is no fusion of
gametes and no mixing of genetic information. Some plants grow rapidly from seeds, produce
flowers and seeds, and die.
• Draw two columns on the board and ask students
to write advantages and disadvantages of sexual
MAIN (25 minutes)
reproduction and asexual reproduction.
• The purpose of flowers is reproduction. What is
• Discuss and solve worksheet 2-1
needed for (sexual) reproduction is the fusion of
PLENARY (10 minutes) male and female gametes. In the case of plants,
this means the pollen needs to be carried to the
Divide the students into 5 groups. Give one complete
stigma so that the male nucleus inside the pollen
flower to each group. Ask them to study its various
can fuse with the female nucleus inside the ovary.
parts. Open the flower, take out the ovary and
ovules, and look at them under a magnifying glass • Go over insect pollination and wind pollination
and microscope. (pages 21 and 22 of the Student Book).
• Discuss pollination is followed by fertilisation. The
nucleus of the male reproductive cell must join

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 Chapter 2 | Reproduction in plants

up with the nucleus of the female reproductive pollinate the buttercup but no fertilisation will
cell before a new plant can be formed. occur.
• Show the students a diagram of flowers’ pollen • The transfer of pollen from anther to stigma is
transferred from anther to stigma of the same called pollination. After pollination, the pollen
and different plants. tube elongates, carrying with it the male nucleus
• Hand out Worksheet 2-2 to students. which enters the ovum or egg cell and fuses with
its nucleus. This is called fertilisation. The ovary
PLENARY (10 minutes) develops into fruit and the ovule develops into
Discuss in class: seeds.
• What are the different agents of pollination? • Hand out Worksheet 2-3 to students.
• What are the characteristics of plants pollinated • Ask them to distinguish from the pictures the
by insects, wind, and animals? difference between self pollination and cross-
pollination. Which one is better and why?
HOMEWORK • Discuss the characteristics of wind-pollinated,
• Questions of test yourself page 22 in notebook. insect-pollinated and animal-pollinated plants.
• Work sheet 2-3
Lesson 3
PLENARY (10 minutes)
Page 22
Discuss the ‘Test yourself’ questions from page
OBJECTIVE 19 of the Student Book. Ask the students to draw a
flowchart of the fertilisation process.
• To explain the processes of pollination.

LEARNING OUTCOMES HOMEWORK

The students should be able to: • Questions of test yourself page 23 in notebook.

• describe the process of pollination. Lesson 4

• explain different types of pollination.
OBJECTIVE
START (10 minutes)
• To explain the structure of seeds and their
Ask students to name some seeds that they eat. You functions.
could divide them into groups and ask each group
to write their answers down. Share their answers LEARNING OUTCOMES
and see if they include rice, wheat (flour), sweet The students should be able to:
corn, peanuts, beans, pine seeds, etc. What needs to
happen for these seeds to be formed? (fertilisation) • describe the structure of a seed.
• explain the process of germination.
MAIN (25 minutes)
START (10 minutes)
Read page 22 with the students.
Ask the students if they have ever seen a bean seed
• It might be useful to clarify that only pollen of the soaked in water? (Show them the bean soaked in
same species is capable of fertilising the plant’s water for a day).
egg cell. Insect-pollinated plants have flowers
with a certain shape, colour, and scent. The idea MAIN (20 minutes)
is that an insect which found tasty nectar in a
• Show the students the chart of germination.
certain flower will look for more of the same; i.e.
will continue to visit flowers of the same species. • Explain the term germination and discuss if
In this way, the pollen reaches other plants of the seed is given the right conditions, it will start
same species and fertilization occurs. If a bee to germinate. Seeds need water, oxygen, and
takes pollen from a daisy to a buttercup, it will a suitable temperature before they will begin to

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 grow. A new plant begins to grow when suitable • Discuss Many plants are produced by growing
conditions are available. some parts of the plant, e.g., from a stem-cutting
• Discuss the steps of germination in detail. or leaf-cutting. When strawberry plants grow, their
stems touch the ground and grow into new plants.
• Show a video of germination of bean seed and
These new plants are called clones. Sometimes
ask questions about different stages.
new plants are formed from very small pieces of
• Investigations given on page 31 of Student Book a plant. This is called micro-propagation. In tissue
can be conducted. culture new plants are grown from only a few cells
• Ask students to answer Question 6 from page 30 instead of a bud.
of the Student Book. • Explain the term micro-propagation. Micro-
PLENARY (15 minutes) propagation means growing new plants from
microscopic pieces of a plant .
Discuss the Test yourself questions from page 21 of
the Student Book by showing students seeds and • Some plants can be grown from a tiny piece of
their germination. plant containing only one bud. Give example of
potato.
HOMEWORK
Hand out:
• Draw and colour the structure of seeds and their
functions. worksheet 2-5 to students

PLENARY (10 minutes)

Lesson 5
Invite two students to speak, one on the advantages
OBJECTIVES of cloning and the other on the disadvantages of
cloning. Read about micro-propagation and tissue
• To extend knowledge about different parts of a
culture on page 28 of the Student Book and discuss
plant and their functions.
the ‘Test yourself’ questions.
• To explain the processes of pollination and
fertilisation. HOMEWORK
• To explain the structure of seeds and their • Ask students to grow different plants by asexual
functions. methods in different pots, for example, cut onion,
garlic, and potato, and grow them in soil. Take care
LEARNING OUTCOMES
of them daily and watch them growing.
The students should be able to:
Note book
• explain how cloning in plants takes place.
• Test Yourself questions page 26 in note book
• inquire how artificial propagation can lead to
better quality yield in agriculture.

START (10 minutes)

Before starting the lesson discuss following
questions:
• What are the reproductive parts of the flower?
What is this type of reproduction called?
• Some plants are reproduced by growing some of
the parts in soil. What is this type of reproduction
called?

MAIN (25 minutes)

• Explain about artificial asexual reproduction like,
cloning,cuttings, budding, layering.

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 Chapter 2 | Reproduction in plants
Worksheet 2–1

1. Your teacher gave you a picture of a plant. Use the space below to draw this plant and label the
parts.

Either your teacher will give you some flowers or you can use the pictures of different flowers e.g.,
lily, buttercup, fuchsia, tulip etc. Carefully study your flowers or their pictures. If you study real flowers,
make a quick sketch of each.

2. Label the following structures in the given flower:

petal , stamen , carpel ,sepal, nectary

What difference can you see between the

A flowers? Note the shape of each of the
structures and their position relative to the rest
of the flower.

__________________________________
B
__________________________________
D
C __________________________________
E

__________________________________
3. Answer the following questions:

i. Why are the petals colourful and why does the flower smell nice?

__________________________________________________________________________________

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 ii. What is the male reproductive organ of the flower called?

__________________________________________________________________________________

iii. What is the female reproductive organ of a flower called?

__________________________________________________________________________________

4. Complete the following table:

Sexual reproduction Asexual reproduction

Advantages Advantages

Sexual reproduction Asexual reproduction

Disadvantages Disadvantages

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 Chapter 2 | Reproduction in plants
Worksheet 2–2

1. Two different male and female flowers that are colourful and scented are present on the same plant.

i. What method of pollination will take place in this plant?

______________________________________________________________________________________________

ii. Is this an example of wind-pollinated or insect-pollinated flowers? Give two reasons.

______________________________________________________________________________________________

2. State whether the following adaptations are for insect-, wind-, or animal-pollinated flowers.

i Pollen grains inside anther are small and light

ii Petals are colourful

iii Short stamens and protected stigma

iv Pollen grains have wings

v Seeds are hard

vi Petals have scent and nectar

vii Seeds have hooks

vii Long filament with anther hangs out of flower

viii Pollen grains are numerous

ix Pollen grains are sticky

15
1
 Worksheet 2–3

1. Label the parts of the flower numbered on the diagram below.

1
6 2

3
7
4

i. Explain the functions of sepals and petals in flowers.

______________________________________________________________________________________________

ii. a) What is the male part of a flower called?

___________________________________________________________________________________________

b) What is it made up of?

___________________________________________________________________________________________

iii. a) What is the female part of a flower called?

___________________________________________________________________________________________

b) What does it consist of?

___________________________________________________________________________________________

iv. Define pollination.

______________________________________________________________________________________________

16
1
 Chapter 2 | Reproduction in plants

2. Flowers are reproductive parts of a plant. In the diagram given below colour the female reproductive parts
pink and male reproductive parts blue.

2. Pollen collect on the bee‘s back.

1. A bee reaches inside

the flower to feed on
nectar.

3. When the bee visits

another flower, pollen is
deposited in the stigma.

3. Complete the table given below:

Name of reproductive parts Function

Sepals
Petals
Anther
Stamens
Stigma
Carpel
Ovary
Nectary

17
1
 Worksheet 2–4

Take some peanuts and answer the following questions:

You can see a peanut can be divided into two parts. Are they the same? Explain your answer.

_______________________________________________________________________________________________

Compare your peanut with the diagram on page 23 of your Student Book. Can you now further explain your
answer above?

_______________________________________________________________________________________________

Compare your peanut with a kernel of sweet corn. List the similarities and the differences.

________________________________________________________________________________________________

18
1
 Chapter 2 | Reproduction in plants
Worksheet 2–5

1. Use your Student Book to find the following definitions. They can be found in the chapter and/or in the
glossary at the back of the book.

seed dispersal

_____________________________________________________________________________________________

germination

_____________________________________________________________________________________________

Pollination happens when pollen grains are carried from an anther to a stigma.

Which two different types of pollination do you know? Briefly describe each of them.

_______________________________________________________________________________________________

What are the differences between the pollen used in each of the above methods?

_______________________________________________________________________________________________

2. Summarise all different types of plant reproduction in the table below. Use the words from the word bank
below.

insect-pollination self-pollination
Asexual reproduction ( cloning)
Micro-propagation Sexual reproduction
cross-pollination Natural Tissue culture
cuttings Plant reproduction Wind pollination
Done by human Runner, tubers, bulbs

19
1
3
Chapter

Balanced Diet
diet
UNIT FLOW CHART

Need of food

Types of food

Nutrition disorders

Keeping fit and healthy

INTRODUCTION
The food we eat contain different types of nutrients. The body needs these in the right
quantities in order to stay fit. Deficiency as well as excess of nutrients can lead to
problems. It is therefore important to eat a balanced diet.
Achieving the correct balance is not always easy. Many of us just leave it to chance and
eat what we like. However, we often eat far too much fat, sugar, and salt. In addition, we
often do not eat enough fibre. Fats and sugars are energy foods. If we do not use up the
available energy, the body stores the excess food as fat and one becomes overweight.
Most people get more than enough proteins, vitamins, and minerals in their normal diet.
The body cannot store proteins, so eating more will not make you stronger or healthier
than you already are. Strength and fitness will only come by carefully balancing healthy
eating with exercise.
Fibre or roughage is made up of the cell walls of plants which pass through the digestive
system without being digested or absorbed. It adds bulk to the food, giving the muscles
in the walls of the digestive system something to push on. Food containing a lot of
fibre helps prevent constipation and other disorders of the digestive tract. We should
eat around 30g of fibre each day.
Food additives should be listed and their function clearly explained on food packaging.

20
1
 Chapter 3 | Balanced diet

Lesson 1 HOMEWORK
• Answer Test yourself questions on page 34 of
OBJECTIVE the student book.
• To extend knowledge about food and nutrition.
Lesson 2
LEARNING OUTCOMES
The students should be able to: OBJECTIVE
• identify the constituents of a balanced diet • To extend knowledge about food and nutrition.
for humans as one which includes protein,
LEARNING OUTCOMES
carbohydrates, fats and oils, water, minerals
(limited to calcium and iron) and vitamins (limited The students should be able to:
to a, c and d), and describe the functions of these • identify essential nutrients, their chemical
nutrients. composition, and their food sources.
• name the components of a balanced diet. • give examples of foods in which these components
• describe the roles of the main nutrients in the are found.
body.
START (10 min)
START (15 min) • Remind students of what they learned in the last
• Give students four post-it notes or coloured paper lesson about the elements of a balanced diet
sheets of two different colours (e.g 2 yellow and and the different food groups. Ask them to write
2 green). Ask them to write one favourite food on down what they had for breakfast and discuss
each of the yellow pages and one of the foods how far this is a balanced meal. Not all meals
they don’t like much on each of the green notes. need to be completely balanced, but over a day
Display the notes on a sheet of poster paper. all components of a balanced diet should be met
• Ask students to sort these foods into ‘healthy’ in reasonable proportions.
on one side and ‘unhealthy’ on the other. Label
MAIN (20 min)
the sides. Put the poster on the wall for future
reference. Read page 34 of the student book.
• Ask students to create a menu for three days,
MAIN (15 min)
including all meals and snacks. They can start by
Read page 32 and 33 of the student book. putting in all the food they like, but then they
• Give information on the food tests. Information should ensure that the food eaten in a day is
on food rich in any one (or more) of the listed balanced. It is possible that their initial menu
nutrients can be found on the internet and/or by is lacking, for example, fruit and/or vegetables.
studying food labels. These can be added, but it should be considered
that pizza with a side dish of vegetables may not
• Write name of nutrient on the board and ask
be realistic.
students to discuss about the importance of that
nutrient. PLENARY( 15 min)
PLENARY (15 min) Write names of nutrient on the board and ask
Give a colour paper to every student and ask to draw Ask students to share their solutions. For example,
a menu they like to eat. Display drawings on the a student may need to add fruit to create balance
class soft board. but s/he does not like fruit. A smoothie, possibly
with low fat yoghurt, may solve this issue. Students
Using the information from this lesson, go back to
can finish the menu at home using these ideas from
the poster and consider whether any of the foods
classmates.
should be moved.
Work sheet 2-3
Worksheet 1-3.

21
1
 HOMEWORK PLENARY (15 min)
• Complete the menu. Bring in 2-5 empty food A person recovering from a serious illness might
containers or wrappers which contain a food label. need more vitamins and minerals. So we all need
These will be used in next lesson. the same nutrients but not in the same amounts. It
will depend on our age and activity level as well as
Lesson 3 our health.
Now go back to the poster with ‘healthy’ and
OBJECTIVE
‘unhealthy’ foods. Suppose you made this poster
• To extend knowledge about food and nutrition. for the elderly person, would it look the same as the
poster for the student or the recovering patient? So
LEARNING OUTCOMES
are there really ‘healthy’ and ‘unhealthy’ foods? Most
The students should be able to: people consider oranges healthy, but would a diet of
• Recognise that a healthy diet contains a balance only oranges be healthy?
of foodstuffs. Test yourself page 36 of the student book.
• Identify and describe deficiency disorders caused
by lack of essential nutrients. Overall conclusion
We need to eat a range of foods for a balanced diet,
START (15 min)
which is different for different people. Variation and
• Go over the menus which students developed. moderation are key concepts in every diet.
Let students discuss their menus in groups of four
where the focus is on the reasons for choosing Home work
specific dishes (‘I needed something with protein
• Exercise question 5 page 40 of the student book.
like fish.’).

MAIN (15 min) Lesson 3

Read page 35, 36 of the student book.
OBJECTIVE
• Ask each group to develop their three-day menu • To know about the disorders caused by the
and from there create a menu for the entire class. deficiency of nutrients.
It could be published in a school newspaper,
posted on a notice board, and/or given to the LEARNING OUTCOMES
cafeteria to see if they can provide some of these The students should be able to:
dishes. Bring in some food for students to test
for glucose, starch, protein, and fat. • identify and describe deficiency disorders caused
by lack of essential nutrition.
• If a demonstration is not possible, search the
internet for a video. Try searching using terms • correlate diet and fitness.
such as ‘food test starch glucose fat protein’, and START (15 min)
choosing the option ‘video’. Always preview the
• write on the board and ask students to discuss;
videos to ensure they are suitable and provide the
information you want (enough but not too much). “An apple a day keeps the doctor away”
• Ask students to consider if everyone needs the “Early to bed and early to rise makes a man healthy,
same amount and the same type of food. If wealthy, and wise.”
they compared the balanced diet of an elderly
person with limited physical activity with that MAIN (15 min)
of a young student who plays basketball, what Read page 37 of the student book.
would the differences be? (The elderly person
would need less food; the student would need a • Check the height and weight of the students and
lot of energy from carbohydrates and protein for discuss what should be the actual height and
building muscles). weight of their age.

22
1
 Chapter 3 | Balanced diet

• Show a poster about the healthy and unhealthy

people. Ask from the students about the health
issues they see in the poster.
• Discuss that most people get more than enough
proteins in their normal diet. The body cannot
digest more proteins so eating more will not make
you stronger or healthier than you already are.
• Explain that deficiency as well as excess of any
nutrient can lead to fitness problem. It is therefore
important to take a balanced diet.
• Ask a student to deliver a speech about health
is wealth and collect views from the students.
• Discuss some ways to keep the body fit and
healthy and make a list on the board.
• Ask about bad habits which make us unhealthy,
for e.g. smoking.

PLENARY (15 min)

Exercise question 3 page 39 of the student book.
Ask students about the importance of exercise for
fitness. Discuss that strength and fitness will only
come by carefully balancing healthy eating with
exercise.
Test yourself page 37 of the student book.

HOMEWORK
• Exercise question 6 page 40 of the student book.

23
1
 Worksheet 1–3

1. A balanced diet you know that eating only one or two kinds of food is not healthy and that you need a
balanced diet. When you talk about ‘a diet’, most likely you mean a selection of foods or a programme, often
aimed at losing weight or related to a food intolerance (e.g., a gluten free diet). In science, ‘diet’ simply
means everything you actually eat—good or bad.

So, to eat a balanced diet means to obtain all the necessary nutrients from a range of different foods in the
right balance; i.e., a diet with all the food types. But what does a balanced diet contain?

Find the components of a balanced diet and complete the questions below.

i. What are the elements of a balanced diet?

______________________________________________________________________________________________

ii. Which one of the above is not easily digested?

______________________________________________________________________________________________

iii. What do we also need quite a lot of, although it has no nutritional value?

______________________________________________________________________________________________

iv. Why do we need it?

______________________________________________________________________________________________

2. The table below has all the information about a balanced diet but it is not complete. You may have to use
the internet to check which foods are particularly rich in a certain nutrient.

Nutrients Mainly used for Sources Test

glucose for energy
rice, wheat (bread,
pasta), corn, potatoes,
beans
for energy for insulation ethanol test
for building muscles for beans, meat, cheese
enzymes
minerals
calcium
iron
vitamins
vitamin C for growth and repair
vitamin D to absorb calcium
roughage/fibre whole wheat products,
bran, lentils, broccoli
water (important but has no
nutritional value)

24
1
 Chapter 3 | Energy resources
Worksheet 2–3

1. Using the information from previous lessons, create a menu for three days where every day has all the food
types more than once. Please make sure your menu is both healthy and tasty and all meals are different.
Since we all like different foods, your menu should not be the same as those of the others in your class.

Please make notes of the reasons you chose your foods, so you can explain it in class.

Day 1
Breakfast Snack Lunch Snack Dinner

Day 2
Breakfast Snack Lunch Snack Dinner

Day 3
Breakfast Snack Lunch Snack Dinner

25
1
 Worksheet 3–3

1. Food labels explain how to test foods for the different food types. This will help you determine if, for example,
orange juice contains proteins or bread contains glucose, but you need a lab and the right chemicals.

Most of us buy our foods in the supermarket and some of it is likely to be processed. We may bake our own
biscuits but buy breakfast cereal. In many countries, packaged foods must show what the food contains.
This information is often shown on food labels and/or on the list of ingredients, but does not always look
the same since the food may come from different countries.

Many countries have food labels which look like the one below

Use the information on the food label to answer the following questions.

a. If you were to eat the entire container of this product, how many servings would you have had?

______________________________________________________________________________________________

b. How much sugar does one serving contain?

______________________________________________________________________________________________

c. Suppose, one day, you only ate this product (and nothing else). How many containers would you have to
eat to get enough carbohydrates?

______________________________________________________________________________________________

d. What percentage of the daily required amount of sodium (a mineral) would you have had?

______________________________________________________________________________________________

e. Would you consider eating only this food to be a balanced diet? Explain your answer.

______________________________________________________________________________________________

26
1
 Human Digestive

4
Chapter

system
UNIT FLOW CHART

Digestion

Enzymes

Digestive disorders

INTRODUCTION
The human Physical digestion is one of the complex and major organ systems in the
human body. It is where complex food is broken down, or digested, into very small
and simpler molecules which can be easily absorbed and passed into the bloodstream.
Physical digestion and chemical digestion are the two main steps of the Physical
digestion. Food is passed through the alimentary canal for digestion where enzymes
work at particular food type in favourable conditions. There are different disorders of
the digestive system. Some are common disorders while others are serious disorders.

27
1
 Lesson 1 • In class do the demonstration which you saw on
the video. For once this is not recommended as
Page 43 and 46
a student activity as it may become a discipline
problem.
OBJECTIVE
• Do not provide all the comments they do on the
• To understand about the digestion in the human
video; for example, do not say, that the plastic
body.
bag represents the stomach. Instead, explain that
LEARNING OUTCOMES you will carry out a process which models the
The students should be able to: entire process of digestion. Ask them to write
down the steps.
• state the importance of digestion in the human • Ask students to read page 43 and 46 of the
body and describe physical and chemical digestion. student book and use the information to discuss
• sequence the main regions of the Alimentary which part of the demonstration mimics which
Canal, its associated organs and describe the part of the digestive system.
functions of different parts of the Alimentary • Pay special attention to the reasons that the
Canal. objects/processes were chosen to mimic certain
START (15 min) parts of the digestive system.
• Ask students to consider the entire process of PLENARY (15 min)
digestion. Each student should think about their Discuss where the model shown in the video of
favourite food—in silence. digestion is a good representation of digestion and
• Ask students to think of the name of the food. where it is lacking. For example, the wall of the
Ask them to visualize what it looks like, what it stomach absorbs some small molecules but the
smells like, how often they eat it, and what the plastic bag does not. Ask students if it matters that
best thing about this food is. the model is not perfect. (Not really, it can even be
• Encourage them to really think about this food— helpful to consider the aspects in which the model
maybe with closed eyes. Watch them closely and does NOT resemble the original.) Make sure this
hopefully you will see some of them swallowing— point is understood.
thinking of this food made their mouths water. Work sheet 1-4.
• Now engage in a group discussion.
Test yourself questions on page 43 of Student Book.
Qa. What does it mean when thinking of
certain food makes your mouth water? HOMEWORK
• Draw and colour a labeled diagram of the human
Qb. What does saliva do? digestive system.
• You can give them a piece of white bread to chew • Test yourself questions on page 45 of the student
for a few minutes. Ask them what it tastes like Book.
after they have chewed it for a while. Someone
will say it tastes sweet. Ask if it tasted sweet
Lesson 2
when they started chewing. If they say no, you
can then draw their attention to the fact that Pages 47
something changed to make the bread taste
sweet. OBJECTIVE
• To understand the role of enzyme in digestive
MAIN (25 min)
system.
Read page 43 and 46 of the student book.
LEARNING OUTCOMES
• Before the lesson show the video available at:
https://www.stem.org.uk/resources/elibrary/ The students should be able to:
resource/35396/digestive-system-experiment • briefly describe the role of enzymes in digestion.
• describe the human digestive system.

28
1
 Chapter 4 | Human Digestive system

• describe how large molecules are broken down Take a fresh, intact apple and cut it into four quarters.
during digestion. Immediately carry out the next steps. Three of these
quarters will receive different treatments.
START (15 min)
1. Put one quarter on a saucer on the desk.
Review the parts of the digestive system and go over
homework questions. 2. Put one quarter on the fork and dip it in boiling
water for 30 seconds. Put it on its own saucer
MAIN (15 min) on the desk.
Read page 47 of the student book. 3. Put one quarter on a saucer and pour lemon juice
over it. Pour off the juice and put the saucer on
• Ask student to play role of different organs of
the desk
the elementary canal and explain the job of that
organ. Leave the pieces of apple for 20–30 minutes.
• Discuss about the role of different enzymes on MAIN (15 min)
different food components.
• You can bring in a raw egg and a boiled egg if you
• Explain the concept of complex molecules and wish, so they can see the real objects.
simple molecules.
• It would be great if you could bring some raw fish
PLENARY ( 15 min) and some fish marinated in lemon juice overnight.
Our digestive system (and that of most animals, even We often associate raw fish with a somewhat
insects) has different sections. Can you think of how translucent appearance and cooked fish with a
this would be helpful? (It allows different enzymes to white colour. Raw fish, especially when sliced
work in different conditions, which helps to complete thinly and marinated in lemon juice, also goes
digestion). white because the proteins have been denatured
like they are during cooking.
Work sheet 2-4
• Explain that the enzymes in apple will turn the
apple brown as soon as they come into contact
HOMEWORK
with oxygen. The enzymes can be denatured by
• Exercise question 3 page 51 of the student book. exposing them to a high temperature or to acid.
When the enzymes no longer work, the apple
Lesson 3 does not turn brown.

OBJECTIVE PLENARY (15 min)

• To extend knowledge about enzymes and Dishes should be washed in very hot water to
digestion. denature the proteins of the bacteria on the plates
and forks, which kills the bacteria. Some household
LEARNING OUTCOME cleaning products contain lemon juice. This smells
The students should be able to: nice but also helps kill bacteria. Milk is often
pasteurised. This means it is brought to 70°C to kill
• explain how temperature and pH can affect the
most of the bacteria. Boiling milk would be even
way enzymes work.
safer, but this changes the taste in a way that many
START (15 min) people do not like.
Conduct following demonstration: Work sheet 3-4
You will need to have ready:
HOMEWORK
• an apple (or ¾ of an apple) • Test yourself page 47 of the student book.
• a cup of boiling water
• lemon juice
• a fork

29
1
 Lesson 4 LEARNING OUTCOME
The students should be able to:
OBJECTIVE
• briefly describe some major digestive disorders.
• To know the digested food is absorbed into the
body. START (15 min)
LEARNING OUTCOMES • Show a poster of alimentary canal and begin
the lesson by reviewing the major organs of the
The students should be able to:
digestive system and function of each organ.
• conclude that blood transports the products • Ask students to name some of the problems of
of digestion to other parts of the body and the the digestive system.
undigested products get egested /defecated.
• explain how digested food is absorbed into the MAIN (20 min)
body. Read page 48 of the student book.

START (15 min) • Discuss about the common digestive disorders

such as diarrhoea, constipation, and indigestion.
• Show a poster of alimentary canal and ask about
Explain that the common digestive disorders are
the function of each organ.
usually the result of changes in diet, lifestyle, or
• Discuss why we need to eat. (Food is needed for stress. They usually last for only a short time and
energy, growth, and repair.) can be treated quite easily.
MAIN (15 min) • Explain that healthy food and plenty of water can
save us from the common disorders.
• Ask for which parts of the body food is needed.
(For energy: muscles, e.g., legs, arms, etc. • Explain that the serious digestive problems such
as appendicitis and bowel cancer are more serious
A. For growth: anywhere, but obvious areas
and require more medical treatment.
would be bones and muscles.
• Write names of digestive disorders such as
B. For repair: anywhere). Diarrhoea, Indigestion, Constipation, Crohn’s
• Now connect the two points made above. When disease and Appendicitis on the board and discuss
we eat food, it enters our bodies (mouth) and in detail about the mentioned disorders in detail.
passes through the digestive tract.
PLENARY (15 min)
• Explain that how do these nutrients get from our
Test yourself page 49 of the student book.
gut to where they are needed.

PLENARY (15 min) HOMEWORK

Ask students what they remember most about • Research about any one digestive disorder.
this section and the reasons for this. This can help
you shape your next lessons so it will be easier for
students to learn.

HOMEWORK
• Exercise question 4 page 51 of the student book.

Lesson 5
Pages 48

OBJECTIVE
• To know about some major digestive disorders.

30
1
 Chapter 4 |Human Digestive system
Worksheet 1–4

1. Identify names of the organs of the alimentary canal canal.

A
B
C

D
E

F
G

I J

31
1
 Worksheet 2–4

1. Digestive enzymes All matter is made of particles. So our food is also made of particles and they are often
relatively big. Digestion is the process where large food particles are broken down into smaller particles
which can be absorbed into your blood. An example would be protein.

Enzymes help to break down the larger protein particles into smaller amino acid particles. Different enzymes
break down starch particles into smaller maltose particles. Of course, enzymes themselves are also particles.
Enzymes are specific. An enzyme for protein cannot break down starch. Enzymes turn substrates into
products. We often write it this way:
enzyme
substrate product
Complete the table below

parts of the digestive juice substrate enzyme product

digestive system produced
Saliva Starch
no digestion; moves food through peristalsis
Amino acid amino acids
produced by liver; stored in gall bladder emulsifies fats
________ juice Amylase
And _______ Protein
juice Lipase
Carbohydrate
stores good bacteria
absorption of water storage and egestion of faeces

32
1
 Chapter 4 |Human Digestive system
Worksheet 3–4

Denaturing enzymes
1. Answer the questions below.
a. Consider a raw egg and a boiled egg. What are the differences?
__________________________________________________________________________________________
b. If you cool down the boiled egg, does it go back to being a raw egg? Explain your answer.
___________________________________________________________________________________________
c. Eggs are rich in one nutrient or food type. Which one is it?
___________________________________________________________________________________________
2 Your teacher has done a demonstration, putting parts of an apple under different conditions. Please observe
what happens to the different parts and record your observations below.
Apple parts in different conditions:

Part Condition After 25 minutes

1 on table
2 dipped in boiling water and then on the table
3 covered in lemon juice and then on the table

Enzymes in the apple will make the apple turn brown as soon as it is in contact with oxygen.
Enzymes are proteins.
a. What happened to the enzymes in the apple when exposed to high temperature?
_____________________________________________________________________________________________
b. What happened to the enzymes in the apple when covered in acidic lemon juice?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Conclusion
c. Enzymes are _______________ and they are changed by _______________ and __________________ so that
they no longer work.

33
1
5
Chapter
Matter and Particles

UNIT FLOW CHART

Matter can exist in more than one state: solid, liquid, or gas

The state of a substance depends on how the particles in it are arranged

Evidence for the existence and behaviour of particles

Change of state

Particle model

INTRODUCTION
This chapter deals with the nature of all the materials we see around us every day.
They are so common and so much a part of our lives that we take them for granted.
Of course ice melts into water and boils into steam. Of course we do not build bridges
from orange juice (or other liquids). What we try to do in this chapter is to take the
‘of course’ knowledge and look at the reasons for it. Why is orange juice not the best
building material?
As before, some experiments have been included in this chapter. It would be great
if students could do them (hands-on) so that they learn the skills needed in the lab.
At least as important is the fact that most students prefer doing an experiment to
watching a demonstration or video. Our future generations need scientists, and it is
our responsibility to create the interest among our students.
Too often, students perceive what they learn at school as being separate from ‘real
life’, so this unit (as all others) aims to include as many examples from ‘everyday life’
as possible.

34
1
 Chapter 5 | Matters and particles

Lesson 1 Lesson 2
pages 54 and 55
OBJECTIVE
OBJECTIVE • T
 o show how the particle model can be used to
explain the differences between solids, liquids,
• To show how the particle model can be used to
and gases.
explain the differences between solids, liquids,
and gases. LEARNING OUTCOMES
LEARNING OUTCOMES After this lesson, students should be able to:
After this lesson, students should be able to: • use particle model of matter to investigate the
movement and arrangement of particles in three
• explain the particle theory of matter.
states.
• classify materials as solid, liquid, or gas.
• explain why gases and liquids take the shape of
• describe materials as being made of particles. their containers but solids do not, in terms of the
• describe the movement and arrangement of particle theory of matter.
particles in a solid, a liquid, and a gas. • discuss, using the particle theory of matter, why
START (15 min) liquids and gases can flow easily but solids cannot.
Show students an ice cube, a glass of water, and • interpret the evidence for the existence of particles
a boiling kettle with steam coming out. Ask them in matter by observing daily life (examples include
what the differences are between the ice cube, the adding air to expand a basketball, compressing
water, and the steam. Students should recognize air in a syringe, dissolving sugar in water and
that they are all water, but in different states (solid, evaporating salt water).
liquid, and gas). START (10 min)
MAIN (15 min) Activity: Take a deflated basketball and weigh on a
weighing machine and note the initial mass of the
Read pages 54 and 55 of the student book.
ball. Now pump air in the ball and put it back on
• Worksheet 1-5 students. weighing machine. Note the weight of the ball and
• As mentioned in the worksheet, give students see the difference.
a stone, different size cups or beakers, a way to
measure 100 ml of water, and a balloon. MAIN (15 min)
• Ensure each student records his/her answers. • Read pages 56 of the student book.
• Take a glass of water and one table spoon of
PLENARY (15 min) sugar. Stir it well and explain when you add sugar
Discuss the answers and the reasons for the answers to water and stir, the sugar dissolves in water.
given by the students. This is because tiny particles of sugar move in to
empty spaces between water particles.
HOMEWORK • Do the activity from Worksheet 2-5.
• Complete the second half of the worksheet (fill
in the blanks). PLENARY (15 min)
• Collect and paste pictures of solid, liquid and gas Why the ball will weigh less before air is pumped
in note book. into the ball? This is because air is made up of freely
moving particles.
Go over the questions in worksheet 2-5 and relate
the information to both the activity and their drawings
of the particles in different states (gas, liquid, solid).

HOMEWORK
• Perform investigation 2 page 61

35
1
 Lesson 3 PLENARY (5 min)
pages 57 and 58 Hand out worksheet 4-5 and ask students to discuss
and solve. Go over their answers.
OBJECTIVE
HOMEWORK
• To show how the particle model can be used to
explain the differences between solids, liquids, • Test yourself questions on page 59 of the student
and gases. book.

LEARNING OUTCOMES
After this lesson, students should be able to:
• describe the movement and arrangement of
particles in a solid, a liquid, and a gas.
• apply the particle theory of matter to explain
diffusion.
• explain the changes in states of matter melting,
freezing, evaporation, condensation and
sublimation using the particle model of matter.

START (10 min)

Perform investigation 1 page 61

MAIN (25 min)

• Read pages 57 and 58 of the Student Book.
• Hand out worksheet 3-5. Carry out the experiment
mentioned in the worksheet. As always, it
is preferable if students do this experiment
themselves.
• If this is not possible, the next best option is for
a few students to demonstrate it at the teacher’s
desk while the others watch. (But please do not
choose the same students every time you use
this approach).
• Perform investigation 2 page 61of the student
book.
• Introduce the idea that change in temperature will
change the state of the matter. Like on heating ice
will change into water. This happens because, as
particles are heated, they get more energy, speed
up and move further apart. As particles cool, the
opposite happens.
• Explain the term sublimation is a process when
some solids turn directly into a gas when they
are heated without becoming a liquid first. When
the gas is cooled, it turns straight back into its
solid state.

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1
 Chapter 5 | Matters and particles
Worksheet 1–5

1. Experiment: The properties of different states of matter. Form groups with your class-fellows and perform the
following three experiments. Follow the directions and record what you observe. Discuss your conclusions
in your groups and then each of you record your conclusions below.

a. A stone

Action Observation Concluding statement

Try to press and squeeze the stone. Shape
What happens to its shape and
Volume
volume?
Put the stone in different-shaped Shape
containers. Does the shape or the Volume
volume of the stone change?

b. Water

Action Observation Concluding statement

Measure 100 ml of water into Shape
different shaped containers.
Volume
Observe what happens to the
volume and shape of the water
when you place the water in
different-shaped containers.

c. A balloon

Action Observation Concluding statement

Blow up the balloon. Does its shape Shape
and volume change?
Volume

d. A sponge

Action Observation Concluding statement

Squeeze the sponge. Does its Shape
shape and volume change?
Volume

2. Fill in the gaps in the sentences below, using words from the box. You may need to use some words more
than once.

Dense, fill, lower, squashed, density, fixed, properties, volume, easy, flow, rise

a. All solids have some things in common. These are called the ____________of solids.

b. Solids have a ____________volume.

c. They cannot be ____________.

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1
 d. They also have a ____________shape which cannot be changed, making them ideal materials to use to
build large structures such as bridges.

e. They do not ____________and so they cannot be poured.

f. Solids also have a high ____________, which means that their mass is higher than the same ____________
of other materials.

g. Like solids, liquids cannot be____________ .

h. They have a ____________which is fixed.

i. However, they are different from solids because they can ____________quite easily and have no
____________shape.

This means that they always take the shape of their container.

j. Although liquids are ____________, they usually have a ____________density than solids.

k. Gases are quite ____________to squash and so they have no fixed ____________.

l. They also have no ____________shape.

m. They will spread out and ____________any shaped container.

n. Gases are less ____________than liquids (which is why bubbles____________ in a fizzy drink).

38
1
 Chapter 5 | Matters and particles
Worksheet 2–5

1. Activity: Ten students should line up and close their eyes. It would be best to be away from windows, fans,
and/or air conditioners. The teacher will spray some perfume onto a tissue and place it at the end of the line.
Each student should raise her/his hand when she/he smells the perfume. Students not in the line should
record the time between spraying the perfume and each student raising her/his hand. Write down in the
table below how long it took for each student to smell the perfume. Write the time in seconds.

Student Time ( in seconds)

a. Which students smelled the perfume first?

___________________________________________________________________________________________

b. Were they close to the tissue or far away?

___________________________________________________________________________________________

c. How can all students smell the perfume after some time if they are not near the tissue?

___________________________________________________________________________________________

2. Remember what you know about the particles in different states. Draw the arrangements of the particles
in a solid, a liquid, and a gas in the boxes below.

Solid Liquid Gas

3. Answer the questions below.

Are there big spaces between the particles in a solid? yes/no

Are there big spaces between the particles in a liquid? yes/no
Are there big spaces between the particles in a gas? yes/no
When you compress a substance, do the particles get smaller? yes/no
When you compress a substance, do the spaces between the particles get yes/no
smaller?

39
1
 Worksheet 3–5

1. Experiment:

Diffusion of food colourant in hot and cold water.

Method:

i. Collect two glasses.

Fill one with hot water, and the other with cold water.

ii. Leave the water to stand for a minute or two so that it has stopped moving.

iii. CAREFULLY put one drop of food colourant in the water. Make sure you do NOT stir the water.

iv. Leave the glasses of water absolutely still.

v. Draw a diagram (A) of each glass to show what it was like just after you put the coloured substance in the
glass.

vi. Look at the glasses again after 5 minutes. How far has the colour spread through the water?

vii. Draw another set of diagrams (B) to show what has happened.

viii.Draw a third set of diagrams (C) to show what has happened after 15 minutes.

Hot Cold Hot Cold Hot Cold

(A) after putting in colour (B) after 5 min (C) after 5 min

Considering your results/conclusions

Complete these sentences.

a. The longer you leave the water, the more the colour ___________.

b. The hotter the water, the ___________the colour spreads out.

c. This is because in hot water the particles are moving ___________than in cold water.

d. How long did it take before the last student smelled the scent? ___________

e. What was the distance between this student and the scented tissue? ___________

f. If you compare this with the distance the colour diffused in water in 5 or 15 minutes, what can you conclude
about the speed of diffusion in a gas compared to the speed of diffusion in a liquid?

______________________________________________________________________________________________

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1
 Chapter 5 | Matters and particles
Worksheet 4–5

1. Demonstration - Gas pressure.

Your teacher will show you the following experiment. A large bowl of very cold water (containing ice cubes)
has been prepared and is placed on a table. Nearby, your teacher will put a small amount of water into an
empty can. The can is put on a hot plate until water vapour starts to come out. The teacher will take the
can, using tongs, and put it in the large bowl of cold water.

COLA

a. What did you see?

___________________________________________________________________________________________

b. Some force was needed to make this happen. Which direction did this force come from?

___________________________________________________________________________________________

c. What was in the space that provided this force?

___________________________________________________________________________________________

d. What force was it?

___________________________________________________________________________________________

e. Why did the can collapse after being put in cold water and not before?

___________________________________________________________________________________________

When air pressure is the same on all sides, we do not notice it. But when the pressure is higher on one side
than on the other (for example, more air pressure outside the can than inside), we suddenly realize that air
pressure is a big force.

41
1
 Elements and

6
Chapter

Compounds
UNIT FLOW CHART

Structure of atom

What are elements and atoms?

Uses of elements

Molecules

INTRODUCTION
This section looks at the building blocks of matter. As teachers, we know a fair bit about
the world around us, but we should not hesitate to share our wonder about some of
it with our students. We know (or can look up) the size of an electron but can still be
amazed by it. We know that all matter is made from protons, neutrons, and electrons,
but the diversity achieved from only three building blocks can still astonish us. Please
make sure by the end of the chapter that students understand the building blocks of an
atom. Atoms are the particles of an element. Alternatively, they can be combined into
molecules which can build a compound. Atoms and/or molecules can be put together
to make a mixture. The variation possible from all of this is really endless.
If you or your students do an internet search on ’new compounds made’ you may find
articles referring to a compound that could give you a ‘sun tan, a new lining for pans in
the kitchen, or an exceptionally hard compound containing carbon and/or something
completely different. Some ‘new’ compounds are discovered, some are created in the
lab for a specific purpose, and some are created and then found to have unexpected,
sometimes useful, properties.
The processes involved in creating compounds and mixtures are different, and students
should understand this. Once again, trying to connect to everyday life examples and
comparisons with food preparation seem appropriate here.

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1
 Chapter 6 | Elements and Compounds

Lesson 1 Test yourself questions on page 63 of the Student

Book.
pages 62 and 63
HOMEWORK
OBJECTIVE
• Draw and colour the structure of an atom in the
• To explain the structure of the atom.
notebook.
LEARNING OUTCOMES
The students should be able to: Lesson 2
• describe the structure of matter in terms of page 64 and 65
particles (i.e. atoms and molecules).
OBJECTIVE
• describe molecules as a combination of atoms
• To distinguish between elements, mixtures, and
(e.g. H2, O2, and CO2).
compounds.
START (15 min)
LEARNING OUTCOMES
Revise the key information a in Chapter 5 and ask
The students should be able to:
students to complete the first section of work sheet
1-6. • recognise the names and symbols for some
common elements (first 10 elements of the
MAIN (25 min) Periodic Table) and recognise their physical
• Read pages 62 and 63 of Student Book. properties.
• Explain that a molecule is made up of two or more • differentiate that some elements are made of
atoms chemically joined together. A molecule of atoms and some elements exist as molecules
element is made up of two or more atoms of the and have different properties compared to a single
same type, while a molecule of element is made atom of the element.
up of atoms of the same type.
START (15 min)
• Explain that all known matter on Earth and in
Go over the homework from last lesson to check for
space is made from only about 118 different
understanding.
chemical ‘building bricks’. We call these building
bricks elements. Ensure the following points are clear to all students:
• Discuss that about 90 elements have been found • All matter is made of particles.
in nature, these are some of the natural elements.
• The state of a substance (solid, liquid, or gas) is
The others have been created by scientists. Each
decided by the speed of the particles, the type
name of the element is followed by a chemical
of movement of the particles, and the distance
symbol.
between the particles. The particles themselves
• Give examples of symbols and explain symbol is remain the same.
a kind of chemical shorthand recognised all over
• Substances made of only one chemical which
the world.
cannot be broken down by chemical means are
• Hand out worksheet 1-6 and support students elements.
while they work through it. This task is best done
• The smallest particle in an element is an atom.
individually.
• Atoms have a nucleus (with protons and neutrons)
PLENARY (5 min) surrounded by an electron cloud.
Ask students what is in between the electrons in an • Atoms of different elements have different
atom. It is likely that someone will suggest air, but numbers of protons, neutrons, and electrons.
this is not correct since air is also made of atoms. • The number of protons in an atom is the same as
The answer is nothing, which is a concept that some the number of electrons.
students struggle with. Introducing it at this time will
• Neutrons have no charge and keep the nucleus
allow them to understand it gradually.
together.

43
1
 MAIN (20 min) we think we have shown how the work in class
• Read page 64 and 65 to support students. Show links to everyday life, not all students may have
a periodic table and ask symbols of different really understood this.
elements. • Showing that science is part of ‘real life’ and not
• Show pictures of uses of elements and discuss just some abstract information to be memorized
the uses of different elements in daily life. This for a test, will make students more interested
may be suitable for group work. It seems unlikely, and will make it easier for them to remember
but the basic components of all matter are very the information.
few: protons, electrons, and neutrons. • They will also talk about it at home, which
will make the parents more supportive of the
PLENARY (10 min) school, which also has a positive influence on
The number of protons in an atom is the same as the students’ academic success.
the number of electrons and decides the properties • Mixing flour, butter, milk, and eggs to make
of the chemical. It may help to draw a comparison batter is a physical change (although one which
with Lego blocks. Ask students to imagine what they would, in reality, be hard to undo), but baking the
could build if they had an unlimited supply of only batter to make a cake is a chemical change. For
three different types of Lego blocks. those of you who love French and Italian dishes,
tomatoes, onions, garlic, and paprika (bell peppers
Lesson 3 or capsicum) can be chopped and mixed into a
salad (physical change) or cooked and pureed
page 67-69 (blended) into a sauce for pasta (chemical change).

OBJECTIVES • Ask students to consider their usual meals and

favourite dishes to identify what the ‘elements’
• To distinguish between elements and Compounds. would be, and if other dishes or meals can be
• To show that a huge range of materials can be made with them. Where are the physical or
made from a relatively small number of elements. chemical changes involved?
LEARNING OUTCOMES PLENARY (15 min)
The students should be able to: • One of the ways of linking students’ science
• explain that compounds are formed by different learning to real life can be by using models.
types of elements joining together chemically and Cooking is an area which relates closely to
forming a new substance e.g. burning magnesium science, as we saw when discussing the
or steel wool in air/oxygen. denaturation of proteins, and most students have
some awareness of what is involved in preparing
• illustrate the formation of a compound with the
food. So this link with reality should be made
help of a word equation.
explicit whenever possible.
• distinguish between elements and compounds.
• Hand out worksheet 3-6 and support students
START (10 min) working through the questions. This may be
suitable for group work.
• Give some Lego blocks and ask students to make
different arrangements from Lego blocks. • Home work
• Last lesson, you explained the structure of the Questions of Test yourself page 68 of the student
atom. Revise this briefly and go on to discuss book.
what can be made from these atoms.
Lesson 4
MAIN (20 min)
Page 66
Read page 67-69
• It is important that we, as teachers, make it OBJECTIVE
obvious to our students that what they learn at • To differentiate between metals and non-metals.
school is linked to their lives at home. Even when

44
1
 Chapter 6 | Elements and Compounds

LEARNING OUTCOMES is a mixture of gases). Ask students to check if what

The students should be able to: they wrote down about air at the start of the lesson
is correct—they should work in pairs.
• identify metals and non-metals.
Work sheet 6-6 discuss and answer
• explore the common elements and compounds
in our daily life-(carbon, nitrogen, hydrogen,
HOMEWORK
aluminium, water, common salt, sugar).
• Investigate activity 2 page 73 of the student book.
• categorize elements into metals and non-metals
(first 10 elements) based on their physical • Exercise questions 4 and 6 page 72 of the Student
properties. Book.

START (15 min)

Ask students to compare a few household items,
pans, doors, shoes, string etc. Suggest reasons for
the choice of materials.
Investigate activity 1 page 73 of the student book.

MAIN (20 min)

• Read page 66 and discuss the names of metals
and non-metals. Discuss the uses of metals and
non-metals. Discuss that carbon is used in printing
ink, pencils and batteries. It is also present in coal,
oil and gas.
• Explain that mercury in the thermometer is liquid
at room temperature and expands evenly when
heated.
• Introduce the lesson and explain to the students
that metals are useful material.
• Explain general properties of metals and make
students recognise brittle, flexible and.
• malleable materials by using easily obtained
materials, e.g. brittle – dried pasta, “squash
ability”-Synthetic foam, malleability.
• Demonstrate the difference between good and
bad conductors of heat and electricity.
• Discuss the main differences between metals
and non-metals.
• Explain to the students that Non-metals are also
useful materials.
• Explain general properties of non-metals.
• Classify unfamiliar materials as metal or non-
metal giving evidence to support each decision.
• Discuss examples from book and everyday life.
• Support students completing the worksheet 5-6.

PLENARY (10 min)

Go back to the question about whether air is matter
and see if this lesson answered it. (Yes, it is matter; it

45
1
 Worksheet 1–6

1. Look at the statements about gases, liquids, and solids below. Put a tick (√) where statement is applicable
or a cross (×) in the empty sections.

Statements Solid Liquid Gas

keeps it shape
takes shape of the container
cannot be compressed
volume becomes smaller under pressure
particles move close together
particles move far apart
particles vibrate but remain in position
particles move around a bit
particles move around freely

All matter is made of particles. Some substances are made of only one type of particle which only contain
one kind of chemical. These are called elements and their particles are atoms. The periodic table is a way of
organizing the elements. First, they are put into a line, based on increasing atomic mass. Then, this line is
cut into sections, called periods, and placed under each other so that elements with similar properties are
in vertical groups.

The chemical symbol is based on the (Latin) name of the element which may or may not be similar to what
we call the element today.

2. Use the periodic table to find the name of the following elements.

Symbols Elements
H
O
Na
K
Ca

Consider the elements magnesium (number 12) and manganese (number 25). A logical symbol would be
Ma, but both elements could have this symbol. So they had to come up with two different symbols.

3. Find them in the periodic table and write them below.

Symbols Elements
magnesium
manganese

46
1
 Chapter 6 | Elements and Compounds
Worksheet 2–6

Recommended activity: This will take at least one lesson. Either ask students to bring in a white T-shirt or cut
out T-shirt shaped chart papers as shown in diagram.

Each student should research one element (from the first 20) and put the information on the shirt. You will
need to agree the format with the students so there is some uniformity between the shirts. If resources are
available, shirts can be pre-printed so they will look somewhat similar.

Please use your imagination (and get students’ input) to come up with your school’s unique design. If desired,
dress shirts, aprons, waist coats, lab coats, etc could be used instead. The back could also be used for more
information.

States: States:
Use: Use:
Others: Others:

.....protons..... .....protons.....
.....neutrons... .....neutrons...
.....electrons... .....electrons...

States: States:
Use: Use:
Others: Others:

.....protons..... .....protons.....
.....neutrons... .....neutrons...
.....electrons... .....electrons...

47
1
 Worksheet 3–6

An atom is the smallest part of an element. It cannot be seen, even with a very good microscope. Atoms of
different elements are not the same. Scientists discovered that atoms are made of even smaller particles.

1. This is a simple diagram of an atom. Label the two areas:

The number of protons in the nucleus of an atom is also called the atomic number and usually written above
the symbol of the element in the period table.

2. What are the names and the number of protons in an atom of each of the elements below?

symbol name number of protons

Li
B
N
Ne
Mg

3. How many electrons does an atom of the following elements have?

symbol name number of electrons

Li
C
O
F
Na

48
1
 Chapter 6 | Elements and Compounds
Worksheet 4–6

1. Answer the questions below.

a. What particles are found in the nucleus of an atom? _________________________________________

b. What is the name of the positively charged sub-atomic particle? _______________________________

c. Where in the atom are electrons found? _______________________________________________________

d. Particles with the same charge repel each other. Particles with opposite charges attract each other.

What is the charge of a neutron? _____________________________________________________________

e. Could you suggest a reason to have neutrons in the nucleus of an atom?

___________________________________________________________________________________________

2. Complete the table.

Atoms are too small to see, even with a microscope. Sub-atomic particles are even smaller—it is difficult
to imagine how small they are. Their mass is too small to be conveniently expressed in grams so it can be
expressed in ‘atomic mass units (a.m.u.)’. Protons and electrons have a mass of around 1 a.m.u., and just
under 2000 electrons together would also have a mass of 1 a.m.u.

name of the sub atomic particle charge of the particle mass (in a.m.u.)
proton (p)
______(n)

______(e)

3. The very small electrons whiz around the nucleus in an electron cloud. If their movement was just random,
they would collide from time to time and this does not happen. Instead, they spend most of their time
circling around the nucleus in their specified area called a ‘shell’.

Hydrogen and helium have one and two electrons respectively. The two electrons belonging to helium are
in the same shell, relatively close to the nucleus. But have a look at lithium.

a. How many electrons does lithium have? ____________________

b. Are they all in the same shell? ___________________________

4. It seems that the first shell, closest to the nucleus, has enough room for two electrons to buzz around. But
if an atom has more electrons, the others are found in the next shell, a little further away from the nucleus.
This second shell can hold eight electrons. Any electrons after that will have to occupy a third shell, again
further away from the nucleus.

49
1
 Draw the electrons of the elements below according to the periodic table.

Be Ne Na

50
1
 Chapter 6 | Elements and Compounds
Worksheet 5–6

1. Find the definitions of the following terms and write them below:

a. element

___________________________________________________________________________________________

b. compound

___________________________________________________________________________________________

c. atom

___________________________________________________________________________________________

d. molecule

___________________________________________________________________________________________

2. Each of the ten squares below represents matter, using the particle model. Answer the questions below.
Put a tick or a cross in each empty box in the table below.

A B C D E F G H I J
Which of the squares contain atoms?
Which of the squares contain molecules?
Which of the squares represent an element?
Which of the squares represent a compound?

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 Worksheet 6–6

Metals and non-metals

1. A few lessons ago, you learned about the periodic table. Use this information to answer the questions below.

a. How are the elements in the periodic table initially arranged?

___________________________________________________________________________________________

b. How are elements with similar properties placed in the period table?

___________________________________________________________________________________________

c. Each element has a chemical symbol. What do you know about the chemical symbol?

___________________________________________________________________________________________

One of the first ways of organizing the elements was to divide them into metals and non-metals. This is
still important today and can often be seen in the periodic table. If you look carefully, you can see a zig-zag
line dividing all elements into two groups: metals and non-metals. One group is the 21 elements on the
top-right, the other group is everything else.

Read page 66 of your Student Book and take a good look at the two groups of elements. Read their names
and consider what you may know about some of these metals.

Which group are the metals and which the non-metals?

d. The 21 elements found at the top-right of the periodic table are

___________________________________________________________________________________________

e. All the other elements are

___________________________________________________________________________________________

52
1
7
Chapter

Mixtures
UNIT FLOW CHART

Elements, compounds and mixtures

A mixture called air

Alloys

Solutions

Separating mixture

INTRODUCTION
The mixtures comprise of two or more substances that are physically mixed together.
These substances can be separated from the mixture because chemical reactions do
not occurr when mixture is formed. Mixtures are not pure substances. Mixture can
be Homogeneous or Heterogeneous. A mixture of salt with water is an example of a
homogeneous mixture because it has uniform composition throughout. Salad is an
example of heterogeneous mixture because it does not have uniform composition
throughout. Mixture of metals is called alloys. Solder and brass are examples of alloys.
Solution is a type of mixture that is homogeneous in nature. Different techniques are
used to separate soluble and insoluble substances from a mixture.

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 Lesson 1 LEARNING OUTCOMES
Pages 74–75 The students should be able to:
• demonstrate that mixtures are formed when two
OBJECTIVE or more substances mix with each other without
• To distinguish between elements, mixtures, and the formation of a new substance.
compounds. • differentiate between pure substances and
mixtures on the basis of their formation and
LEARNING OUTCOMES
composition.
The students should be able to:
• justify why air is considered as a mixture of gases.
• demonstrate that mixtures are formed when two
or more substances mix with each other without START (15 min)
the formation of a new substance. In previous sections and chapters, we often talk
• identify different types of mixtures. about matter. Is air matter? How do you decide if
something is matter? i.e. What is the criteria for
• describe the difference between elements,
matter? Avoid commenting on students’ ideas, but
compounds, and mixtures.
keep a record of them since you may want to refer
START (10 min) back to them later. Worksheet 1-7 and ask students
Put a mixture of sand and iron on a paper. Use a to write down individually what they know about air.
magnet to separate iron particles and notice the After a few minutes they can discuss their answers
atoms are not joined chemically and so can be easily in small groups and add to what they wrote down.
separated. You may decide to open it up to a plenary session
and collect the answers.
MAIN (25 min)
MAIN (20 min)
• Read page 74 and 75 and explain in detail about
element, compound and mixtures. Read page 76 of the student book

• Give different examples of element, compound • In the discussion on whether air is matter,
and mixtures. students may have said something like, ‘Matter
• Like smoke is a mixture of sooty particles and has mass.’ In our everyday perception, air does
air and blood also a mixture. It contains different not have mass but our common sense ideas are
kinds of blood cells and lots of other things. not always scientifically correct. In order to check
if air is matter, take an empty basketball. Weigh
• Salad is a mixture of different vegetables. it, record the mass, and pump up the basketball
• Explain the illustrations on page 75 of the note before weighing it again. Most air-filled basketballs
book. are about 1% heavier than empty ones, so use
an accurate balance on a stable horizontal surface
PLENARY (15 min)
and take your measurements with care.
Activity page 75 of the student book
• If you can get a canister of compressed air, you
could weigh it, empty it, and weigh it again. This
HOMEWORK
should produce a good result, but not everyone
• Write examples of elements, compounds, and may be able to get a canister of compressed
mixtures in note book. air. Compressed carbon dioxide (in a fire
extinguisher), or compressed oxygen (medical
Lesson 2 use) would strictly speaking not be air and not give
Page 76 the correct information. Although a filled balloon
will be heavier than an empty one, the difference
OBJECTIVE is likely to be too small to measure in your lab.
• To understand about the composition of different A demo that adds a bit of fun but can start a
types of mixtures. discussion would be the following:

54
1
 Chapter 7 | Mixtures

• Preparation before class: mix 2 tablespoons of Lesson 3

baking soda with 2 table spoons of vinegar in a
page 77 and 78
glass bottle. This will produce (invisible) carbon
dioxide gas which is heavier than air. Cover the
OBJECTIVE
bottle with your hand to keep the carbon dioxide
in. • To know about different mixtures from daily life.
• When the reaction is complete, ‘pour’ the CO2 gas LEARNING OUTCOME
into an empty jar or bottle and close it. Prepare an The students should be able to:
identical jar/bottle containing only air. Light two
small candles and place each inside a transparent • describe alloys as mixtures of metals and some
glass. Pour the air from the bottle over one flame other elements.
and see that it makes no difference. Repeat with
START (15 min)
the bottle filled with CO2 and watch the flame go
out. Please try this out beforehand to ensure it Show pictures of objects made up of alloys on page
goes smoothly. Reference can be made to the 78 of the student book.
website https://www.thoughtco.com/candle-
science-magictrick-607494. MAIN (15 min)
• Videos can be searched using the terms ‘pour • Read page 77 and 78 of the student book and
carbon dioxide candle flame’. Discuss with explain the term alloy. Discuss that alloys are
students that both bottles seemed empty but had usually made by melting metals together then
a different effect on the flame. You could even put allowing the molten mixture to cool and harden.
a candle under a glass and watch it go out (due to • Draw the structure of alloy on the board and
lack of oxygen). They can speculate on what was explain the larger atoms in the alloy prevent the
in each bottle and what caused the flame to go smaller atoms sliding over each other.
out. It can lead to the concept that air is a mixture • Explain the importance of making alloys that,
of gases and if the composition changes (such many pure metals are too soft to be of any use.
as replacing most of it with CO2) ‘normal’ things, By adding another element, a soft metal becomes
like lighting a candle, are suddenly not possible. It harder and more useful. This prevents the metal
shows again how much we take this vital mixture from changing shape and bending easily.
of gases for granted. If you wish, you can discuss • Explain that mixing different metals together can
how (and why) even a relatively small amount of produce alloys which have different properties to
carbon monoxide (from incomplete combustion, the metals from which they were made.
e.g., in a fire) can endanger human life.
PLENARY (15 min)
PLENARY (10 min)
Worksheet 2-7
Go back to the question about whether air is matter
and see if this lesson answered it. (Yes, it is matter; it HOMEWORK
is a mixture of gases). Ask students to check if what
• Test yourself questions page 79 of the student
they wrote down about air at the start of the lesson
book. Collect pictures of objects made up of
is correct—they should work in pairs.
different alloys from magazines and newspapers
Test yourself questions on page 75 of Student Book and paste in note book.

HOMEWORK Lesson 4
• Search on internet and draw a pie chart to show
composition of air in note book. Page 79

OBJECTIVE
• To know about the examples of common mixtures
from daily life.

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 LEARNING OUTCOMES Lesson 5
The students should be able to: Pages 80 and 84
• identify and explain examples of common
mixtures from daily life. OBJECTIVE
• demonstrate the process of solution formation • To understand the ways of separating different
(using water as a universal solvent). mixtures.

START (15 min) LEARNING OUTCOME

Dissolve salt in water and prepare a clear solution. The students should be able to:
Show that salt is mixed with water to make a salt • demonstrate ways of separating different
solution. Put some sand in water and show small mixtures.
sand particles stay suspended in water.
START (15 min)
Introduce the terms solute, solvent, soluble and
insoluble. Activity 2 ideas for Investigation page 87 of the
student book.
MAIN (15 min) Arrange different stations of separating different
• Read page 79 of the student book mixtures in the lab and demonstrate different
• Activity 1: ideas for Investigation page 87 of the methods. Show videos of the ways of separating
student book. different substances from mixtures.
• Write the terms solute, solvent, soluble and
MAIN (15 min)
insoluble on the board and explain in detail with
the examples. • Page 80 -84 (this lesson will take three classes).
• Explain that the Salt is said to be soluble because • Explain that the insoluble solid can be removed
it dissolves in water while sand is insoluble from a mixture by filtration. When this mixture
because that will not dissolve in water. is passed through the filter paper the liquid is
passed through the holes in the filter paper but
• Open a fizzy drink/ can in front of the class and
the solid is not passed.
explain Gases can also form solutions with liquids.
• Explain the Separation of dissolved solids from a
• Discuss that carbon dioxide is often mixed to
liquid. An example of this method is obtaining salt
make fizzy drinks.
from sea water.
PLENARY (15 min) • Demonstrate the procedure of obtaining pure
Discuss some examples of soluble and insoluble water from ink. Explain that distillation involves
substances. two processes, boiling and condensing.
• Demonstrate that the coloured substances can be
worksheet 3-7
separated using a process called chromatography.
HOMEWORK • Help student to solve worksheet 3-7.
• Test yourself page 80 of the student book. PLENARY (15 min)
• Exercise question 3 page 86 of the student book. Draw diagrams to show
a. homogeneous and heterogeneous mixtures
b. pure substances and mixtures
Test yourself page 81, 82, 84 of the student book

HOMEWORK
• Exercise question 4, 5, 6 page 86 and 87 of the
student book

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 Chapter 7 | Mixtures
Worksheet 1–7

Air: it is really there! Someone gives you a small box. You open it and look inside but cannot see anything. Your
friend asks: ‘What is in it?’ You may answer: ‘Nothing.’ Your answer shows how much we take air for granted.
Although we know we cannot survive without air for longer than a few minutes, and the news tells us about
the damage air pollution causes, we still seem to ignore the presence of air most of the time.

a. So let us take a look at this vital but often forgotten matter. Write down what you already know about air.

______________________________________________________________________________________________

b. When you are somewhere in the mountains or a forest, you may enjoy the ‘pure air’. From a scientific
perspective, is this correct? Can air be a pure substance? Explain your answer.

______________________________________________________________________________________________

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 Worksheet 2–7

1. State with a reason, whether each of the following is a type of homogeneous or heterogeneous mixtures.

Vegetable soup

________________________________________________________________________________________________

Sugarcane juice

________________________________________________________________________________________________

Solder

________________________________________________________________________________________________

Air

________________________________________________________________________________________________

2. Differentiate between homogeneous and heterogeneous mixtures.

Homogeneous
Heterogeneous
mixtures
mixture

3. Show the composition of different metals in the following alloys.

Stain less steel

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 Chapter 7 | Mixtures

Duralumin

Solder

Brass

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 Worksheet 3–7

1. Complete the following table:

Mixture Solute Solvent

Sugar+water
Sand+ water
Salt + water
Nail paint+ nail paint remover

2. Give two examples of each.

i. Solution of gases

___________________________________________________________________________________________

ii. Solution of liquids

___________________________________________________________________________________________

iii. Solution of solid and liquids

___________________________________________________________________________________________

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 Chapter 7 | Mixtures
Worksheet 4–7

Fill in the blanks with the given terms:

filtration , compounds , mixture, condenses , sublimation, elements, chromatography, insoluble

I. Coloured mixtures can be separated using a process called ________.

II. An alloy is a _________of two or more elements where at least one is a metal.

III. Some solids turn directly into a gas when they are heated, without becoming a liquid first. This is
called_________.

IV. The steam ___________ and is collected as pure water. The water is called the distillate.

V. The suspended solid can be removed by _________

VI. A substance that will not dissolve is called an ____________substance.

VII. A ____________is an impure substance.

VIII. ___________and ___________have particles which are all the same so they can be described as pure

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8
Chapter

Energy
UNIT FLOW CHART

Energy

Types of energy

What are energy resources?

How do fuels release energy?

What are fossil fuels?

The harmful effects of burning fossil fuels

Conservation of energy

Energy from living things and how do living things use

energy

INTRODUCTION
Every day, we use a lot of energy in many different ways. This includes the energy we
use to walk up the stairs, energy used to move the car, and the energy needed to run
the refrigerator. Coal, oil, and gas are fossil fuels that we get from the soil and use to
produce electricity, drive cars, and cook our food. These fossil fuels were made over
millions of years ago under special conditions, and there are only limited amounts of
them left. They also pollute our environment. We need to find other sources of energy
to stop the pollution, but also before the fossil fuels run out. Food contains the energy
our bodies need to keep functioning. Some foods contain more energy than others.
How can you test the amount of energy in different foods?

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 Chapter 8 | Energy

Lesson 1 energy that can be converted into each other.

Potential energy can be converted into kinetic
page 88 and 89
energy and vice versa.
OBJECTIVE • Put a book on the table and demonstrate book
lying on the table has potential energy. The falling
• To know about different forms of energy.
book has kinetic energy, the book fallen on the
LEARNING OUTCOMES floor has potential energy.
The students should be able to: • Explain that the energy can be converted from
one form to another form. Discuss about the
• recognise energy as a physical quantity. gravitational force pulls all objects towards the
• relate potential energy and kinetic energy. centre of the Earth.
• demonstrate an energy transfer such as a
bouncing ball by energy transfer diagram, e.g., PLENARY (15 min)
gravitational potential energy kinetic Activity: page 90 of the student book. Find the energy
elastic potential energy + thermal + sound value in kilojoules (kJ) of a chocolate bar, baked
kinetic gravitational potential energy etc. beans, tinned fruit in syrup, breakfast cereal and a
packet of biscuits. Calculate which one has the most
START (15 min) energy per gram. Write down your results in order,
Ask students to list things that require energy. They starting with the food with the most energy.
can write them on post-it notes (one idea per post-it)
and put them on the board or on a large poster on HOMEWORK
the wall. Expected answers could include: driving a • Collect food packets and find the nutritional
car, playing soccer, and cooking food. The students information on food packaging.
could group similar ideas together, e.g., driving a
car and flying an aeroplane could be put together, Lesson 2
as could playing soccer and going upstairs. Groups
could include: transport, activities of living things, OBJECTIVE
appliances using electricity. Then, ask students for • To extend knowledge about energy resources for
the source of energy in each group. living things.
MAIN (20 min) LEARNING OUTCOMES
• Read page 88 and 89 and discuss energy is the After this lesson, students should be able to:
ability to do work. You use energy whenever you
• name some common fuels.
write, type, walk to school, lift your school bag or
go for swimming. We cannot see energy but we • explain that fuels release energy when they burn.
see the effect of energy in the world around us. • describe how fossil fuels are formed.
• Write the SI unit of energy on the board that is
START (15 min)
the joule (J). Explain that large amounts of energy
are measured in kilojoules (kJ). 1 kJ = 1000 J. Using the examples from above, this could include:
transport (using fossil fuel), activities of living things
• Explain that there are several different types of
(muscle power with energy from food), electric power
energy which can be used to do work. These can
(cooking on electricity, running the air conditioning,
be divided into two main groups – potential, or
or an electric heater). You may wish to leave these
stored energy and kinetic, or movement energy.
ideas on display so that you can refer to them in
• Discuss about the main source of energy is later lessons.
the Sun which is absorbed by plants during
photosynthesis and converted into chemical MAIN (15 min)
energy. • Ask students to create a visual, e.g. a flow chart,
• Explain about the relationship between potential which shows the sequence of events in the
energy and kinetic energy. These are forms of

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1
 formation of coal and oil/gas. Encourage them to pages 95 and 96 and ask students to list the
draw as well as write. renewable ways to make electricity. Can they
• Discuss the similarities between these processes: point out similarities between some of these
ways?
They both started from living things.
• In principle, electricity can be made via movement:
The living things died. wind or water (or burning fossil fuel) can drive/
Then they were covered by layers of mud which rotate a generator, or the Sun’s energy is used in
became rock. solar panels (or heat collectors) and solar voltaic
cells.
There was a lot of pressure and a high temperature.
• Clearly, the energy in electricity from solar panels
The formation took a long time. or solar voltaic cells comes from the Sun. We
already saw that the energy in fossil fuels also
PLENARY (15 min) comes from the Sun (although a long time ago).
Going back to the beginning of the process, you can • Moreover, the other sources of renewable energy
consider from where the living things (plants and also come (indirectly) from the Sun: When the
animals) received their energy. Animals eat plants, Sun warms up the Earth, the air above the Earth
and plants make their own food with the help of becomes lighter and rises. This creates an area
sunlight. So, ultimately, the energy in fossil fuels of low pressure. If this is not happening some
came from the Sun. distance away, the air there remains in place at
a higher pressure. Air from the area of higher
HOMEWORK pressure will travel parallel to the surface of the
• Draw and colour sankey diagram in note book. Earth to the area of lower pressure, and we call
this wind. So even wind energy comes from the
Lesson 3 Sun warming one place more than another.
pages 95 and 96 • Since the Sun evaporates water which falls as rain
on the mountains and runs down in a river, even
OBJECTIVE the electric energy from a hydroelectricity plant
• To extend knowledge about energy resources for comes from the Sun.
living things. • Due to the gravitational forces of the Moon, the
water in the seas and oceans is not always in the
LEARNING OUTCOMES same place. This is called tidal movement and
After this lesson, students should be able to: can be used to generate electricity. Details can
be found on:
• describe how renewable energy sources can be
used to generate electricity and provide heating. http://www.alternative-energytutorials.com/tidal-
energy/tidal-barrage.html
START (10 min)
• Tidal power is mostly caused by the gravitational
• Reinforce the concept that ultimately, the energy field of the Moon.
in fossil fuels comes from the Sun.
• Geothermal energy comes from the Earth.
• What about the energy of the other groups?
• Ask students to read pages 95 and 96 to list
The donkey pulling the cart, eats grass for energy. sources of energy. Sources of energy include:
The grass gets energy from the Sun. All energy fossil fuels (oil, gas, coal), wind, hydroelectric
in muscle power initially comes from the Sun. energy, solar energy, tidal and wave energy,
• What about electricity? geothermal energy, biomass.
• Discuss the concept of renewable vs
MAIN (20 min)
nonrenewable energy and classify the sources
Read pages 95 and 96 of energy in either group.
• Electricity can be made in different ways. One
of them is to run generators on fossil fuel. Read

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 Chapter 8 | Energy

PLENARY (10 min) • Students can create a communication to parents

• ‘When will fossil fuels run out?’ Ask students which will list some of the ways in which the
to search the internet for this information for students can help to save energy. It could take
homework. many forms, however, a leaflet, newspaper, or
letter could be taken home and parents may be
HOMEWORK requested to provide positive feedback when their
• Test yourself questions on page 43 of Student child saves energy.
Book. PLENARY (5 min)
In order to conserve energy, we will have to change
Lesson 4 our habits. This is not easy. Ask students to think
Page 93-94 about how they and their family could use less
energy and write one action on a post-it. If they did
OBJECTIVE this, would it really make a difference? (If we all do
• To the law of conservation of energy. it, then yes, it will make a difference. Also, even a
small difference is a difference.)
LEARNING OUTCOMES
Do the Test yourself questions on page 95 of the
After this lesson, students should be able to: Student Book.
• state the law of conservation of energy and
explain how the law applies to different situations. HOMEWORK
• compare the renewable energy sources (wind, • Worksheet 3-8
water, sun and plants) and non-renewable sources
of energy (coal, natural gas, crude oil). Lesson 5
START (10 min) Pages 98–99
Establish a range of answers from the earliest to the
OBJECTIVES
latest time the fuel is expected to run out. Let the
students calculate how old they will be if the fuel • To consider the impact on the environment of
runs out (soonest expected time), and how they will burning fossil fuels.
manage without these fuels. • To emphasize the importance of fuel conservation
and the need to develop new sources of energy.
MAIN (30 min)
LEARNING OUTCOMES
Before the lesson After this lesson, students should be able to:
• Read page 93-94 and explain If we have a finite
• describe and explain global warming and list some
amount of fossil fuel, what can we do to make it
of its implications.
last longer? Ask students to explore various ways
of saving energy. • identify the advantages of using renewable
energy resources.
• They should also consider other ideas, especially
those relevant to their area. For example, START (10 min)
insulating houses will keep the heat inside in Ask about renewable and non-renewable energy
winter but outside in summer. resources and discuss the advantages and
• They could also consider planting trees (which disadvantages about them.
absorb carbon dioxide anyway) in such a way
that their house is in the shade. Ask students MAIN (25 min)
what could they contribute? For example, walk • Read page 98 and 99 of the student book.
short distances, take public transport, or car pool;
• Worksheet 1-8
switch off lights, heating, and air conditioning;
recycle paper; avoid wasting food, etc. How and • Students should carry out the instructions. If you
why do these things reduce energy use? wish, you can have the timer and call out each

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1
 time they need to take a reading. This will reduce • If possible, play the video ‘Climate 101’ on.
the students’ independent inquiry, but increase http://video.nationalgeographic.com/video/101-
classroom control. videos/%20climate-101-causes-and-effect and
discuss the information presented.
PLENARY (15 min)
• Make sure students tidy up. Reflect on the results • Hand out the worksheet for lesson 2-8 and
and how well the experiment went. Students support the students working individually or in
can discuss the following: If I repeated this small groups.
experiment, I would do the following differently:
They will, of course, have to give reasons for why Lesson 7
they would do something differently. Pages 103–107
HOMEWORK
OBJECTIVE
• Test yourself page 99 of the student book
• To extend knowledge about energy resources for
living things.
Lesson 6
Pages 95–96 LEARNING OUTCOMES
After this lesson, students should be able to:
OBJECTIVES
• assemble and demonstrate a solar panel to
• To consider the impact on the environment of operate a small fan. (steam).
burning fossil fuels.
• design and make a solar water heater. (steam).
• To emphasize the importance of fuel conservation
and the need to develop new sources of energy. START (10 min)
Collect different materials required to make the
LEARNING OUTCOME
following:
After this lesson, students should be able to:
a. solar panel to operate a small fan
• describe and explain global warming and list some
of its implications. What you need: 6V 150mA, solar panel, DC
motor, plastic propeller, small piece of wooden
START (10 min) board, 2 x wooden blocks, solder, soldering
Revise issues raised last lesson about fossil fuels iron, glue gun.
running out and the need to conserve energy. a. solar water heater
Then bring up the fact that, even with very good
conservation, fossil fuels will run out some day and cardboard box (approx. 40 cm x 20 cm x
we either change our lifestyle and do without a lot 5cm), aluminium kitchen foil, glue, scissors,
of things (like transport and refrigerators) or we need approx. 2 metres of clear plastic tubing (8mm
to find other ways of producing energy. dia.), sticky tape, clear plastic film (clingfilm),
tubing connector, container to collect water,
MAIN (30 min) thermometer, wooden block to support the
heater.
• Remind that burning fossil fuels will produce
carbon dioxide. Carbon dioxide traps heat near the
MAIN (20 min)
edge of the atmosphere of the Earth, making it a
comfortable temperature for us. Carbon dioxide • Perform activity 1 and 2 of Ideas for investigation
does this very effectively. Only 0.04 % of the page 103 of the student book.
gases in the atmosphere are particles of carbon PLENARY(15 min)
dioxide, but they cause the Earth to be about
Ask following questions from the students given at
30 - 35°C warmer than it would be without any
the end of the investigation page 103, 104 and 105
carbon dioxide.
Q. What happens if you move your model of solar
panel back into the shade?

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 Chapter 8 | Energy

Q. What happens to the rotation of the fan if you

reverse the electrical connections?
Q. What is the temperature of the water as it:
a. enters your water heater?
b. leaves the heater?
How do these result change if you:
a. speed up the flow of water through the heater?
b. 
slowdown the flow of water through the
heater?

HOMEWORK
• Do the Test yourself questions on page 98 and 99
of the Student Book.

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 Worksheet 1–8

Experiment What does a greenhouse do? Greenhouses come in all shapes and sizes, but why do people use
them? If you know someone who has a greenhouse, you can ask them, but you can also do an experiment.

Materials: You need the following:

• two thermometers

• a large glass jar (which can hold the thermometer)

• a stopwatch or timer

Method:

1. Find a place in the Sun where you can place the glass jar and a thermometer. You must be able to read the
thermometer easily.

2. P
 lace thermometer A on the table in direct sunlight. Place thermometer B in the jar, close the jar, and place
it next to thermometer A. (Make sure it does not block the sunlight to thermometer A.)

3. Immediately read both thermometers, record your findings in the table, and start the stopwatch.

4. Every minute, read both thermometers and record your results in the table.

Results

Time Thermometer A (degrees Celsius) on the table Thermometer B (degrees Celsius) in the jar
0
1 min
2 min
3 min
4 min
5 min
6 min
7 min
8 min
9 min
10 min

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 Chapter 8 | Energy

Use your results to draw a graph. The time (in minutes) goes on the X-axis and the temperature recorded goes
on the Y-axis. Use two different colours for the two thermometers (or pen and pencil).

Tiltle: The effecta of a glass jar on temperature.

temperature/degree Culsius

time/minutes
Conclusion:

i. Describe what happened to the temperature as measured by thermometer A.

______________________________________________________________________________________________

ii. Describe what happened to the temperature as measured by thermometer B.

______________________________________________________________________________________________

iii. Which changed faster?

______________________________________________________________________________________________

Conclusion.

iv. Describe how the glass jar affected the temperature change.

______________________________________________________________________________________________

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 Kindly add following new pictures from the net

400

Carbon Dioxide (CO2)

350

C02 (ppm)
300

250
0 500 1000 1500 2000
Year

Atmospheric CO2 at Muana Loa Observatory

400 Scripps Institution of Oceanography

NOAA Earth System Research Laboratory
PARTS PER MILLION

380

360

340

320

1960 1970 1980 1990 2000 2010 2020

Year

a. What was the level of carbon dioxide in the atmosphere in the year 1000?

______________________________________________________________________________________________

b. What was the level of carbon dioxide in the atmosphere in the year 1900?

______________________________________________________________________________________________

c. How much did the level of carbon dioxide change between 1000 and 1900?

_____________________________________________________________________________________________

d. What was the level of carbon dioxide in the atmosphere in the year 2000?

______________________________________________________________________________________________

e. How much did the level of carbon dioxide change between 1900 and 2000?

______________________________________________________________________________________________

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 Chapter 8 | Energy
Worksheet 2–8

The graph below gives the average temperatures in the Northern Hemisphere.

Average temperatures 1000- 2000 CE

1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

a. Compare the changing pattern of the levels of carbon dioxide and the changing temperature between the
year 1000 and now. What do you notice?

______________________________________________________________________________________________

b. Write one or two paragraphs about the relationship between carbon dioxide in the atmosphere and the
temperature on Earth. Use information from previous lessons and/or the graphs to support your arguments.

______________________________________________________________________________________________

Watch the experiment done on

https://www.schooltube.com/media/Calorimetry-Measuring-Energy-in-a-Peanut/1_r8npx9ft

In an experiment, variables are the factors which change, or can change. In science experiments, we recognize
three kinds of variables:

• independent variables

• dependent variables

• controlled variables

It is important to understand these variables very well because they will impact on your experiment.

Independent variables are factors which you decide to change. If you wanted to know how adding salt to water
changes its boiling point, you would boil water with different amounts of salt, so the amount of salt is your
independent variable.

Dependent variables are the factors you measure. They change, depending on your independent variable. So
in your experiment on the effect of salt on the boiling point of water, the measured boiling point would be your
dependent variable. If you change the independent variable (adding more or less salt), the dependent variable
(the boiling point) will change.

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 Controlled variables are important to keep constant. For example, you want to know how adding salt changes
the amount of time you need for your water to reach its boiling point. You can take 100 ml of water with a little
salt, heat it and measure how long it takes to boil. Then you take 200 ml of water, add a lot of salt, heat it and
measure the time until boiling. These times are likely to be different but what caused the difference? Was it the
amount of salt or the amount of water? So you are only allowed to change one variable, you measure another
variable, and everything else needs to remain the same. If you do this, you are conducting a fair test.

a. In this experiment, what are you measuring?

b. In this experiment, what are you changing?

c. In this experiment, what must stay the same?

d. So in this experiment, you have identified the following variables:

independent variable
dependent variable
controlled variables

The principle of this experiment is that food is burnt, releasing energy as heat. This heat warms up the water
and if we know how much the temperature of the water has increased, we can calculate the energy (heat) that
was needed to cause this change. We then say that this energy was released by the food. When companies
determine the energy in their food, they use a device called a calorimeter. The temperature of the water is
recorded. A known mass of food is placed in the sample dish and ignited by running an electric current through
the ignition wires. The food burns, giving off heat which warms up the water. To ensure it is warmed evenly,
the water can be stirred. Once the food stops burning, the final temperature is recorded.

Stirrer
Ignition wires
Thermometer

Insulated Steel bomb

outside water
container

Steel Sample dish

container

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 Chapter 8 | Energy

e. If you were to hold your hand near the burning food in the experiment as described on page 44, what would
you feel?

______________________________________________________________________________________________

f. What would you expect to feel if you held your hand near the calorimeter?

______________________________________________________________________________________________

g. Which method do you think would give a more accurate result?

______________________________________________________________________________________________

h. If you wanted to do the experiment and had no calorimeter, how could you modify the set up as given on
page 44 to get more accurate results?

______________________________________________________________________________________________

i. If you used 1 g of food and looked in the dish after the food stopped burning, you would see some of it
left. Not all the food had completely burned (into carbon dioxide and water). This means that the energy
you measured was given off by less than the 1 g of food that you started with. What could you do to get a
more accurate result?

______________________________________________________________________________________________

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 Worksheet 3–8

1. Write two differences between the following:

Renewable energy Non-renewable energy

Kinetic energy Potential energy

2. Convert the following amounts of energy in joules.

1000 MJ

10.5 MJ

10 kJ
3. Identify the type of energy:
I. Heat from the hot rocks below the Earth’s surface can be used to heat water.
II. Waves of water could also be used to generate electricity.
III. Rotting plants releases heat and produces natural gas.
IV. In electric circuits, a current is the flow of negatively charged electrons..

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9
Chapter

Electricity
UNIT FLOW CHART

Static electricity

Charge and current

Electrical components

Some materials allow electrons to pass through easily, some do not

Types of electrical circuits

Resistance, wires and fuses.

INTRODUCTION
In Chapter 8, students were introduced to electricity as one of the many types of energy.
In our daily lives, electricity is very useful, mainly because it can easily be converted
into other types of energy. Electricity has its own characteristics and, also like the other
types of energy, it is potentially dangerous.
One of the most powerful examples of electricity is lightning which kills 20–40 people
in the USA every year. And although the electricity from the mains at home carries a
lot less energy than lightning, it is still dangerous if not used properly. In India, almost
10000 people died of electric shock in 2014. In the UK, on average, 4 people die per day
as a result of a fire which started due to a problem with electricity (e.g. a short circuit).
This chapter will cover the basics of electricity from a science perspective. If possible,
experiment building different types of circuits, including different numbers of light bulbs,
resistors and other components, and measure the voltage and current in the various
set-ups. Strongly recommended:
Please watch before starting to teach this unit. Many misconceptions students may have
about electricity are indicated in the video found at https://www.stem.org.uk/elibrary/
resource/30937. Some general principles of good science teaching are included. The
teacher, can simulate the way electricity moves using a rope (from minute 6 of the
video). Teachers may wish to watch this video with their students, but it might be more
suitable to teach the concepts in a similar manner.

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1
 Lesson 1 that consists of small particles called protons,
electron and neutrons.
page 107 and 108
• Discuss that protons carry a positive charge
OBJECTIVE (+ve). Electrons carry a negative charge (-ve), and
neutrons carry no charge.
• To extend knowledge about electrical circuits and
use the concepts of electric current and energy • Introduce the term static electricity.
transfer to explain how electrical devices work. • Rub a balloon against your hair and show that
negatively charged balloon attracts positively
LEARNING OUTCOMES
charged hair.
After this lesson, students should be able to:
• Explain that the balloon pulls electrons from the
• explain the phenomena of static electricity in hair therefore, hair becomes positively charged
everyday life. and the balloon becomes negatively charged. This
• recognise electric current as a flow of charges. imbalance of electrical charges is called static
electricity.
START (10 min)
Demonstrate that the charged balloon attracts paper. PLENARY (10 min)
Ask students to perform this activity. Ask students to complete the following sentences:
Without electricity, I would have to ….
BACKGROUND INFORMATION
We can run water and gas through pipes and Without electricity, I would not be able to …
transport coal in bags. In order to find out how to Example answer: Without electricity, we would have
move electricity, we first need to know what it is. to cook using a fire, and would not be able to keep
We established that electricity is a form of energy in food fresh in the refrigerator or freezer. In winter,
previous chapter. All matter is made of atoms, and we would go to sleep early (without light and heat)
inside atoms are electrons. These tiny particles carry and in summer we would have to live without fans.
a negative charge. Normally, they stay with their atom
and move back and forth a little. However, if there is HOMEWORK
a positive charge somewhere, electrons may move • Test yourself questions on page 108 of Student
in that direction. This movement is flowing electricity. Book.
Although electrons are attracted to a positive charge
and will move in that direction, they maintain their Lesson 2
position relative to each other, rather than all rushing Pages 109 and 110
to the positive charge.
If you were to model this with students, it will be like OBJECTIVE
a proper dinner queue. Students remain in line and • To extend knowledge about electrical circuits and
take a step towards the food (the positive charge). use the concepts of electric current and energy
transfer to explain how electrical devices work.
What it is NOT is a rush of students (electrons),
all trying to get to dessert (the positive charge)! LEARNING OUTCOMES
So in order to move electrons (and have a current
After this lesson, students should be able to:
of electricity), we need a material which contains
electrons that can move. Some materials have this • describe a simple circuit as a path for flow of
and are called conductors; others do not, and are charges.
called insulators. • differentiate between open and closed circuits.
• draw and interpret simple circuit diagrams (using
MAIN (25 min)
symbols).
Read page 107 and 108
• Draw an atomic structure on the board and
explain that all substances are made of atoms

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 Chapter 9 | Electricity

START (10 min) HOMEWORK

• Please try to have students build circuits as • Draw and colour the circuit diagram page 110 of
shown in the experiment described in worksheet Student Book.
1-9. If this is really not possible, use the online
simulation available at http://coolsciencelab.com/ Lesson 3
conductors_and_insulators.htm
Pages 114 and 115
• Worksheet 1-9: Students carry out the experiment
to classify materials as conductors or insulators. OBJECTIVE
If the necessary resources are not available, have
• To extend knowledge about electrical circuits and
a look at this site to improvise: https://www.
use the concepts of electric current and energy
education.com/science-fair/article/parallel/
transfer to explain how electrical devices work.
MAIN (20 min)
LEARNING OUTCOMES
• Read pages 109 and 110 and discuss the concept
After this lesson, students should be able to:
of circuit diagrams.
• Show electrical components and explain how to • describe the characteristics of series and parallel
connect them in the circuit. circuits.
• Give a concept of conductors and insulators. • draw and construct a series and parallel circuits.
• Provide support to students to draw circuit • identify the use of series and parallel electric
diagrams. If resources are available, the circuits in daily life.
students can also build the circuits. Students START (10 min)
can build simulated circuits on http://thefusebox.
northernpowergrid.com/page/circuitbuilder.cfm. Use https://www.ck12.org/book/ck-12-
This could be an extension activity to be done at physicalscience-concepts-for-middle-school/
school or at home. section/5.72/ to watch a clip on different types of a
circuit and share the explanation about series and
PLENARY (15 min) parallel circuits.
Discuss high voltage cables transport electricity over
long distances. The voltage involved can be 200 000 MAIN (25 min)
Volts or more. Birds sometimes sit on these cables Read pages 114 and 115
and are not harmed. The reason is in the amount of • Support students in building series and parallel
electricity which actually goes through the body. The circuits, comparing the brightness of the bulbs.
birds sit on the wire, holding the wire with their feet/
• Work sheet 3-9
claws. Their feet are close together, so the moving
electrons, which are the electricity, have a ‘choice’: PLENARY (10 min)
they can travel through a small length of highly
• It is great fun to have fairy lights for decoration
conductive metal wire, or they can ‘choose’ to go
when you are celebrating something. These days,
all the way round through the bird’s body (which is
fortunately, they are produced as parallel circuits,
not as good a conductor as the metal wire).
but many years ago, they were made as series
As the resistance to go through the bird is much circuits.
higher, (almost) all the electricity will flow through • Ask students why it is much better to have the
the wire, and the bird is safe—as long as it does not bulbs connected in parallel.
touch another wire or the supporting pole. If the bird
• When they are connected in series, none of the
puts its feet far apart, the resistance through its body
lights will work if one bulb is loose or broken. You
will not change, but the length of wire (the alternative
cannot tell which one is the problem, so you have
route for the electricity) will be longer, and hence the
to check them all.
resistance higher. So a bird with its feet far apart will
experience more electricity than a similar bird with • Work sheet 4-9
its feet close together. • Test yourself questions on page 117 of Student
Book.

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1
 HOMEWORK • If practical activity is not possible, complete
• Exercise questions 4 and 5 on page 122, 123 of worksheet 4-9 as a theoretical exercise.
Student Book.
PLENARY (10 min)
Ask students to apply their learning to how they
Lesson 4
understand appliances with batteries, e.g. a torch.
Pages 111 and 113
Test yourself questions on page 113 of the Student
OBJECTIVES Book.
• To demonstrate the use of an ammeter to measure HOMEWORK
the current flowing in an electrical circuit.
• Exercise questions 6 on page 123 of the Student
• To demonstrate the use of a voltmeter to measure Book.
voltage in an electrical circuit.

LEARNING OUTCOMES Lesson 5

After this lesson, students should be able to: Page 114 and 115
• draw circuit diagrams to represent simple
OBJECTIVE
electrical circuits, using appropriate symbols.
• To know about the factors that affect the
• measure the current and voltage in an electrical
brightness of bulbs or speed of motors.
circuit.
LEARNING OUTCOMES
START (10 min)
The students should be able to:
• Reinforce the concept that an ammeter measures
current (how many electrons run through it), • investigate the factors that affect the brightness
and a voltmeter measures voltage (how much of bulbs or speed of motors
“push”, or energy, each electron has). The current • number of batteries
is constant throughout the circuit (or you would • number of bulbs
have electrons collecting in one part of it) so it
• type of wire
does not matter where in the circuit the ammeter
is placed. The voltmeter is connected in parallel • length of wire
to a component (e.g. light bulb, resistor, or cell) • thickness of wire
and the voltage produced by the source (cell or
battery) must be the same as the sum of the START (15 min)
voltages measured for each component. • Ask students to go through Page 114 and 115 and
note down the factors.
• As before, make sure every circuit has a switch (so
it is not left ‘on’) and make sure that every circuit • Ask students to make a simple circuit and investigate
with an ammeter also has another component (in the factors that affect the brightness of bulbs or
addition to the switch) such as a bulb or motor. speed of motors by changing different components
Since the ammeter has very little resistance, a of the circuit.
circuit without an additional component would • Activity page 120 of the student book.
essentially short circuit, which is both dangerous
(fire) and/or damages the ammeter. MAIN (15 min)
• Read page 114 and 115 and explain the factors that
MAIN (20 min) affect the brightness of bulbs or speed of motors.
• Read Pages 112 and 113 and discuss. Ask
questions to ensure students understand.
• Hand out worksheet 4-9. If possible, students
should build the circuits and measure current and
voltage at various points and in various set ups.

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 Chapter 9 | Electricity

• Demonstrate that the larger the diameter of the MAIN (25 min)
wire, the more paths will be available for electrons Read Pages 118 and 119
to flow.
• Explain that in homes, resistance in wires can be
• Show that when more bulbs are added, brightness
put to good use in electrical circuits.
of the bulb in the circuit will become dimmer
because it become difficult for current to flow. • Show different fuses and their values.
• Demonstrate that a piece of thin wire has higher • If possible, ask an electrician to show fuses are
resistance than a piece of thicker wire with the attached in circuits.
same length. • Explain that an electrical device can be protected
• Discuss the factor that adding more cells in a by a fuse in the plug.
series circuit will make the bulb in the circuit • Discuss about the role of fuse in a circuit.
brighter because more current will be pushed
PLENARY (10 min)
around it.
Ask students to consider the advantages that
• Explain that a long length of wire will have a high
electricity has brought us but also consider the
resistance.
dangers and write main points on the board.
PLENARY (15 min) Work sheet 5-9
Test yourself questions on page 115 of the Student
Book. HOMEWORK
• Test yourself questions on page 120 of Student
HOMEWORK Book.
• Write the factors that affect the brightness of
bulbs.

Lesson 6
Pages 118 and 119

OBJECTIVE
• To extend knowledge about electrical circuits and
use the concepts of electric current and energy
transfer to explain how electrical devices work.

LEARNING OUTCOMES
After this lesson, students should be able to:
• assemble and operate a trip wire security alarm
system using simple items. (steam)
• explain electrical resistance and describe how a
resistance wire can be used as a fuse.

START (10 min)

• Recall that in lesson 1, the bulb did not glow
equally brightly with all conductors and remember
that we mentioned ‘resistance’ when discussing
the birds on the high voltage cable.
• Similar information can also be found at
https://www.ck12.org/book/CK-12-Physical-
ScienceConcepts-For-Middle-School/section/5.68/

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 Worksheet 1–9

Experiment:
1. Which materials conduct electricity (conductors) and which do not (insulators)?
PLEASE NOTE – safety instructions
• Only use the equipment provided as directed by the teacher.
• When you have set up the equipment, ask the teacher to check it before starting the experiments.
• NEVER use power from the mains (unless you have a transformer provided by the teacher).
• Include a switch in every circuit so it is only completed when you push the switch.

switch battery
bulb
crocodile clips

Method test material goes here

1. Set up a circuit as shown on page 110 of your student book.

2. Ask the teacher to check your circuit.
3. Place the first of the materials provided between the crocodile clips.
4. Push the switch.
If the light goes on, electricity is flowing through your circuit, so the material you tested is a conductor. If not,
the material is an insulator.
Your materials could include some of the following:
a piece of aluminium foil, a plastic bottle cap, an eraser, a drinking straw, a fresh twig from a bush or tree, a
pencil lead, a metal bottle cap, a wooden cube, a paper clip (many others are also possible)
Results
In the table below, record your findings

Material conductor insulator

a piece of aluminium foil
a plastic bottle cap
an eraser
a drinking straw
a fresh twig from a bush or tree
a pencil lead
a metal bottle cap
a wooden cube
a paper clip

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 Chapter 9 | Electricity
Worksheet 2–9

1. For each diagram given on the right side, put a red circle around every bulb which does not light and explain
the reason below.
1. 2.

–
+
–
+

3. 4.
+
– –
+

Explain why the bulb(s) will not light.

2. Draw each of these electrical circuits as a circuit diagram.

i. ii. iii. +

+ +
-

6 4 2
8
01
0 2 4 6 8
0
10
V
V

3. Draw circuit diagrams of the following situations. Please use a ruler so you draw straight lines.

a battery connected to a bulb a battery connected to a motor and two batteries connected to a buzzer
a switch and a bell

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 Worksheet 3–9

1. Label the drawings with “series circuit” or “parallel circuit”.

a. b.

circuit circuit

2. Consider the following experiment:

Experiment:

Create a circuit with one cell or battery, a switch, and a lamp. Close the circuit and look at how bright the bulb
is. Using the same circuit, add one lamp in series. The lamp must be the same as the one already used. Close
the circuit.

a. Are the bulbs burning equally brightly?

_____________________________________________________________________________________________

b. Are they as bright as when there was only one bulb?

_____________________________________________________________________________________________

c. If you loosen one bulb, does the other still light up?

_____________________________________________________________________________________________

Slightly change your circuit so that the bulbs are now in parallel.

d. Are the bulbs burning equally brightly?

_____________________________________________________________________________________________

e. Are they as bright as when there was only one bulb?

_____________________________________________________________________________________________

f. If you loosen one bulb, does the other still light up?

_____________________________________________________________________________________________

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 Chapter 9 | Electricity

3. Draw the following as circuit diagrams:

Series Circuit Parallel Circuit

Assuming all bulbs are the same, will they all light equally bright? Explain your answer.

______________________________________________________________________________________________

______________________________________________________________________________________________

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 Worksheet 4–9

1. A mnemonic is a way to remember something in an easy way. This can be done by using the first letters
and making a sentence (which is easier to remember).
You need to remember that Voltmeters are connected in Parallel, Ammeters are connected in Series. If
this is difficult, it may help to remember that “voltmeters and ammeters are Very Particular About Some
things”.

Complete the table below.

Ammeter Voltmeter
What does it measure?
Which units does it use?
How is it placed in the circuit?
Does it matter where it is placed?

2. In the previous worksheet, you saw that three bulbs in series do not burn as brightly as three similar bulbs
connected in parallel.
What happens to the current and the voltage in circuits with bulbs in series or in parallel?
Below you can see four circuit diagrams.
Write the correct answer by each circuit diagram:
How are the bulbs connected? Series / Parallel
What is being measured? Current / Voltage
a. b.
12 V
V
3V

2V 1V
Y
AX
V V

Series / Parallel Series / Parallel

Current / Voltage Current / Voltage

c. d.

load R
battery V

Series / Parallel Series / Parallel

Current / Voltage Current / Voltage

3. Complete these sentences.

a. When the bulbs are connected in series, the current will be

___________________________________________________________________________________________

b. When the bulbs are connected in series, the voltage will be

___________________________________________________________________________________________

c. When the bulbs are connected in parallel, the current will be

___________________________________________________________________________________________

d. When the bulbs are connected in parallel, the voltage will be

___________________________________________________________________________________________

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 Chapter 9 | Electricity
Worksheet 5–9

1. During the experiment in the first lesson of this unit, you may have noticed that not all conductors allowed
the light bulb to light up equally brightly. This is because the division of conductors and insulators is not
black and white.

Many materials will conduct some electricity. How much they conduct depends on the amount of resistance
they have. The higher the resistance to electricity, the less electricity will flow through it—remember the
example of the birds on the high voltage wire. Even the best conductor has some resistance. This means
that it will heat up when a current goes through it. Depending on how much the resistance is and how much
the current is, this may or may not be a problem.

Glass
Gas

Wires
Filament

Base

In a light bulb, the filament has quite a high resistance. A current running through this filament will make
it so hot that it will start to glow. A special gas in the light bulb will stop the filament from catching fire,
but after some time, the filament will be destroyed and we need a new light bulb. Name some household
appliances which also make use of the concept that high resistance causes a wire to become very hot.

______________________________________________________________________________________________

______________________________________________________________________________________________

However, if an old appliance breaks, it may ‘short circuit’. That means that the current will no longer go
through the appliance, with its resistance, but, instead take a short cut. Without resistance, a lot more
current will go through, and that could be dangerous. In order to prevent this large surge of current, we can
use a fuse. A fuse is a piece of wire with a specific resistance. When too much current runs through this
wire, it will melt and break the circuit. This means we have to replace the fuse but have avoided the large
and dangerous surge of current. In some countries, each plug of an appliance will have its own fuse.

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 Worksheet 6–9

1. The cables used in a house are made in such a way that they do not heat up much when a normal current
goes through them. However, an old appliance, for example, could break and cause a short circuit. The
electricity would not flow through the appliance (with a certain amount of resistance) but would take a
‘short-cut’ without any resistance. This short circuit would lead to a lot of current going through the cables
and could make them heat up so much they could start a fire. To prevent this type of situation, the cables in
your house are connected to the electricity supply via a fuse. As there are several separate circuits in your
house, each has its own fuse. All fuses are put together in the fuse box. A diagram of a possible design of
the electric circuits in a house is shown below.

You can see that different parts of the house have their own circuit.

1. Give examples of anything in your house which uses electricity? Do not include anything on batteries.

______________________________________________________________________________________________

2. Consider that anything which heats up or cools down will take much more energy than e.g. lamps. Where
in your house would you use fuses that allow a lot of current before they melt and where could you put
fuses which do not allow so much electricity?

______________________________________________________________________________________________

When a fuse ‘blows’, i.e. too much current has gone through it and the special cable has melted, it needs
to be replaced. As different areas have fuses allowing different amounts of current, this means that people
have to have a range of spare fuses. So now, many places have devices called ‘circuit breakers’. When too
much current flows through them, a switch flips itself and the circuit is cut. When the faulty device which
caused the overload is unplugged, the circuit breaker switch can simply be flipped back again.

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10
Chapter

Magnetism
UNIT FLOW CHART

What is attraction, repulsion?

What is the theory for magnetism?

What is magnetic induction?

The effect of electromagnetism

Uses of electromagnetism

INTRODUCTION
Nearly everyone knows something about magnets. You have probably used a magnet to
pick up pins, tacks, and other things made of iron or steel. We do not know when and
how magnetism was discovered, but different stories are told about how a kind of rock
was discovered which would attract pieces of iron towards itself and hold on to them.
For many years, people thought that magnetism was a quality unique to one kind of
rock. It was interesting, but it was not really useful. At last, someone discovered that
a piece of iron would act like a magnet if it was rubbed on the rock. This was followed
by an even greater discovery.
If a magnet made of iron was set on a piece of wood floating in water, the magnet would
turn until it pointed towards the north and south. This was the first compass. The rock
used to make the iron magnet in the compass was called lodestone. Scientists have
found that lodestone is made of a kind of iron ore called magnetite.
The compass is one of the most important inventions ever made, but for a long time
no other uses for magnets were discovered. Magnets were so weak that they could
move only small pieces of iron. Finally scientists discovered how to make much stronger
magnets by using electric current. They also learned how to use electric current to make
electromagnets, where the magnetic force could be turned on or off. From then on,
many new uses for magnets were found.
Telephone receivers, loudspeakers and speedometers, all have magnets in them. So
do electric bells and buzzers. Magnets are found in every electric motor or generator.
Doctors often use magnets to get tiny bits of iron out of a person’s eyes or throat. In
these and many other ways, magnets are used every day.

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 The objective of this chapter is to explain the properties Lesson 1
and function of magnets and electromagnets. They
pages 126 and 127
will be able to identify the different ways they are
used.
OBJECTIVE
• To identify magnetic materials and magnetic field.

LEARNING OUTCOMES
The students should be able to:
• recognise that electric current has a magnetic
field around it and that it can be verified using a
magnetic compass.
• recognise that a freely moving magnet comes to
rest pointing in a north-south direction.
• compare different types of magnets (permanent,
temporary and electromagnets).
• recognise earth’s magnetic field which attracts a
freely-pivoted magnet to line up with it

Warning
Iron filings should be stored carefully. Do not dip your
magnets in iron filings – it is difficult to get them clean
again. Ensure there is no class room management
issues, as inhalation of iron dust is unhygienic.

START (10 min)

Show students a magnet and elicit what they already
know about magnetism. As usual, do not provide
(much) feedback or response but let the students
react to each other’s comments so that you discover
their knowledge and/or possible misconceptions.

MAIN (20 min)

• Read pages 126 and 127 and distribute worksheet
1-10.
• Hand out magnets and ask students to investigate
whether objects are attracted or repelled by a
magnet or if no force is evident. Students should
record their findings in worksheet 1-10.
• Ask students to suspend their magnets as shown
in the illustration. Place them around the room
away from other magnets. The magnets should
all orient themselves in the same direction – i.e.
the Earth’ magnetic field. Draw students’ attention
to this phenomenon.
It would be useful to know which side of the room
is north and which is south.
• Bring a magnet near to one of the suspended
magnets and observe how it changes its

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 Chapter 10 | Magnetism

orientation. Ask students to write down their • recognise that there is a space around a magnet
observations in worksheet 1-10. where the effect of magnetic force can be
observed.
PLENARY (15 min)
• draw the magnetic field of a bar magnet using
In this lesson, students saw that a magnet attracts iron filings.
objects made of iron or steel but also attracts the
opposite pole of other magnets. So how could they START (10 min)
prove if something is a magnet or if some material Forces cannot always be seen, but to understand
is attracted to a magnet? The proof of a magnet is them we can draw them. To show how a magnetic
in repulsion. If an object is attracted to the magnet, field works, we can use iron filings and a magnet.
it may be a magnet or an object with induced The small pieces of iron will be induced to behave
magnetism. However, when the magnet is turned like small magnets as long as they are near the real
around to test the object with the other pole of the magnet. Discuss this concept with students.
magnet—a real magnet would be repelled while an
induced magnet would still be attracted. So the test Please remember to keep at least one sheet of paper
for magnetism is in repulsion. between the magnet and the iron filings. Remind
students that they also need to keep the iron filings
HOMEWORK separated from the magnet by a sheet of paper.
• ‘Test yourself’ questions page 127 of the student
MAIN (25 min)
book.
read pages 128-129
EXTENSION
• Support students doing task 1 from the worksheet
Visit https://www.exploratorium.edu/snacks/ 2-10. Ensure that the iron filings do not come into
eddycurrents. This experiment shows that a magnet direct contact with the magnet by keeping a sheet
will fall through an aluminum, brass, or copper tube of paper or a transparency between them at all
more slowly than through a non-metal pipe. Do times.
not use an iron or steel pipe as the magnet simply
• When investigating the strength of the magnetic
attaches to the pipe and will not fall.
field, students should consider that the iron filings
This can be done as a demonstration with the represent the field lines and that a stronger field is
students timing the fall of the various objects through indicated by the field lines being closer together.
different pipes. If you do this, do several repeats of • Test yourself page 129 of the student book
each combination (object and pipe) to obtain some
statistical relevance. PLENARY (10 min)
Ask students the following questions:
Lesson 2 • Where are magnetic forces stronger?
Pages 128-129 • In which direction do magnetic lines of force
move?
OBJECTIVE • Do they ever cross each other? Explain by
• To identify magnetic materials. considering what happens if they do and if they
do not cross.
LEARNING OUTCOMES
• worksheet 2-10
The students should be able to:
• identify the shape and direction, of the magnetic HOMEWORK
field around a bar magnet. • Exercise question 3 and 4 page 136 of the student
• recognise that electric current has a magnetic book
field around it and that it can be verified using a
magnetic compass.
• recognise that a freely moving magnet comes to
rest pointing in a north-south direction.

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 Lesson 3 Lesson 4
Pages 130–131 Page 132 and 133

OBJECTIVE OBJECTIVE
• To explain the concepts of a magnetic field of a • To show how magnets and electromagnets can
permanent magnet and an electromagnet. be used in a number of devices.

LEARNING OUTCOMES LEARNING OUTCOMES

The students should be able to: The students should be able to:
• understand how magnetism can be induced in a • demonstrate how an electromagnet is made.
piece of iron or steel. • describe some uses of magnets and
• describe how to magnetize a magnetic material. electromagnets.
• describe how to de-magnetize a magnetic
START (10 min)
material.
Elicit responses from students on following
• construct an electromagnet and identify its
questions:
application in everyday life.
• Have you seen an electromagnetic crane?
START (15 min)
• Where is it used?
• Review ‘Test yourself’ questions from previous
• Where else do we use electromagnets?
lessons.
• Show a small piece of a broken magnet to the MAIN (25 min)
class and ask if it is a complete magnet? Test the • Read Page 132 and 133 and explain about the use
properties of this magnetic piece. of electromagnets.
MAIN (15 min) • The teacher should demonstrate making of an
electromagnet and explain how to make it (as
read page 130 -131
written in the worksheet 3-10). Students should
• Explain the domain theory with arrows drawn in be divided into four groups. Each group should
the same direction on the board. be given an iron nail, copper wire, and batteries.
• Discuss if a piece of iron is kept near a magnet. They will be asked to make the electromagnet
What will happen to the domain? themselves.
• Ask students to magnetize a piece of iron by PLENARY (10 min)
stroking it repeatedly with a magnet. Bring an iron
Perform investigation 2 on page 137 of the Student
nail near to the induced magnet. What happens?
Book and discuss responses of the student.
Then bring a steel nail near to it.

PLENARY (15 min) HOMEWORK

Discuss the following in class: • Students can do research on where electromagnets
are used in modern technology.
• How can you make a temporary magnet? What
• Project to construct a working model of an
happens to the domains before and after making
electromagnet can be assigned to the students.
a temporary magnet?
• What is induced magnetism? EXTENSION
• How can you make a permanent magnet? http://www.bbc.co.uk/schools/gcsebitesize/
science/edexcel_pre_2011/electricit yworld/
HOMEWORK mainselectricityrev3.shtml
• ‘
Test yourself’ questions, page 130 -131 of
This site allows students to set the circuit breaker
Student Book.
and then to set the current flowing through it. If the

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 Chapter 10 | Magnetism

actual current exceeds the maximum set, the circuit

breaker will cut the circuit.

Lesson 5
Page 134

OBJECTIVE
• To show how magnets and electromagnets can
be used in a number of devices.

LEARNING OUTCOME
The students should be able to:
• describe some uses of magnets and
electromagnets.

START (10 min)

Ask students if they can identify the uses of
electromagnets.

MAIN (25 min)

• Read page 134 and briefly explain the uses of
electromagnets.
• Explain that a relay is an electronically controlled
switch. It uses a small current to turn on a
separate circuit, which may carry a large current.
• Discuss that in electronic circuits, small relays
are used. These have a very thin, flexible piece
of metal inside a glass tube. The metal acts like
a switch. When a magnet is nearby, the switch
becomes magnetized and the contacts touch.
• Demonstrate that the relay can be activated by
a small bar magnet or a small coil. Some reed
relays have their contacts together under normal
conditions. The switch then opens in a magnetic
field.
• Work sheet 3-10

PLENARY (10 min)

Ask and discuss responses of ‘Test yourself’
questions given on page 134 of Student Book.

HOMEWORK
• Exercise Question 7 and 8 page 136 and 137.

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 Worksheet 1–10

Task 1

a. Use the magnet your teacher has provided to test if objects are attracted. Record your findings in the table
below. You must record at least 5 objects.

Object What is it made of? Magnetic Non-magnetic

b. What conclusion can you draw from your findings?

Task 2

With your class, suspend your magnets from a piece of string so that they can move freely. Place them around
the room.

a. What do you notice about the orientation of the different magnets?

______________________________________________________________________________________________

b. If you bring another magnet near to one of the free moving magnets, what happens?

______________________________________________________________________________________________

c. Explain what happened in both of the above situations.

______________________________________________________________________________________________

Make sure you have read pages 48 – 50 of your Student Book.

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 Chapter 10 | Magnetism
Worksheet 2–10

Task 1

Experiment:

a. Place a bar magnet flat on the table and place a thick sheet of paper on top of the magnet. If overhead
transparencies are available, these are great too.

b. Gently shake a small amount of iron filings onto the paper or sheet.

c. Give the paper a few very gentle taps to allow the iron filings to settle.

d. Draw the field lines (=patterns you see) below.

e. Repeat using different shaped magnets.

f. Take a good look at the density of the iron filings at various points. There are more filings in some places
than in others. You can also see this on page 48 of your Student Book. What could be the reason for this?

_____________________________________________________________________

g. We indicate a stronger magnetic field by drawing the field lines closer together. Check if you did this in your
drawings and adjust them if necessary.

______________________________________________________________________________________________

Check with your teacher if you are allowed to place two magnets under a sheet to study the interactions
on the position of the iron filings. Draw the field lines and compare them with those on page 50 of your
Student Book.

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 Worksheet 3–10

Experiment:

1. Make an electromagnet. Take an iron nail. Wind 20 turns of copper wire around the iron nail.

a. Is it behaving like a magnet?

___________________________________________________________________________________________

b. How many pins are attracted by this electromagnet?

___________________________________________________________________________________________

c. Now connect the ends of the wire to two batteries. What do you observe?

___________________________________________________________________________________________

d. How many pins can be attracted now? Record your observations.

___________________________________________________________________________________________

2. Now take the same size of iron nail, but this time wind 40 turns of copper wire with one battery, and then
with two batteries. Record your observations.

No. of turns of wire No. of batteries No. of pins attracted by

electromagnet
20 1
20 2
40 1
40 2

a. Which variables have you changed in this experiment?

___________________________________________________________________________________________

b. Which variable has been constant?

___________________________________________________________________________________________

c. How can you make an electromagnet stronger? List two ways.

___________________________________________________________________________________________

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11
Chapter

Solar System
UNIT FLOW CHART

How did the universe begin?

What is the solar system?

Planet facts

Satellites

Information from space

INTRODUCTION
The universe contains everything that exists. We do not know how big the universe is.
A galaxy is a star system. Our Earth is part of a galaxy called the Milky Way. There are
thousands and thousands of stars in the Milky Way. These stars give a milky appearance
to the sky, hence the name.
Galaxies are very far apart. The nearest galaxy to the Milky Way is called Andromeda.
Andromeda is two million light years away. This means that the light we see from
Andromeda has taken two million years to reach us. We are seeing it as it was two
million years ago. Astronomers believe that there are many more galaxies further out
in space that cannot be seen.
There are several theories regarding the origin and formation of the universe.

The big bang theory:

This theory suggests that the universe began 10,000 million years ago with an enormous
explosion.

The pulsating universe theory:

Scientists assume the universe to be continually contracting and expanding. When
the universe has expanded to a certain size it will begin to shrink. The galaxies will be
pushed closer and closer together. Eventually they will explode causing the universe
to expand again.

The expanding universe theory:

Scientists suggest that the universe will never collapse but keep on expanding. This
theory implies that there has only ever been one big bang.

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 Lesson 1 member will check if they have crossed off the
correct answers.
pages 138-140
For example: a question could be ‘Which planet is
OBJECTIVE closest to the Sun?’
• To extend knowledge about the planets of our Student 1 will know the answer is Mercury and will
solar system. cross it off his/her card.
LEARNING OUTCOMES Student 2 also knows the answer but his/her card
Students should be able to: does not have ‘Mercury’ as an answer so
s/he cannot cross off anything.
• Differentiate between the characteristics of
different planets. Student 3 thinks the answer is Venus and crosses
this off his/her card.
• Name the planets of the solar system and recall
some information about them. The next random question is then read out. If student
3 is the first to cross off all his/her answers, s/he will
START (15 min) call out Bingo and a team member will check and see
This sections starts with some calculations for two that s/he crossed off an incorrect answer. She/he will
reasons. First, it is important that students have be disqualified and the game continues to the next
some idea of the size of Earth relative to our solar question. So winning the game depends on knowing
system. For this reason, they may hypothetically the correct answers, but also on luck as you may not
create a model of the solar system which is the size have each answer on your card.
of the classroom. After doing the calculations, they
will find that they cannot build this model to scale MAIN (10 min)
since Earth would be too small. The second reason Read pages 138-140
is that students should see the use of working with
numbers beyond what happens in mathematics. • Steer the discussion towards the size of the solar
Many students struggle with numbers, but even system and the relative sizes of the planets and
those who can do the sums in mathematics do not the distances between them. Then ask students
always see how their skills can be applied in other to use the exercise where they calculate whether
situations. Please make sure you understand fully they can make a scale model of the universe in
how the calculations work so you can help your the classroom.
students. The questions at the end of the worksheet • Discuss what students know about the solar
1-11. system. Often one or a few students will have
been interested in this topic when younger and
Bingo game: may remember some information. Invite (some
Another way of getting students to interact with this of) these students to take turns to share their
material would be for students to create a bingo knowledge with the class and encourage the
game. Groups of four students prepare, e.g., 25 class to question these ‘expert students’. Your role
questions where the answers could be the name is only to monitor that the information provided is
of a planet and/or facts about the solar system. It correct; try to avoid giving any answers.
is important that answers are very brief. The group • Tell about the next nearest star, Alpha Centauri,
then prepares bingo cards with 15 correct answers. is much bigger but looks tiny because it is so far
Each card should have correct answers to different away.
questions. The game is played by the group reading • Discuss about the nuclear fusion and explain
out the questions in a random order. The other about the reaction of gases.
students in the class have each received a bingo
card. When a question is asked by the group, the PLENARY (10 min)
other students will individually and in silence think Ensure students have understood the purpose of the
of the answer and if they find it on their card, cross exercise: that Earth is very small in the solar system.
it off. When a student has crossed off all answers If you wish, you can take the discussion to the level
on his/her card, he/she calls out ‘Bingo’ and a group of the Milky Way, the galaxy of our solar system,

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 Chapter 11 | Solar System

and eventually the size of the universe, but do not PLENARY (15 min)
be surprised if this becomes meaningless—most Ask students about the differences between
adults find it hard to really understand. asteroids, meteorites and comets.
Test yourself page 140 Exercise Question 3 page 150 of the student book

HOMEWORK HOMEWORK
• Draw and colour the labeled diagram of the solar • Test yourself page 144
system.
Lesson 3
Lesson 2
Pages 146-149
Pages 141-145
OBJECTIVE
OBJECTIVE
• To understand about the Global Positioning
• To understand about the characteristics of System (GPS).
asteroids, meteorites and comets.
LEARNING OUTCOMES
LEARNING OUTCOMES
The students should be able to:
The students should be able to:
• describe the uses of various satellites in space
• describe the characteristics of asteroids, i.e., geostationary, weather, communication and
meteorites and comets. Global Positioning System (GPS).
• differentiate between planets and dwarf planets. • investigate how artificial satellites have improved
• inquire into the sighting of Halley’s comet; our knowledge about space and are used for
describe what they would feel if they saw it. space research.

START (10 min) START (15 min)

Show table on page 141 of the student book.
MAIN (15 min)
MAIN (15 min) Read Pages 146-149
• Read page 142 and 143 of the student book and • Explain why a satellite stays up?
explain the characteristics of asteroids, meteorites • Draw a diagram on the board and show the
and comets. following:
• Discuss about the five dwarf planets in our a Show a path taken by a shell fired from the
solar system. They are Ceres, Pluto, Haumea, gun.
Makemake, and Eris.
b Show the path taken by the shell from the gun
• Discuss about the facts about the Dwarf planet
at a greater speed. It travels further before
and show table on page 143.
hitting the Earth.
• Explain that the Asteroids are pieces of rock that
orbit the Sun. They were left over when the solar c Show the path of the shell fired from the gun
system was formed. at even greater speed. This shell is travelling
so fast that the curve of its fall matches curve
• Explain that the meteoroids are small pieces of
of the Earth.
Asteroids.
• Hoba meteorite in Namibia, the largest known • Explain that a polar orbit satellite ‘sees’ a slightly
meteorite on earth. It weighs about 60 tonnes different part of the Earth because the planet is
always turning.
• Discuss about the Halley’s Comet. This is a well-
known comet in our solar system. This comet is • Discuss that the satellite can therefore build up a
named after the scientist Edmond Halley. picture of the whole of the Earth’s surface.
• Explain about the geostationary satellites which
are very useful for communication.

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 • Discuss about the Global positioning system(GPS)
• Discuss that the Satellite navigation is made
possible by the global positioning system.

PLENARY (15 min)

Worksheet 3-11
Ask different questions:
Q. Name three types of artificial satellites.
Q. What is the Hubble space telescope?
Q. Explain the difference between a polar orbit and
a geostationary orbit.
Q. Why a satellite stays up in space?
Test yourself page 148 of the student book

HOMEWORK
• Test yourself page 149 of the student book.
• Assignment: students to make a traveller’s guide
booklet of solar system.

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 Chapter 11 | Solar System
Worksheet 1–11

1. As it may be difficult to imagine all the planets circling the Sun, you could build a model of the planets of the
solar system to scale in your classroom. Use the information on pages 134 and 135 to do your calculations.

Suppose your classroom is 20 m long. If you put the Sun on one side, Neptune will be on the other side.

a. What is the real distance between Neptune and the Sun? _______________________________________
_______________________

b. What would this be in metres? ______________________________________________________________

c. So if you are going to build a model of the solar system in your classroom, you will put the Sun on one
side of the room and Neptune on the other. The scale of your model will be determined by the size of your
classroom. Let us assume your classroom is 20 m long. This 20 m will represent the distance between
the Sun and Neptune. Other distances and the sizes of the planets need to be calculated to the same
scale. In order to work out the scale, you will need to do the calculation below.

distance of Sun-Neptune (in m)

=
Length of classroom
The number in the grey box is your scale.

So 1 m in the classroom model = m in the scale system, or

m in the scale system is 1 m in the classroom

Now you need to use the number in the grey box to work out how big Earth would be in your model.

d. What is the real diameter of Earth? ___________________________________________________________

e. What would this be in metres? ______________________________________________________________

f. Now you need to divide the diameter of the Earth by the scale you calculated in the grey box to get the
size of Earth in your classroom model.

diameter of Earth (in m)

= m
Scale

g. This number in the grey box is in metres. What would be the size of the Earth in your classroom model
in mm? ______________________________________________________________

So it may not be realistic to make a model of the solar system to scale in your classroom, but you now have
an idea of the size of the solar system in relation to Earth. Just for comparison, the diameter of a pin (used
by tailors) is 0.5–1 mm. Earth in your classroom model would be less than one tenth of the diameter of a
pin when the distance of the Sun to Neptune is 20 m.

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 But what you can do is to model the distances between the Sun and the planets of the solar system inside
your classroom. String a rope from one end of the room to the other. If the length of the rope is not 20 m,
you will have to redo the previous calculations to find the scale for converting the distances in the solar
system to the scale model inside your classroom.

h. Once you have calculated the scale, you need to calculate the relative distance of each planet to the Sun
on the scale of your classroom.

distance to the Sun (in metres)

=
Scale factor

Please also include Neptune in your calculations. If the relative distance to the Sun on the scale of your
classroom is NOT the length of the string, you need to check your calculations. Use clothes pegs or
paperclips to hang a piece of paper with the name of the planet (or Sun) at the correct spot on the string.
You can also add more information about each planet and put the string up high so everyone can see it while
going through this unit.

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 Chapter 11 | Solar System
Worksheet 2–11

In order to remember the planets of the solar system, you can make a mnemonic of the first letters of their
names. You can make a sentence using any words you like as long as their first letters are the same as the
names of the planets in the solar system (in order). M(ercury), V(enus), E(arth), M(ars), J(upiter), S(aturn),
U(ranus), N(eptune). Example: My Very Educated Mother Just Served Us Nuggets

a. Now write your own mnemonic: ______________________________________________________________

______________________________________________________________

b. Answer the following questions.

Which planet is closest to the Sun?

Which planet is the farthest from the Sun?
On which planet would night be the longest?
Which planet is the largest?
Which planet is the smallest?
On which planet would you have the most birthdays?
On which planet would you be unlikely to live even one year?
On which planet would you be able to wash?
On which planets would you be able to breathe oxygen?
Which planet is the warmest?
Which planet is the average temperature of your freezer at home?
Which planets have no moons?
Which planet has the most moons?

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 Worksheet 3–11

1. Write differences between the following:

Planet Dwarf planet facts

meteor meteorite

Asteroids Meteoroids

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 Technology in

12
Chapter
Chapter

everyday life

UNIT FLOW CHART

Fertilisers and plant growth

Beneficial microorganisms

Making solar oven

Assembling a circuit

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 Lesson 1 Lesson 2
Page 152-154 Pages 154-156

OBJECTIVE OBJECTIVE
• To encourage students for plantation. • To understand the process of fermentation.

LEARNING OUTCOMES LEARNING OUTCOME

The students should be able to: The students should be able to:
• grow seasonal plants and vegetables in earthen • prepare yoghurt and cheese from milk to
pots and demonstrate the effect of use of demonstrate the beneficial microorganisms.
fertilisers on the growth of plants.
START (15 min)
START (10 min) Materials required:
Materials required : 12 small earthenware plant pots,
labels, soil, liquid fertiliser, radish seeds, ruler. Making yoghurt – method 1
Saucepan, 1 litre of fresh full fat milk, natural live
MAIN (25 min) yoghurt, thermometer, pH paper or pH meter,
Read Page 152-154 measuring cylinder or jug, stirrer, sterile glass jar
and lid.
Explain that the fertiliser contains three elements
essential for plant growth. These are
Making yoghurt – method 2
a. nitrogen (N) UHT (ultrahigh temperature treated) sterilized milk,
b. phosphorous (P) natural live yoghurt, sterile boiling tubes, sterile glass
stirrer, boiling tube rack, plastic film, thermometer,
c. potassium (K) water bath or oven, pH paper or pH meter, measuring
Discuss that these elements are combined with cylinder.
glucose made in photosynthesis to make amino
acids. Safety notes:
1. Wear safety goggles. 2. Take care while boiling
Explain that the Amino acids are the building blocks
milk in the saucepan. 3. Do not taste this yoghurt
of protein.
without permission from your teacher.
PLENARY (10 min)
MAIN (30 min)
Ask the names and symbols of the elements required
Read Pages 154-156
for the plants’ growth.
• Discuss about the beneficial microorganisms.
HOMEWORK • Explain that many microorganisms are of great
• Assignment: collect biodegradable materials from benefit to us.
the household trash and make fertiliser. Use that • Discuss that the good bacteria in yoghurt are
fertiliser in the potted plants at home and school. called probiotics and are used to ferment milk.

PLENARY (15 min)

Ask students about different types of microorganisms.

HOMEWORK
• The good bacteria in yoghurt are called probiotics
and are used to ferment milk.

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 Chapter 12 | Technology in everyday life

Lesson 3 START (15 min)

Pages 159-160 Materials required: door bell, push button switch, 3
x 1.5 V cells, connecting wires.
OBJECTIVE
MAIN (15 min)
• To know about the design of solar oven.
Pages 161-162
LEARNING OUTCOME
• Explain that the working of an electric bell is
The students should be able to: a mechanical bell that works by means of an
• design a solar oven to convert solar energy into electromagnet.
heat energy. • If possible bring an electric bell and show the
internal structure.
START (15 min)
• Explain the concept of make or break circuit
Materials required: because when the circuit is ‘made’ (switched
Cardboard box, scissors, black card, polystyrene ON) the electromagnet attracts a lever with the
sheets (3 cm thick), sharp knife, ruler, glue gun, hammer.
sticky tape, aluminium foil, sheet of glass or clear
PLENARY (15 min)
plastic sheet (large enough to cover the box), beaker,
thermometer. Repeat the experiment again but this time use three
cells and invite students to discuss the following
MAIN (15 min) questions:
Read pages 159-160 a What is the voltage of this circuit?
• Discuss that the Infrared waves from the Sun b What difference does this make to the sound
carry heat (thermal) energy to the box where it of the bell?
is reflected in to the box by the lid.
c What conclusion can you draw from your
• Record results in a table. results?
PLENARY (15 min)
HOMEWORK
Discuss about the use and importance of renewable
• Ask students to draw a circuit diagram in the note
energy. Invite students to participate in the discussion.
book.
HOMEWORK
• Collect information about solar energy and paste
in the note book.

Lesson 4
Pages 161-162

OBJECTIVE
• To understand about the working of an electric
bell.

LEARNING OUTCOME
The students should be able to:
• assemble a circuit to demonstrate the working
of an electric bell.

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