Universe &

1Solar system:
Star: made
of incandescent gas. Eg: Sun,
Earth

Oort Cloud (outside)

(source of ice comets)

ProximaCentauri (4light-years), 1997ff(10.000mill l-y)

Kuiper Belt
Inner planets: rocky, small, hot, little gas (CO2, O2)
Outer planets: liquid/gas(H,He), big, cold, with rings (source of asteroids)
Dwarf planets (pluto, ceres, eris),
Meteorite: rock from /in space
Comets (ice, long orbit; close to the sun = with a
tail of evaporating ice)
Asteroids (no ice, irregular)
Shooting star (asteroid burning as it enters our
atmosphere)
2Outer space:
Stars & Black holes (whats left after a star exploding)
Galaxies (many stars, Eg Milky Way) & Nebulas
(gigantic clouds of dust & gas). Constellation: a
drawing people imagine in the sky using stars.
Clusters (many galaxies)
Universe (all)
3Movements:
Rotation: round an axis (eg Earth round itself). This
causes the day & night.
Nutation: wobbling of the axis
Precession: change of direction of the axis because of
revolution. This causes the seasons.
Revolution: an orbit in ellipses (eg Earth round sun).
The far planets have the longest revolutions. Ecliptic:
the plane of the orbit.
4Measurements:
Astronomical unit (AU): distance Earth-Sun (150mill
km)
Light-year: distance light travels in 1 year
(9.500000000000km).

Dwarf planet!
Last planet
Rotates horizontally!
Big rings!

Biggest, most satellites

CO2, red, little atmosphere
Life!
Rotates in opposite direction!

Smallest, closest to sun

Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

Make a list of the planets in the correct order

Write your complete galatic address
Think what planet can have the longest orbit in the solar system.
If Mercury is 0.4AU from the sun, express this in km. How many AU
is the Earth from the sun?
Calculate how many km is a light day.
Explain why in Venus a day is longer than a year
What is an orbit?
Why do we use light years for measuring in astronomy?
What do you cal lthe plane where planets orbit the sun?
Which planet has a) Big rings b)Big size c)Life d)Opposite rotation
e)Horizontal rotation
On Earth, where does the sun rise, East or West? And in Venus?
Why?
Explain the difference between the geocentric and heliocentric
theories.
What 2 movements do ALL planets have?
Why does a comet have a tail? When it travels far away from the
sun, will it still have a tail?
Which is our natural satellite? And our galaxy? And our cluster?
Draw a diagram of Earth and 1 person standing on each pole.
Many planets have atmospheres with acids. Could humans live
there? What would we need to do to survive?
Explain the difference between a new and a full moon.
If the moon shines on the left when you look from the vNorth Pole,
what side shines when you are on the South Pole?
Earth has 2 main energy sources: sunlight and gravity. Which makes
the nucleus hot?
List the different places of the Earth where we find water.

Projects, tasks & Experiments

1. Summer: Make a project on the solar system
(1page per planet;
image+size+conditions+proximity).
2. Make a constellation on a black piece of paper,
then shine it on the roof
3. Make a model of the Earth & Moon using
polyestirene balls. Paint continents, oceans and
a triangle with the layers. Explain layers,
day/night, moon phases and seasons in front of
the class.
4. Make a model of the solar system to scale in the
patio using peanuts, a ball, pins, peppercorns,
and chesnut.
5. Investigate what the words mean and draw a
continent+ocean with plains, mountain ranges,
continental shelves, ridges, trenches, abyssal
plains, and volcanic archipielagos.
6. Make a model of Earths layers: shake and let
settle a mixture of sand, water, and oil
7. Investigate and describe a satellite made by
human beings.
8. Investigate and explain if life would be possible
on Mars.
9. InvestigateProbabilities
and copy of
Jupiters
Then
TRANSVERSAL:
aliens? Ifconditions.
aliens are very
different,
will we
as that
live beings?
holes.
invent
andrecognise
draw anthem
alien
lives inBlack
Jupiter.
Ethic to build spaceships if hunger in Kenia? What was
Explain what characeteristics it has for surviving
before/after universe? Parallel universe theories. Timetravel
in Jupiters
paradoxes
(nothingconditions.
moves faster than light). Could we
10. Investigate
what isArtificial
your horoscope,
copyus
survive
if Sun disappears?
satellites are and
watching
all thewhat
time. is
Scientific
approach
horoscope
meanings:
the symbol
andtoits
constellation
(stars).

Glossary U1
1. star
2. dwarf planet
3. meteorite
4. comet
5. asteroid
6. shooting star
7. black hole
8. galaxy
9. cluster
10. rotation
11. nutation
12. precession
13. revolution
14. season
15. nebula
16. orbit
17. ellipse
18. ecliptic
19. AU
20. light year

1. atmosphere
2. hydrosphere
3. geosphere
4. biosphere
5. core
6. mantle
7. crust
8. geocentric
9. heliocentric
10. scientific theory
11. wobble
12. axis
13. new moon
14. equinox
15. solstice
16. artificial satellite
17. full moon
18. ring
19. belt
20. quarter

Extra Resources

Circles in the sky

For thousands of years most people believed that the Earth was at the
centre of the Universe, and that the Sun and the planets moved around the
Earth.
Ptolemy was an astronomer who lived in Egypt around 130 ad. He drew a
map showing the Solar System, and this model lasted for 1500 years.
In 1543 a Polish astronomer called Nicolas Copernicus published a book
that said that it was the Sun and not the Earth that was the centre of the
Solar System. Copernicus had written the book years before, but he did not
have it printed until the year of his death, because he was afraid of what
might happen to him.
The Roman Catholic Church believed that the Earth was the most
important place in the Universe, and so it must be at the centre of the
Universe. People who argued against the Church were called heretics, and
were often tortured or put to death if they would not change their minds.
Other astronomers observed the sky, and believed that Copernicus was
right. Others were not convinced until an Italian astronomer called Galileo
Galilei started observing the sky through a telescope in 1609. The following
year, Galileo discovered four of the moons of Jupiter, and decided that they
were orbiting Jupiter just like the Moon orbits the Earth. This was important,
because it showed that the Earth was not the only planet with moons. This
observation helped to persuade most astronomers that the Sun, not the
Earth, was at the centre of the Solar System. Galileo was arrested when he
wrote about his theory, and his book could only be published abroad.
1How many other planets did Ptolemy know about when he drew his map
of the Solar System?
2Write a list of the planets and Sun in Ptolemys system in order of their
distance from the Earth, starting with the Moon.
3Why didnt Copernicus publish his book as soon as he had written it?
4What invention helped Galileo to prove that Copernicus was correct?
5What did Galileo discover that helped him to prove Copernicus theory?
6Why do you think that Galileo was arrested when he published his book?
Ptolemys Solar System:

All the statements on this page are true. The ones at the
bottom of the page EXPLAIN the ones in the table. Copy the
explanations in the correct places in the table.

aThe northern hemisphere is tilted towards the Sun in the

summer.
fThe stars are a very long way apart.
bThe Suns rays are more concentrated in summer.
gThe Moon reflects light from the Sun.
cThe Earth spins on its axis once every 24 hours.
hIt is closer to the Sun.
dThe Suns gravity pulls on all the planets.
iThe Earths axis is tilted.

Experiments and
graphs
1Experiments always have the following parts:
Title
Aim / hypothesis: what we want to find out
doing this experiment
Apparatus: list of apparatus and substances
used
Method: instructions to do the exam
Diagram: pictures in SYMBOLS (4)
Results: a table, graph or explanation showing
what happened.
Conclusion: what we learned doing this
experiment, and problems, suggestions and
improvements.
2Graphs: Always with a title. The scales begin
separated from the corner of the axis, and go from
the minimum to the maximum value of each data.
The divisions must always be equal in number and in
distance; not too many to read, and not too few to
find the data.
Pie chart : when we have %.; 100% equals
360.
Bar graph: when one set of data is NOT
numerical (this set goes on the horizontal line).
Pictographs are a kind of bar graph.
Linegraph: when boht sets of data are
numerical. The set that we decided before
measuring goes on the horizontal line, the one
we find out by measuring on the vertical axis.
Always use smooth lines, not cornered zigzags.
3Safety: use your common sense and listen to the
teacher! Also remember to:
Tie hair, sleeves and separate

Exercises
1. Draw a lab with 6 things that are wrong, and label them explaning
Projects, tasks & Experiments
what is wrong.
1. Safety: Burning a secret milk/lemon message on
2. Imagine you do the following experiment: You want to know if
paper.
chocolate melts faster than ice cream in the sun, so you leave a
2. You want to discover how long it takes for 1
piece of chocolate in a beaker and a piece of ice cream in another
spatula of salt to dissolve while stirring. What
Time
Temperature
beaker beside the window for 1 hour. The ice
cream melts
but the
apparatus will you need? Write down a method
(seconds)
(C)
chocolate doesnt. Now write the experiment report with all the parts.
for this experiment. Ask the teacher if it is
0
20
Gases
in air tables
% of data:
Student
Height
(cm)for the
3. Make the
graph
following
correct, and when the teacher says you can try
5
25
70
Mark
120 Nitrogen
to do the experiment. Do it three times to
10
27
20
Jack
130 Oxygen
compare. Afterwards make a correct kind of
15
33
5
Sarah
115 Water Vapour
graph with the results.
20
24
3. Make a leaflet with the most important 6 rules in
5
Rachel
140 Carbon dioxide
the lab, and pictures to show each rule.
4. Exp: how many peas fall on either side of
labelled (cellotape) petri dish when shaking 10,
4. Make the drawing for the symbol of oxidising.
12, 14, 16, 20 peas. Linegraph.
5. The symbol of harmful has a h underneath. What can the symbol
5. Exp: survey in the lab peoples height, sex, eyes,
for irritant be? (very similar)
hair, waist circumpherence (measuring tape).
6. Some symbols are yellow and others orange. Why do you think this
Eys convert to %, then to . Hair make bargaph.
is so?
Height vs waist make linegraph.
7. Blue circular symbols are recommendations. Invent the symbol
recommended to use goggles.
8. If a glass apparatus falls and breaks on the floor, what do you have
TRANSVERSAL:
Difference between science(objective
to do?
proof) & faith(personal belief) & disciplines(arbitrary
9. Make the diagram for a beaker containing a thermometer, on top of a
pragmatic rules, eg law/ethics). Necessity of cooperation for
gauze on top of a tripod, all over a bunsen burner (arrow).
daily life. Universal pictograms (eg pictograms on gold disc
Make a
list of
apparatus
in this diagram:
on10.
Voyager).
Cases
of the
falsifying
data in science
(eg
nicotine% with filter holes), manipulating data results (eg
A-flu predictions), patents & economy (1st world medicines,
crop strains, weapons for 3rd world). The political option:

Glossary U2
1. experiment
2. scientific method
3. results
4. data
5. smooth
6. scientific diagram
7. graph
8. scale
9. intervals or divisions
10. pie chart
11. bar graph
12. line graph
13. pictograph
14. dependant variable
15. continuous variable
16. independant variable
17. discontinuous variable
18. flammable
19. safety rules
20. corrosive

1. Common sense
2. harmful
3. irritant
4. explosive
5. toxic
6. oxidising
7. hazard
8. beaker
9. test tube
10. tongs
11. measuring cylinder
12. bung
13. mortar
14. pestle
15. pipette
16. clamp stand
17. bunsen burner
18. gauze
19. safety goggles
20. conical flask

Extra Resources

Planning
In the aim or hypothesis you write down______________________.
In the method write down what you will do, what you will measure and
what _________ you will use. Your investigation should be a fair test.
This means that you should only change one thing at a time and keep
all the other things _________. The things that you can change are
called variables. Write down what you will change and what you will
keep the same. Write down anything that you will do to make sure you
can do your investigation___________ and not hurt yourself.
Recording your results
Make sure you use all the equipment _________. Write down all your
results______. Do not forget to write down the _______that you are
measuring in. Write down any other observations carefully.
Make sure you use scientific _______ when you write down what you
have found out.Write down any __________ you can find in your
results. Simple patterns between things are called relationships.
Evaluation
Write down how you could make your investigation _________ and
why this would make it better.

1What is a variable?
2What is a fair test?
3What variable has the pupil changed?
4Which variables has the pupil kept the same?
5What equipment did the pupil use to measure the
mass?
6What units was the mass measured in?
7What is the relationship the pupil found?
8Now write down the plan for the experiment the pupil

You will usually find a set of Lab Rules in a science

lab. They are there for your safety!
The drawing below shows a lab where there are no
safety rules.
1Write down a list of all the things going wrong in this
lab.
2For each of your answers, write a safety rule.
3Design a poster for your lab, showing one safety
rule and the reason for having it.

Matter, states,
elements

1Properties of matter (space & mass):

General (all matter has them): mass, volume
Specific (not all): colour, texture, etc
and
2Measurements (International System): Base Unit = main
one.mixtures
The rest =
Derived.
Length(m): Measured with ruler, decimal system (k/h/D/m/d/c/mm x/:10)
Surface: in m2, calculated using lengths, square decimal system to convert
(km, hm, Dm, m, dm, cm, mm x/:100). Square: S=lxl Circle: S=r2 Triangle:
S=(basexh)/2
Volume (capacity): in m3, measured by Displacement in a Measuring
Cylinder (change of Volume; with s/l/g). Also in L (1L=1dm3). Cubic decimal
system (km, hm, Dm, m, dm, cm, mm x/:1000). Meniscus on top!
Mass: in g, measured with scales (electronic / with weights). Decimal
system to convert (kg, hg, Dg, g, dg, cg, mg x/:10)
Density: calculated with the formula D=m/V, units of m/V.
Temperqature: in K, measured with a thermometer; 0C is 273K. To convert
use the formulas K=C+273 or C=K-273.
Time: measures cronometer/watch. s, min, h, day, week, month, year, etc
3Composition:
Atoms: the smallest stable particles. Each kind of atom is an Element. Many
elements in nature are in groups (eg Oxygen = O2). The Periodic Table is a
list of elements in order of their number of protons (atomic number, Z).
Mollecules: groups of atoms joined together. Eg water is made of groups
formed by two H and one O. Its chemical formula (H2O) shows the number
and kind of atoms it contains.
Pure substances: made of only one kind of mollecule.
Elements: substances made of mollecules with only one kind of atom.
Compounds: mollecules that contain 2/more kinds of atom.
Mixtures: made of 2/more kinds of mollecules (groups).
Homogeneous: looks the same. Eg milk. Solution=solvent(l)+solute(s)
Heterogeneous: different substances can be seen. Eg granite
4Changes:
Physical: particles change position, but not the atoms they are made of.
Eg mixing / dissolving / separating (filtering, decanting,
distilling/evaporating, chromatography); changing shape; or changing
of States of Matter (they depend on the temperature and on each

Different physical shapes of

carbon

Temporary subatomic
The universe visible from Earth is a sphere with a radius of 46 particles
billions of billions of light years (460,,,,,000.000,,,,000.000,,,
000.000,,000.000,000.000km), our Milky Way Galaxy is
100,000 light years in diameter, and our nearest galaxy, the
Andromeda, is 2.5 million light years away. There are probably
more than 100 billion galaxies, each with between ten million to
one trillion stars, so around 300 sextillion (36zeros) stars in the
observable universe, possibly each of them with 10 planets.

Exercises
1. What are the general properties of matter?
2. You cant see air. Explain why air is matter.
3. How long is your sheet of paper? And how wide? Transform this into
the base unit of the International System.
4. Measure the diameter of a cello tape. The radius is half the diameter.
Now calculate the surface.
5. A triangle measures 6cm high and 4cm wide. What is its surface?
6. Make the outline of your hand on a paper. Divide the area into
regular shapes (rectangles, triangles, circles), calculate their areas
and add the total.
7. Make the drawing of the apparatus being used to measure the gas
produced in a conical flask. You will need a measuring cylinder,
stopper, tube, dish, the conical flask and water.
8. What is the capacity in litres of a container with 3.4cm2 volume?
9. How many bottles of 250ml are needed to fill a tank of 10L?
10. On a traditional balance there are 3kg on the left, and 2kg on the
right. Which side goes up and which side goes down?
11. Calculate the density of a ball of lead that has a volume of 6cm3 and
a mass of 3g? Show your working and the units of the answer.
12. A drop of water with 5000 mollecules (mass) increases in volume
when it freezes. Which is denser, water or ice?
13. A wet sponge contains 5000mollecules of water. When it dries only
500 mollecules are left. When is the sponge denser?
14. Convert 280K into Celsius. Convert -20C into Kelvin.
15. How many seconds are in a day?
16. Convert 3000m2 into dm2. Convert 3000dm3 into m3.
17. Water is 1g/cm3, and oil is 0.9g/cm3. Which floats?
18. What states of matter a)has particles joined b)can be compressed
c)flows

Projects, tasks & Experiments

1. Make/cut models of atoms, and join them to
make elements, compounds, or mixtures. Show
H2O, CO2, O2, C, H2, and CH4.
2. Investigate one element: properties, where it is
found, and what we use it for.
3. Play bingo: each student one column, the
teacher says random elements. First complete
column wins!
4. Experiments of separating: decanting
(sand/oil+water), filtering (filter paper, gauze;
compare sand water vs inked water solution),
chromatography (felt pen), evaporation (salt),
distillation (ink).
5. Recording experiments: volume (liquid, then
solid, then gas), temperature (chronometer, then
make the graph, in K).
6. Changes experiment: ice-water, plasticine
shape, elastic heated, cutting paper; burning
paper, vinegar-sodium bicarbonate, Mg-acid
heating.
TRANSVERSAL: The high compression states of matter
(when atoms disintegrate). Antimatter. Special properties:
perfect conductors, hard liquids (corn flour/maizena), new
materials (hard plastics, not flammable clothes, light metals;
patents), natures solutions (velcro from seeds, permadry
from lotus leaf, etc). What happens to liquids loose in space,
infinite density (black holes,?), the impossible 0K
(movement=heat). Aristotles surface-measuring method
(cut-out shape in wood, divide by 1cm2 weight). The
mysteries of atoms (impossible to predict complex

Glossary U3
1. property
2. texture
3. measurement
4. base unit
5. decimal system
6. surface
7. length
8. volume
9. meniscus
10. mass
11. weight
12. density
13. cronometer
14. thermometer
15. cubic meter
16. atom
17. element
18. mollecule
19. periodic table
20. mixture

1. compound
2. to dissolve
3. solution
4. solvent
5. solute
6. expand
7. contract
8. flow
9. fizz
10. network
11. chromatography
12. state of matter
13. to filter
14. to decant
15. to distil
16. fixed shape
17. bond
18. foam
19. sublimation
20. condensation

 The story of Robert Brown 1

Extra Resources

Robert Brown was a Scottish scientist who studied botany the

science of plants.
One day in 1827, he was using his microscope to look at some
pollen grains that were floating in water. To his surprise, he noticed
that the pollen grains were moving in a strange, zigzag way. He
checked his observations carefully and found that they were correct.
He knew that pollen came from living plants. He thought at first that
the pollen itself might be alive, and capable of moving on its own. He
tried the experiment again, but instead of pollen he used something
that he knew definitely couldnt be alive. The zigzag motion was still
there! This really baffled Brown, who reported his results, but could
not explain why the pollen moved in this way. The experiment was
then forgotten as no-one could come up with a convincing
explanation.
Nearly eighty years later, in 1905, Albert Einstein came up with a
theory to explain Browns observations. He suggested that the pollen
grains were being bombarded on all sides by water particles. The
water particles were too small to be seen. The effect of lots of the
water particles added together was just enough to push the pollen
grains around.
In 1908, Jean-Baptiste Perrin used Einsteins theory to calculate the
size of a water particles. This estimate suggested that water particles
were less than 0.000 000 001 metres (109 m) in size.
1 What nationality was Robert Brown?.
2Which part of the story involves scientists:
a making predictions
b planning experiments
c making observations
ddrawing conclusions and thinking of theories?
3Which scientist first made the observations of the moving pollen
grains?
4Who successfully explained the observations?
5How many years were there between the observations and the
conclusion?
6What was Robert Browns first explanation for the movement of the

Who scraped the gatepost?

Police were called to 10 Manor Road because there had been a
burglary. There were some bits of red paint on the gatepost, and the
police suspect that the robbers car or van scraped against the
gatepost when they were making their getaway.
A forensic science laboratory was asked to find out what make of car
the burglars had used. Different car manufacturers use different
mixtures of colours in their paint. The scientists used chromatography
to find out the make of the getaway vehicle.
These are the results of the tests:

1The scientists did not use water as a solvent when they carried out
their tests. Why not?
2Which manufacturer (or manufacturers) used one pure colour in
their red paint?
3Which manufacturer (or manufacturers) used a mixture of only two
colours?
4Which manufacturer (or manufacturers) used a mixture of three
colours?
5Which manufacturer uses the same paint as the paint from the
gatepost?
The chromatography test does not prove that the getaway vehicle
was made by the manufacturer in your answer to question 5. Post

Living
Things
1Smallest uni of life: the Cell (bacterias, plant, and animal).

Live beings are made of Inorganic (salt, water, etc) and Organic
Substances (contain carbon, not common in rocks; fats, proteins,
DNA, carbohydrates). Biodiversity: different kinds of live beings.
2Complex live beings are made of cells with the same function
grouped in tissues (eg muscle), in organs (eg stomach), in systems
(eg digestive), and into an organism.
A species is a kind of live being. Different species normally cant
mix to make a new fertile (mules are sterile!) hybrid species.
Dimorphism: when the male looks different than the female.
3Live beings do MRS GREN:
Move.
Reproduce: asexual (1parent makes an exact copy) or sexual (2parents eg
sperm gamete +ovule gamete join to make a new individual
Sensitive: detect and react (in animals a Response, in plants a Tropism)
Grow (in size and number of cells)
Respire: chemical reaction done in the mitochondrions that burns food
stored in the vacuoles to make energy.
Excrete: get rid of waste from INSIDE the body (eg urine, sweat).
Nutrition: autotrophs take energy from the sun, heterotrophs from external
food.

4Biodiversity (the different kinds of living beings) is slowly made by

nature as new species appear. Destroying habitats make species
disappear. Scientists classify biodiversity into 5 kingdoms:
Monera (bacterias): cells without a nucelus.
Fungi (yeast, mushrooms): eucariotic (cells with a nucleus) with a cell wall
of Chitin.
Plant: eucariotic pluricellular that do photosynthesis
Animal: eucariotic pluricellular that dont do photosynthesis
Protoctist: eucariotic unicellular without chitin (=the rest!).

5Observing live beings: microscopic with a microscope, whole

forests with samples (describing pieces of it). Dichotomous
Classification: separating two at a time. Binomial system: scientific
names have 2 parts.

MRS
GREN

Exercises
1. What is a cell?
2. Order in complexity: brain, squirrel, neuron, nerve tissue, nervous
system.
3. The jungle has more sunlight than the North Pole. Which has more
biodiversity? Why? Does a city have more or less than the jungle?
Why?
4. When a sperm joins an ovule, is it asexual or sexual reproduction?
Why?
5. Explain the difference between a rock and an organic substance.
6. Using the following words say the differences between animal, plant
and bacteria cells: chloroplast, wall, big vacuole, size, mitochondrion,
nucleus.
7. Draw and label an animal cell.
8. Describe the characteristic that each cell needs for its function:
sperm, neuron, root hair, red blood cell, muscle.
9. A zebroid is a hybrid of horse and zebra. Is it fertile? Why?
10. How do we call the fact that lions have a mane and lionesses dont?
11. Imagine you build Frankenstein. What characteristics must it have to
be alive?
12. Make a dichotomous classification for the bacteri, animal and plant
cell.
13. Make a dichotomous classification key for the 5 kingdoms.
14. Where does the slide go in a microscope? What is the coverslip for?
15. Where do we look when using a microscope? What do we have to
change to make the image bigger?
16. What is a sample?
17. What is the main difference between a plant and a fungi? And what
are the similarities?

Projects, tasks & Experiments

1. Investigate what is the size of a virus. Are they
alive?
2. Use a microscope (algae, moss, cheek, blood,
onion).
3. Make a dichotomous classification for pencilcase
contents, then exchange and test with partner.

TRANSVERSAL: the incredible biodiversity (2mill sps

described; 6mill estimated!), making cells or even organisms
a la charte in the future, sex: a necessary instinct for gene
survival, dimorphic specialisation (strength vs babies;
nowadays civilized life smoothens differences), asexual
reproduction in humans (clones; lack of recombination of
characteristics), chemistry as limitant of hybrid formation,
electron microscopes (even atoms), difference resolution
magnification, carnivorous plants, Levels of organistaion
include biosphere?(alive?), a robot could ever be alive?,

Glossary U4
1. cell
2. inorganic
3. fat
4. protein
5. DNA
6. carbohydrate
7. biodiversity
8. tissue
9. organ
10. system
11. dimorphism
12. hybrid
13. asexual
14. sensitive
15. tropism
16. autotroph
17. excretion
18. kingdom
19. monera
20. fungi

1. eucariotic
2. procariotic
3. unicellular
4. chitin
5. microscope
6. dichotomous
7. sample
8. objective lens
9. focusing wheel
10. diaphragm
11. membrane
12. cytoplasm
13. mitochondria
14. chloroplast
15. vacuole
16. cell wall
17. neuron
18. root hair cell
19. palisade cell
20. sperm cell

Extra Resources
1Fill in the missing words in the sentences below. Use the words in
the box. Each word can be used more than once.
adapted move muscle tissue
aSome cells have special jobs to do. They often have special
shapes to help them do their job. We say that these cells are
_________________ to do their jobs.
bA group of the same type of cells, all working together, is called a
_________________ .
cA group of muscle cells all grouped together is called
_________________ . Muscle cells help us to _________________
.
2Here is a drawing of a nerve cell.

aWrite in the words cell surface membrane, cytoplasm and

nucleus on the correct lines.
bHow is its shape adapted to carry messages around the body?
______________________________________________________
______________________________________________________
_____________
______________________________________________________
__
3Here is a drawing of a ciliated epithelial cell.

How is it adapted to remove dirt from peoples lungs?

______________________________________________________

Make a drawing of a microscope. Now use the bold black words

from the text underneath to label the parts of the microscope.

Kingdoms
I 1Semi-living beings: Viruses

Photosynthesis: CO2+H2O
> glucose
Respiration: glucose >
do not do respiration, move,
CO2+H2O

grow,
sense, excrete or nutrition, so scientists dont classify them as
alive. They are microscopic organic robots that use cells to
reproduce. Many illnesses are caused by viruses (eg flu, AIDS).
Vaccines: false microorganisms that the bpdy uses to practice
fighting.
Antiviral: substance that stops virus reproducing
Antibiotic: substance that kills bacterias (NOT virus!)
Disinfectant: washing substance that destroys
microorganisms
Antiseptic: washing substance that stops microorganisms
reproducing
2Monera (bacteria): unicelular cells without a nucleus, with a cell
wall. They are very varied: autotroph, heterotroph parasite(+,-),
symbiont(+,+), saprophyte(+,0). They ONLY do asexual
reproduction.
3Fungi: they do NOT do photosynthesis.
The cells are eucariotic, have a cell wall of chitin, and are
parasites (+,0) or saprophytes (eat dead tissues; +,0).
They grow in Hyphae (filaments) and reproduce by spores
(special cells).
They are unicellular (Yeasts & Moulds) or pluricellular
(Mushrooms).
4Plant: pluricellular, eucariotic, have a cell wall of Cellulose, and
have Chloroplasts to do photosynthesis (chemical reaction that
uses sunlight to make food to store). They live fixed to the ground,
They are:
Mosses: they have no vessels to carry water/food.
Ferns: have vessels but no flowers. Big leaves, short stems.
Gymnosperms: they have flowers but produce pine cones (not
real fruits). Eg Pine tree.
Angiosperms: they produce real fruits (cover+seed). Eg roses,
oak trees, green algae

Exercises
1. What are the differences between antibiotic and vaccine?
2. What kind of substance would you use to clean a doctors knife and
kill microbes? And to stop them from reproducing?
3. In what kingdoms can we find heterotroph organisms? And
autotroph?
4. Make a dichotomous classification key for plants.
5. What is the difference between gymnosperm and angiosperm?
6. Find four plants in your home, and classify them. Explain the
reasons.
7. Draw a plant and label: root, stem, leaf, flower.
8. Find four plants in your home, and draw the outline of their leaves.
9. What parts of the flowervare male and what parts are female?
10. Make a diagram to show how insect pollination happens.
11. The plant makes food in the leaves. Food is used in the stem and
roots. Make a drawing of a plant and put an arrow showing the
direction of food.
12. What gases go in and out of leaves when they do photosynthesis?
And when they do respiration?
13. Make a table with four rows: plant, fungi, monera and protoctist. Put
columns: cell, cell wall, auto/heterotroph, uni/pluricellular. Complete.
14. What are hyphae? What organism has them?
15. Explain the difference between saprophyte and simbiont.
16. Draw a bacteria and label: cell wall, cytoplasm, cell membrane.
17. If a cell has a cell wall of chitin and is autotroph, what is its
kingdom?
18. What do red algae have in common with plant algae? And
differences?
19. Which vital functions do virus not have? (MRS GREN)
20. Can antibiotics cure flu (a cold)? Why?

Projects, tasks & Experiments

1. Investigate the following illneses: AIDS,
pneumonia, cholera, atheletes foot. Find out
what kind of organism causes it, how it is
transmitted, and the symptoms.
2. Microscope: yeast, paramecium, algae,
pre-pared bacterium, plant parts.
3. Dissection of a flower.
4. Let bread go mouldy. Observe the fungus in the
magnifying glass.
5. Investigate how bread and cheese are made.
6. Investigate the flora of your local area.
TRANSVERSAL: The origin of oxygen on Earth
(Photosynthesis), the origin of chloroplasts & mitochondria,
artificial cells (organic bags), saline channels as nervous
system in plants for movements, the biggest n smallest
flowers, timestanding of seeds, illnesses (ebola, pandemias,
how little we can do, resistances to antibiotics), the
camouflage of VIH outside cells, the perfect symbiont:
lichens, the weird & strange moneras (citopharynx,
citostomach, citoocellus), killer moulds (worm-trapping
rings in plants).

Glossary U5
1. virus
2. illness
3. vaccine
4. antiviral
5. antibiotic
6. disinfectant
7. antispetic
8. parasite
9. symbiotic
10. saprophyte
11. hyphae
12. spore
13. yeast
14. mould
15. mushroom
16. cellulose
17. photosynthesis
18. moss
19. fern
20. gymnosperm

1. angiosperm
2. stem
3. fruit
4. pine cone
5. cover
6. seed
7. to fit
8. varied
9. mobile
10. algae
11. pollen tube
12. filament
13. petal
14. style
15. stigma
16. ovary
17. sepal
18. pedicel
19. anther
20. cross pollination

Extra Resources
Plant fertilisation
Name _____________________________ Class ____________
1 The drawing below shows a pollen tube starting to grow.

Little parasites
Some organisms live in very special habitats, they live in or on other
organisms. They are called parasites. The organisms that parasites live in or
on are called hosts.

a Complete the drawing to show where the pollen tube will end up.
bLabel the parts of the diagram. Use the words in the box.
egg cell ovary ovule pollen grain pollen tube stigma style
2Fill in the missing words in the following sentences.
Use the words in the box. Each word may be used more than once.
egg embryo fertilisation nucleus ovule pollen seed stigma style tube
When a _______________ grain lands on a _______________ , a pollen
_______________ starts to grow. This grows down the _______________
and into the ovary. It then grows towards an _______________. Here it
finds an _______________ cell. The nucleus from the pollen
_______________ then joins with the _______________ in the
_______________ cell. This is called _______________. An
_______________ now grows inside the ovule.
The ovule turns into a _______________.

There are many parasites of humans. Headlice are insects that attach
themselves to hair and feed on blood from the head. Many humans have
worms, such as tapeworms, living in their intestines. This is common in
developing countries. The tapeworm can absorb digested food through its
skin. People can get infected with tapeworms by eating uncooked pork. The
larvae of the worm live in the muscles of pigs. If these larvae are eaten, they
get into the human intestine and grow into adults. The eggs of the adults
leave the humans body in the faeces. If pigs are allowed into areas where
there is human waste containing the eggs, the eggs may well be eaten by
the pigs and the cycle starts again.
Not all human parasites are animals. Bacteria are microscopic organisms
that can cause disease. Tuberculosis, a disease of the lungs, is caused by
bacteria. Viruses are even smaller than bacteria. Colds and flu are caused by
viruses. Athletes foot is caused by a fungus which grows and feeds on the
skin between your toes.
1Explain what a parasite is and what it uses its host for.
2Name one disease that is caused by a virus.
3Fungi need damp places in which to grow. How might athletes foot be
prevented?
4Suggest why many religions might class pork as an unclean meat.
5Explain these adaptations of adult tapeworms:
aflattened bodies with a large surface area
ba head with many hooks and suckers.

Kingdoms
II1Animal kingdom: eucariotic pluricellular,
heterotrophic cells, mobile.
Invertebrates: without a backbone (vertebrates).
Sponges, jellyfish: radial symmetry (round
an axis).
Starfish, sea urchin, sea cucumber: radial,
ambulacral feet, plaques.
Worms (soft, bilateral symmetry), molluscs
& snails (shell & sticky skin),
Arthropods (with exoskeleton of chitin,
oviparous, metamorphosis by moulting):
Insects (6legs) eg flies, ants
Arachnids (8legs) eg scorpions
Crustaceans (10legs) eg crabs
Myriapods (many legs) eg scolopendra
2Vertebrates: with a backbone (inner skeleton).
Fish: wet scales, oviparous (eggs), fins, gills
to breathe, poikilotherm (cold blooded)
Amphibians: wet skin, no scales, lungs &
skin breathing, jelly eggs, metamorphosis,
poikilotherm.
Reptiles: dry scales, poikilotherm, with
lungs, soft dry eggs
Birds: feathers, homeotherm (constant
blood temperature) hollow bones, beak
Mammals: hair, mammary glands, teeth,
viviparous (no eggs), homeotherm. 4
3Taking samples:
Pooter (for insects)
Quadrat (for counting plants)
Tullgren funnel (for earth insects)
Butterfly net & pond net (for flying & acuatic
insects)

Exercises
1. Make a dichotomous classification key for vertebrates.
2. Which animals are oviparous?
3. The platypus is acuatic, has a mouth in the shape of a beak, and has
hair and mammary glands. What kind of vertebrate is it?
4. What characteristic can you use to differentiate an arthropod from
another?
5. What apparatus can you use for taking samples?
6. What does bilateral symmetry mean?
7. Molluscs have a shell. Where is the shell of a squid (Calamar)?
8. Which kinds of animals can do metamorphosis?
9. Draw a penguin. Now make a line dividing it into the two equal sides.
Do the same with a starfish. What kind of symmetry do each have?
10. What kind of animal is a whale? What characteristics must it have?
11. What characteristics help a bird to fly?
12. When we eat we use forks, knifes, spoons Birds use beaks. Make
three drawings of different beaks (eagle, duck, stark) and explain
what they use them for.
13. What is the shell of a tortoise for? Do you think its made of chitin or
of bone?
14. Make a list of the poikilotherm vertebrates.
15. Why do whales have to go to the surface regularly? What
vertebrates dont need
to do this?
Why?
TRANSVERSAL:
semivertebrates
(lamprea, etc), imperfect
bilateral
symmetrybird,
(eg stomach,
heart), fossil miracles
16. Make a table: Rows=
mammal,
reptile, amphibian,
fish;
(dinosaurs, megasharks, armour-plated fish, origin of
Columns= blood temperature, breathing system, reproduction, skin.
birds), the weird cambric fauna explosion, why insects
cant be big (O2 diffusion, circulatory is slow, & L=m vs
V=m3=weight so muscle-exoskeleton need
strength-resistance/thickness to the 3), prehistoric &
NewZealand megainsects ~1m(+O2, less speed competition,
some in water), coldblood adv(save energy by deactivation;
freezable frogs) vs disadv(deact till warm), our body makes

Projects, tasks & Experiments

1. Investigate: what insects can be eaten in an
Indonesian restaurant?
2. Card game of animals
3. Impermeable for water tension acuatic spiders:
model with/without wax on feet.
4. Find out what crustaceans you can buy in your
local fish shop.
5. Microscope: scales of fish vs reptile/bird.
Feathers. Test if they are impermeable.
6. Dissection of fish. Dissection of mussel.
Dissection of egg/bird.
7. Investigate the fauna of your local area.
8. Observe, describe (color, shape, limbs/feet,
head) and classify the lab zoo.

Glossary U6
1. invertebrate
2. backbone
3. sponge
4. jellyfish
5. starfish
6. sea urchin
7. sea cucumber
8. ambulacral feet
9. plaques
10. symmetry
11. bilateral
12. worm
13. mollusc
14. snail
15. shell
16. exoskeleton
17. oviparous
18. metamorphosis
19. moulting
20. arthropod

1. arachnid
2. crustacean
3. myriapod
4. scales
5. gills
6. poikilotherm
7. amphibian
8. pooter
9. quadrat
10. tullgren funnel
11. butterfly net
12. fin
13. opercle
14. crest
15. crown
16. tail
17. beak
18. jelly
19. viviparous
20. skin breathing

Fill in the crossword using the clues below.

Across

Extra Resources

2 The body of a fish is covered in these.

4 Mammals feed their young on this.
7 An animal with a backbone
10 Fish breathe using these.
11 All animals are in a group called the animal ________.

Down
1 These animals move using fins.
2 The backbone is part of this.
3 A frog is one.
5 These animals have hair
6 A lizard is one.
8 Many animals lay these.
9 1Write
An animal
with
feathers.
the word
True
or the word
False next to each of these sentences.
aBlackbirds feed their young on milk
bAll fish live in water
cFrogs have moist skin
dHumans are reptiles
eParrots lay eggs
fFish can breathe under water using
gills
gLizards have dry scales on their skin
hToads lay eggs with hard shells
iDogs have hair
jFish have backbones

Make a table to
record some of the
features of the
animals that you
observe. Include
the following
columns:
Name of
animal
What is the
outer
covering of
its body
like? (e.g.
feathers)
Does it have
any
markings on
its body?
(e.g. stripes)
How many
legs does it
have?
Is its body
divided into
segments?
Does it have
antennae?
Anything
else you

Atmosphere and
hydrosphere
1Atmosphere: gases (N2, O2, CO2, H2O, etc). Oxygen has been
created by plants.
Layers:
Troposphere: clouds, pollution, It gets colder with altitude
(to -70C)
Stratosphere: strong winds, contains a layer of ozone (O3,
protects from UV radiation), it gets a bit hotter with altitude
(to 0C).
Mesosphere: contains ice & dust, constant temperature
Ionosphere: gets hotter (to 1000C). Layers of pure gases.
2Weather conditions: humidity, clouds (stratus=low,
cumulus=middle, cirrus=high), precipitation (rain, snow, hail),
temperature, wind, pressure (in mbar). Other factors: latitude
(N/S), altitude, distance to sea (closer to the sea, temperature is
less extreme), ocean currents (tropical currents warm the area).
Cyclon: area of LOW pressure, warm air goes up,
producing rain as it cools. In the North hemisphere surface
winds rotate anticlockwise.
Anticyclon: + pressure, dry, cold air descends, surface wind
clockwise.
3Metereology: studies the weather. Instruments: thermometer,
barometer, pluviometer, hygrometer, anemometer, wind vane.
Problems in the atmosphere:
Greenhouse effect: CO2 traps the infrared (heat) produced
when sunlight bounces on Earths surface.
Hole in the ozone layer: CFC and other pollutants destroy
ozone (O3), so UV radiation (cancerigenous) can pass.
Acid rain: acid from car smoke comes down with rain. It
corrodes slowly fixed things (plants, buildings)
Smog: irritant pollutants float on the surface hurting
peoples lungs.
4Hydrosphere: most is sea water. Most fresh water is frozen and
underground. Water is a thermorregulator (keeps heat), a universal
solvent, has cohesion (sticks together) and adhesion (is attracted to
other substances).

Exercises
1. Why is it important that the atmosphere contains oxygen? Pure
oxygen is toxic. Why is the atmosphere not toxic? Is CO2 important
for life?
2. Why does the atmosphere create pressure? Why does the
atmosphere not float away from Earth? Is the pressure at the top of a
mountain the same as at sea level? Why?
3. Make a list of weather conditions. Now list the factors that affect
climate.
4. What are the factors that affect climate like in your local area?
5. When clouds are high they get cold and very often it rains. What
climate will you probably have if you see a cirrus? And a stratus?
6. What instruments were used for this report: Windspeed of 95km/h,
200L/m2 of rain, and a 2% humidity.
7. What is measured by an anemometer, a weather vane, and a
thermometer?
8. When the pressure of air is low, what phenomenon happens? In
what direction does air go? Is it dry or rainy weather?
9. Explain the difference between rain, snow and hail.
10. What pollutants do we find in the atmosphere?
11. Imagine you are the energy of a ray of sun coming to Earth with the
greenhouse effect. Explain your journey when you are trapped in
Earth.
12. How can we avoid making the ozone hole bigger? Why is this hole
bad?
13. Acid rain corrodes plants and buildings but not animals. Why?
14. In what layer of the atmosphere can we find the smoke that forms
smog?
15. Why do climbers carry oxygen tanks when they climb the Everest?
16. Name the 4 main gases of the atmosphere and why each is

Projects, tasks & Experiments

1. Investigate what is ozone and why it can be good
and bad.
2. Investigate and show in a table the differences
between the atmosphere of primitive Earth,
nowadays Earth, and of Venus.
3. Collect the weather maps of a newspaper for a
week. Where there is rain put a cyclon, where its
dry an anticyclon, and separate them with
concentric circles. Describe the weather at your
home that day.
4. Measuring weather: make an
anemometer-weather vane, try it out. (cups,
plastic dish, pencil).
5. Exp: condensation after 5min at 20, 40, 60, 80C;
measure by counting drops (big=2small). Control
T!

TRANSVERSAL: the climatic change (proofs that it is

happening? Long term effects?), who wants to(the principle
of cooperative progress vs egoistic anarchy)/can afford
to(3rd world necessities) earn less and be more ecological,
the importance of NGOs & voters pressure, buying an
ecological pose (publicity, green certificates), the weather
forecast exactitude limits (butterfly effect), controlling the
climate in the future & today (Mg2+ rain-prompting, altering
vegetation cover, urban heat), understanding tornados
(space, miniballoons, tornadohunters), smog & health, the
drinkable-water-based wars, the energy market highways

Glossary U7
1. atmosphere
2. layer
3. troposphere
4. stratosphere
5. mesosphere
6. ionosphere
7. altitude
8. ozone
9. dust
10. hail
11. precipitation
12. latitude
13. ocean current
14. cyclon
15. anticyclon
16. hemisphere
17. anticlockwise
18. barometer
19. pluviometer
20. hygrometer

1. anemometer
2. wind vane
3. greenhouse effect
4. infrared light
5. to bounce
6. CFC gases
7. pollutant
8. UV radiation
9. cancerigenous
10. fertiliser
11. swamp
12. salty water
13. fresh water
14. cohesion
15. adhesion
16. tide
17. runoff
18. infiltration
19. oil slick
20. sewage

Extra Resources
The Dead Sea
Rainwater is not salty. Rain is formed when water evaporates from seas,
rivers and lakes, and then condenses again. When the water flows
through cracks in rocks it dissolves some chemicals from the rocks.
These salts get carried to the sea this is why sea water is salty.
The Dead Sea is not really a sea at all. It is a lake on the borders of
Israel and Jordan. Water flows into the lake from the River Jordan and
the surrounding land. The lake is lower than the Mediterranean Sea,
which is the nearest sea, and there is no river taking water from the
Dead Sea into the Mediterranean Sea. The weather is very hot, with
summer temperatures often greater than 40 C. A lot of water
evaporates from the lake, leaving the salt behind. The Dead Sea is
seven times saltier than normal sea water.
The Dead Sea got its name because people thought that nothing could
live in such salty water. However, there are a few species of
micro-organisms that can live in these conditions.

Global warming 1
1Complete the following sentences, using words from the box.
Mean world _____________ have increased by about ______
_____ in the last 100 years and scientists have predicted a
_____________ rise of between 2 and 5 C during the next
century. This rise in temperature has been called
_____________ _____________ and if it happens it would
have a great affect on all _____________ on Earth.
life 0.6 C greater global warming temperatures
A mean temperature for the period 19611990 has been
calculated. This is shown by 0 on the graph. The line on the
graph shows how each years mean temperature compares with
the 30-year mean.

2Why isnt rainwater salty?

2Label the graph to indicate where the following statements

apply:

3How does salt get into the water?

athe mean temperature this year

1Where does the water come from that falls as rain?

4Lakes in the UK are not salty. Why do you think this is?
5Why is the Dead Sea so salty? (Hint: There are two reasons.)
6The Dead Sea is an interesting place to go swimming. Find out what
would be different about swimming in the Dead Sea, and why this
happens. (Hint: It would taste saltier, but that is not the answer needed
here!)

bmean temperatures start to rise.

3What
been
general trend
4Whathas
does
the the
graph
inpredict
mean will
world
temperatures
over
happen
to
the
last temperatures
100 years? over
mean
the next 100 years?
5Using only the
information on the graph,
do you think that this
prediction is correct?

Geosphe
1Minerals: natural, inorganic, solid, reasonably pure substance (small
re
amount of impurities). With a chemical formula, so properties are
constant; eg pyrite=FeS. Often make crystals (regular shapes).
Mineraloids: substances that are NEARLY a mineral (eg Hg).
Elements (metals, S), Carbonates (with C).
Silicates: O + Si (silicon, NOT silicona). Eg quartz. Most common.
Halides (with Cl/F), Sulphides (with S), oxides (with O)
2Mineral Properties: Colour, shape, colour of streak on porcelain, lustre
(metallic shine, glassy shine, waxy, dull), cleavage (breaks into sheets,
cubes, etc), hardness (Mohs scale measures from soft to hard 1 to 10).
Rocks: natural mixtures of minerals. Classifications:
3The rock cycle: rocks are created, transformed and destroyed. A stratum
of rocks is a layer.
Igneous: formed by cooled magma from inside the Earth. They are
weathered: broken, dissolved or used by live beings. Eg Basalt,
granite.
Plutonic/Intrusive: cooled slowly underground. Big crystals
Volcanic/extrusive: cooled quickly overground. Small crystals
Sedimentary: formed by sedimen ts (rock pieces) accumulated,
compacted and cemented with salts. Weathering= breaking rocks.
Erosion=transproting rocks.
Organic: from live beings (coal, oil)
Chemical: crystals formed in oceans (limestone, rock salt)
Detritical: pieces of other rocks stuck together (clay, sandstone,
conglomerate)
4Metamorphic: formed by rocks transformed with pressure
(underground) & heat (close to magma).
Foliated: in sheets (eg Slate)
Non-foliated (eg Marble).

Exercises
1. Explain which are minerals and which are not: petrol, wood, gold,
water, sand, quartz, granite, silica.
2. Classify minerals depending on if they contain or not oxygen.
3. What number of Moh does the softest mineral have? And the
hardest?
4. Alabaster is hardness 2-3. Is ot hard or soft?
5. Your fingernail cant scratch quartz. Can quartz scratch your
fingernail?
6. Say which are rocks & why: sand, cement, marble, quartz, petrol,
honey.
7. Crystals grow slowly. What kind of igneous rock will have bigger
crystals?
8. Make three pictures showing the three steps necessary to make
sediments into a sedimentary rock.
9. Explain why slate is a foliated rock.
10. Make a comic strip showing the formation of a fossil.
11. Can you extract DNA from a fossil? Why?
12. Diamonds are made 100% of carbon. What kind of mineral is it?
13. Write the definition of the three main kinds of rock.
14. What is the difference between rock and mineral?
15. What is the difference between erosion and weathering? Which
happens when a stone is carried down a river? Could the other also
happen?
16. Make a drawing of a cliff made of stratum of different colours.
17. Lava is magma on the surface of the earth. What kind of igneous
rock can lava produce?
18. Can igneous rocks contain fossils? Why?
19. Make a drawing of a sedimentary, metamorphic and igneous rock
showing the particles/crystals it is made of.

Projects, tasks & Experiments

1. Primary Project: of the mineral/rock you had, find
out information: classification (see theory),
description, uses, where in the world it is
extracted.
2. Describe properties of minerals (hardness with
fingernail-copper coin-steel nail-glass; shine,
colour..)
3. Quartz is transparent, but impurities give it a
colour. Investigate what colour are each kind of
quartz: smoky quartz, agate, milky quartz,
amethyst, jasper, citrine, creolite, rose quartz,
rock crystal.
4. Investigate what minerals are used to make:
cement, glass, tabel salt, plaster, toothpaste.
5. Describe rocks, classify them Then make a
dichotomous classification.
6. Investigate how stalactites and stalagmites are
formed
7. Investigate what stone represents your
horoscope, its properties and also copy your
horoscope the
for impossible
this year.slowness & homogeneous
TRANSVERSAL:
pressure
for artificial
diamonds,
8. Investigate
the
uses ofrare
oil. metals means
high-priced(demand),
mountain
levelling
means
prehistoric
9. Observe crystals of salt/sand in
the microscope,
villages are covered by new cities, will we ever be
draw.
someones fossil?, we are made with matter from old stars,
10. Collect 5rocks
describe,
drae and
classify
100m-crystals
found inand
Australia,
the weathering
force
of
constant
drops of water (the drop torture), fluorescent and
them.
phosphorescent
minerals,of marble with acid, erosion &
11. Exp: weathering
sedimentation (decanting) with pebbles & sand.

Glossary U8
1. mineral
2. impurity
3. crystal
4. mineraloid
5. silicate
6. halide
7. streak
8. lustre
9. waxy
10. cleavage
11. hardness
12. stratum
13. igneous
14. sedimentary
15. metamorphic
16. detritical
17. plutonic
18. extrusive
19. to compact
20. to cement

1. underground
2. foliated
3. magma
4. lava
5. fossil
6. to dissolve
7. Mohs scale
8. steel
9. coin
10. fingernail
11. to cool
12. to weather
13. to erode
14. to melt
15. the rock cycle
16. soft
17. quartz
18. talc
19. basalt
20. granite

The rock cycle 1

Extra Resources
Diamonds are forever

Match the pairs, and copy them complete and in the correct
order to describe the rock cycle. Stick them into your book.
Small fragments of rock get transported away

If the rock is heated enough, it melts

are deposited at the bottom of the river.

The layers of sediment gradually get squashed

through cracks and volcanoes.

igneous rocks.

metamorphic rock.

squashed under the surface of the Earth.

and are changed into metamorphic rock.

Some magma rises to the surface of the Earth

When the river slows down, the bits of rock

Over many years, these bits of rock

Some igneous rocks get buried and squashed

Rocks get weathered by chemical

and eventually form sedimentary rock.

Some sedimentary rocks get heated and

When the magma cools, it forms

and forms magma.

1Write the answers to these clues in the grid.

a
build up to form layers.
and physical weathering.
aAn igneous rock with large crystals.
bLiquid rock.
This changes the rock into
frombrock faces by rain, streams and rivers.
cThe layer of hot rock under the crust of the Earth.
c
dIf a rock gets hot enough it will _______________ .
d
eThis is where magma escapes through the crust of
the Earth.
e
fThe solid part of the Earth, on which we live.
f
gAn igneous rock with small crystals.
g
hSize of crystals made by slow cooling.
iLava on the surface of the Earth _______________
h
down quickly.
i
jThese out
are the
different
these inboxes,
different
2Write
letterssizes
in theofshaded
and add the
j
igneous
rocks.
last
missing
letter.
3Now write a clue for the last shaded word.

Diamond is a particularly hard form of one

element, carbon. Diamond is made of the
same element as soot and graphite.
Diamonds are very rare and are only found in
a few places in the world. They are the
hardest mineral known. They are also very
beautiful when they have been cut and
polished the surfaces reflect light, forming
rainbow spectrum effects. They are formed
when pure carbon crystallises deep within the
Earth, where pressures are extreme and
temperatures are very high. Recently, a
process has been designed which enables
chemists to make industrial diamonds
diamonds formed from pure carbon in the
laboratory. These have the same properties
as natural diamonds but are much cheaper.
These industrial diamonds can be used for
any job which needs a material that is very
hard and that will last for a long time. One
example is as the cutting surface on a drilling
machine. The drilling machine that cut the
Channel Tunnel used diamond drill bits.
1What element are diamonds made from?
2How are diamonds formed in the Earth?
3If diamonds are only made of the element
carbon, are they a rock or a mineral?
4Diamonds have very special properties. List
as many properties of diamonds as you can.
5Why do you think chemists needed to make
industrial diamonds?