MINISTRY OF EDUCATION

YEAR 7 BASIC SCIENCE

Living things and the

Environment

Matter

Energy

Earth and
Beyond

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 1

ACKNOWLEDGEMENT

The Year 7 Basic Science Text Book has been produced to be used by the students
in this level and used as a reference in Year 8 Basic Science by the Basic Science
Curriculum Unit of the Ministry of Education.

The following teachers and officers are to be acknowledged for their contribution
and time on the development of this textbook: Mrs. Sainiana Satala, Mrs. Sarote
Raboiliku, Mrs. Kelera Waiwalu and Mrs. Newa Cabealawa.

Mr. Johnson Rura and Mrs. Sisilia Bale for editing and layout of the book and Ms.
Melaia Ratu for the graphic design.

Mrs. Finau A. Nanovo, SEO Elementary Science Primary for her advice in the
compilation of the book.

Furthermore, the Curriculum Committee is also acknowledged at this time for

their unwavering support in scrutinizing the materials and the CDU Primary as
well as Secondary Officers for their support and collaboration.

Copyright © Ministry of Education, Fiji

All Rights reserved
No part of this document may be reproduced, stored in a
retrieval system or is transmitted in any form or means,
electronic, mechanical photocopying, recording or
Otherwise without the permission of the
Curriculum Development Unit of the
Ministry of Education.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 2

TABLE OF CONTENTS PAGE

1.0 Introduction 04

Aims of the course 05

Attributes of Learning 06

Know your Science Laboratory, Equipment and 07

Safety in the Lab

Our senses and measurement 15

2.0 STRAND 1: LIVING THINGS AND THE ENVIRONMENT 24

1.1 Structure and Life Processes 27

1.2 Living Together 41

1.3 Biodiversity, Change and sustainability 49

3.0 STRAND 2: MATTER 63

2.1 Investigating Matter 65

2.2 Materials 70

2.3 Reactions 73

4.0 STRAND 3: ENERGY 80

3.1 Energy Source and Transfer 81

3.2 Energy Transformation, use and Conservation 92

3.3 Forces 110

5.0 STRAND 4: EARTH AND BEYOND-- 132

4.1 The earth and our solar system 133

4.2 Our changing Earth. 156

6.0 Glossary 171

7.0 References 185

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 3

INTRODUCTION TO SCIENCE

What is Science?

Science is the derived from the Latin word ‘Scientia’ that means Knowledge or learning.
Today, Science is defined as the field of study concerned with discovering and
describing the world around us by observing and experimenting. It helps us to answer
many critical questions on how, what, where and why of our familiar surroundings exist
with their uniqueness and diversity. It is the growth in the direction of searching for the
truth with queries, so it is a Science Problem solving journey and experience.

BRANCHES OF SCIENCE

PHYSICS-
CHEMISTRY Energy and
matter BIOLOGY- Living things
Matter, its investigation and the Environment
materials, reactions

SCIENCE

EARTH SCIENCE

Earth and Beyond

It is important to learn about important skills and tools one will use as a Scientist to
help one solve problems. Science encourages, analytical and creative skills in solving
problems and to promote research.

(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 4

AIMS OF THE COURSE:

The broad aims of the teaching Science are:

to provide the opportunities for the children to make Scientific observations in
the Natural and Physical Sciences.
to develop an enquiring minds and a Scientific approach to solving problems
to develop students who can learn and become independent learners

The above aims can be seen in terms of the following in the students’ journey and
Learning Outcome.

Becomes an Active STUDENT Communicates

learner effectively

Conducts Selects and

Investigation uses
information
Applies
learning Understands Makes
responsible
change, balance and
decisions
relationships
The diagram indicates the learning journey of each student in his or her major learning
outcomes.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 5

 ATTRIBUTES OF LEARNING YEAR 7 BASIC SCIENCE.

STRAND
AND THE AT THE END OF YEAR 7 THE STUDENTS
ENVIRONMENT
LIVING THINGS

Become independent and reflective learners so that they can communicate their
learning on the study of living and non-living things and their interdependence in
the ecosystem. Analyse their investigations and coherently communicate their
ideas through selection of informed ideas and using creative ideas which are
innovative and flexible in attaining balance in the ecosystem as humans are an
integral part of it.
MATTER

Have a wide and varied knowledge to explain and discuss physical properties of
substances to reflect the nature of interactions amongst particles. Reflect on their
learning to discuss collaboratively in a team the differences between pure
substances, mixtures and solutions.
Know how to collect information and through observations and investigations,
they are able to describe the changes in matter and citing evidence of physical and
chemical changes.
Apply learning in communicating the patterns as well as relationships between
ENERGY

renewable and non- renewable resources their uses and limitations. Make wise
decisions and choices after describing and discussing alternative forms and
sources of energy, their advantages and disadvantages. Confidently explain and
discuss that energy non- renewable natural resources are not replenished through
the Natural Cycles, thus these are limited in quantity. Apply their learning with
realistic examples when explaining and describing for instance, an object if it is not
subjected to a force, it will continue to move at a constant speed and in a straight
line. Being a pilot the student will be able to gauge the forces acting on the plane
and different maneuvers and mechanics that need to be applied.
BEYOND
EARTH AND

Extend their learning in describing the energy transfer from the sun to the earth
and its atmosphere in line with weather development and climate conditions.
Draw their knowledge, reflect on first hand experiences on the interaction
between the atmospheres with the hydrosphere that later affects the weather
and climate conditions which they can apply and identify in their local
communities.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 6

1.0 Know your Science Laboratory:
A science Laboratory should have spaces and storage areas to keep important apparatus
and chemicals stored appropriately. Learning and conducting experiments in a well-
designed laboratory will allow students to learn effectively with ease and appropriate
instructions given by the facilitator. There are also specific rules to be followed to keep
the flow of lesson and activities carried out smoothly in the science Laboratory. All
cupboards are also labeled carefully for the easy reach of equipment and chemicals.

Activity 1: Know your Science Laboratory

AIM: To know the important setting of the laboratory in the School.

TITLE: A) Laboratory Layout Plan

Materials:
Pencil
Ruler
Coloured Pencils
A blank page.

Method:

1. Work in groups and locate the following areas such as : fire extinguisher, doors,
sand bucket, wash facilities, sinks, rubbish bin, Teacher demonstration table, out
of bound areas, Entry door, Fire exit, First Aid cabinet, Bag racks, gas taps,
display cupboards Overhead projector, hot pad.

2. (a) A typical Science laboratory set up although it may differ in the different
schools.

(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 7

 (b) A LAB LAYOUT

Sink

Table & Chairs

First Aid kit Entry Gas Tap Exit door Demonstration table

(Source: table[Link]

3. Draw a large plan of the school Science Laboratory similar to the one above.
Use your own key to label parts of your plan showing the location of the
following:

1. Entry door 6. Teacher’s demonstration table

2. Fire extinguisher 7. Sinks
3. Fire exit 8. Gas taps
4. Sand bucket 9 Bag racks
5. First Aid cabinet 10. Any others.
In your Exercise book:

1. Write the heading: layout of the science room

Make a neat, careful copy of you Science Laboratory Plan
2. Use colours to indicate the work bench of your group.
3. Use colours to show anything that is out of bounds and should never be touched
without the permission of the teacher.
4. Locate the sign and show on the layout the sign ‘Enter the Science Laboratory
when the Science teacher is in the Laboratory to conduct and supervise the
Laboratory Experiments and classes’.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 8

B) BASIC LABORATORY EQUIPMENT:

Scienctists use many tools or they use alternative ones to help them find out solutions to
their problems. You will also use equipment or apparatus to achieve outcomes in the
Experiments. Below are some Science Equipment that you may be using in the
Laboratory to carry out experiments and also in Year 8.

IMPORTANT TO REMEMBER:

Clean your eaquipment after use.

Put the equipment away safetly to their right places.
Breakages of equipment sholuld be notified to your teacher
immediately.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 9

AIM:
To identify and learn more about the equipment or appartus used in the Experiments
and their uses

Materials:
The materials shown in the diagram and other pieces that may not be in the diagram
which the the teachrer in charge will provide.

Method:

1. Identify the pieces of Science equipment and name each one of them
2. The teacher will display the apparatus and will inform you of their proper use
and care.
3. In the Exercise book:

1. Write the Heading : Using the Science Equipment

2. Copy the three important points one must remember when using Science
Equipment.
3. The diagram below shows the apparauts used by students to determine the
temperature for boiling water in their school laboratory.
A. B

C D E

(Shttps:http//[Link]/search?q=Experiment+in+progress,+boiling+water+image&sourc
eource)
Copy and complete the table of the names of the apparatus in the piture above

i. Write down the name of each equipment labelled A-E

ii. Give the use of each piece of equipment named.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 10

 (i) Apparatus (ii) Use
A
B
C
D
E

SAFETY IN THE SCIENCE LABORATORY : A Science laboratory is a place where

students need to work sensibly and with due care at all times. There will be new and
extraordinary findings from your explorations in the outcomes. Materials used can be
poisonous, dangerous and cause burns, fires and injuries. Pay attention to the teacher
and follow the instructions carefully. A question one must ask as one learns about safety
in the Laboratory would be:

WHAT MUST I DO TO PREVENT ACCIDNETS AND INJURIES IN A SCIENCE

LABORATORY?
1. Keep a clean work area and store equipment in the assigned
area.
2. Wear safety goggles whenever heating materials and/or
using chemicals or glassware. (State Law!)
3. Never mix chemicals or perform unscheduled experiments
without teacher approval.
4. Laboratory work should never be done without a qualified
teacher present.
5. Eating in the science lab is forbidden except during snack
time.
6. Bring suitable footwear and clothing to school for use in the
lab or for outdoor excursions.
7. Always move quietly and carefully into and around the
laboratory during class time.
8. In case of any accident, notify a teacher immediately.
9. Know the locations of the fire blanket, sand bucket and fire
extinguisher and eye wash station.
10. There are specific safety suggestions and precautions given
by the teacher or covered in your lab assignments. Listen or
read about these precautions and make sure you follow the
recommendations. When in doubt, always ask!
Fire Safety Extras:
A) No loose sleeves B) Tie long hair back C) Remove paper or
flammable objects from flame zone D) Strike match away from
people E) Always wear safety goggles! F) Wear close shoes. G) Wear
the lab coat.
(Source: [Link]

Use group discussions to understand the importance of the rules listed and give a
reason for each rule. Suggest what might happen if the rules are broken. Below are
listed some pointers one needs to know when handling heat and chemicals in the
laboratory. Read the safety rules carefully and make sure you follow them strictly.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 11

SAFETY WITH HEAT:

1. Be sure glassware used over the fire is heat-resistant and clearly marked with
labels such as PYREX or KIMAX.

2. If you are heating an open tube, point its mouth away from you.

(Source: [Link]

Never touch hot glassware. Use a test tube clamp or tongs to handle hot beakers
and test tubes that are to be heated.

(Source: [Link]

3. Keep hair paper, books, hair and clothing away from the flame.

(Source: [Link]

4. Know the location and proper use of the fire extinguisher, sand bucket etc. in the
Laboratory.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 12

 SAFETY WITH CHEMICALS

1. Use only the chemicals you have been instructed to use

2. Mix chemicals only as the instruction in your experiment indicates or as

instructed by your teacher.

3. Use a spatula spoon or splint to transfer dry chemicals from a bottle to a

container, always use the amount suggested.

4. NOTE carefully the labels on the chemicals and never touch chemicals with bare
hands.

(Source: [Link]

NOTE LABELS ON CHEMICALS

SYMBOL MEANING

Toxic material, it can kill , if taken in small

amounts
1.

Corrosive-may eat away and rot skin

2.

Flammable- can easily catch fire.

3.
Likely to explode and do damage.

4.
(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 13

 In your Exercise book

1. Write s heading SAFETY IN THE LABORATORY.

2. Copy each rule and comment on why the rule is important
3. Write at least four more rules that you think are important and added to the 10
rules.
4. If there was a fire at the back of the room then explain what you would do to stop
it from spreading.
FIRST AID in the LABORATORY.

Safety in the lab is vital and it is your responsibility. However, the supervising
teacher is also liable to the safety of the students too. A student who feels sick or is
injured needs immediate health care. It is therefore crucial to notify the teacher
immediately so that that the student is given FIRST AID TREATMENT. Always act
calmly and do not get erratic or panic. Fear is contagious and it may get in the way of
first aid procedures.

FIRST AID: is the first help given to an injured person before the doctor or medical
personnel arrive. First Aid does not need special equipment and with training
anyone should be able to apply it.

REMEMBER: Apply first aid rules whenever they are needed.

1. Report any injuries or illness immediately to the teacher;

2. Cold water treatment is the best first aid to be given to common Laboratory
accidents. Injuries with some simple remedies in the table below.
INJURY TREATMENT
A. Burns Burnt areas to be placed under cold running water until the
stinging ceases. An ice wrapped in a wet cloth gives more relief.
B. Chemicals on Wash the affected area with cold water until the stinging stops.
the skin e.g. Application of ice or cold water will reduce swelling caused by
acid all burns.
C. Bruises or Apply cold water or ice on the Bruises and the sprains. It will
Sprains give much needed recovery
D. Swallowed Drink lots of water to dilute the chemical and then drink milk. It
Chemicals helps in protecting the walls of the stomach. It is dangerous to
vomit the chemical again, corrosive chemicals may burn and
damage the tissue lining as it is returned upwards. Find the
chemical name and get medical attention or advice.

E. Bleeding Stop the bleeding by pressing with a pad of clean cloth. Raise
wounds the injured area if it is possible. Leave the serious wound to be
treated by the expert. Object may be stuck in the wound, do not
try to dislodge it.
F. In all cases, help the student to feel confident that they will be alright.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 14

In your Exercise book:

1. Write a Heading: BASIC FIRST AID

2. Copy and complete

a) Always ______________________________accidents quickly and send for __________

if necessary.
b) Burns: Keep the burned area __________________until stinging ceases. Use an
ice pack or running _________________________________.
3. Chemicals on the skin: Wash the skin thoroughly with
__________________________________.
4. Chemicals in the eyes: Wash the chemicals out gently and
_______________________________with water.
5. Swallowed Chemicals:
a) Drink lots of water
b) Find out what was swallowed
c) Drink ________________________if the chemical was corrosive
d) Get expert ______________________ before making the patient
_____________________
6. Bleeding wounds:
a) Use ________________________to stop the bleeding
b) Leave the removal of foreign object to a ___________________________________.
c) Serious wounds are to be treated by _________________________________________.
7. Try to make the patient feel _______________________________________________________
WORDS YOU SHOULD KNOW-Find their meanings
Laboratory Explosive
Equipment Poisonous
First Aid Experiment
Flammable Corrosive

2.0 OUR SENSES

INTRODUCTION:
The body has human senses and they respond to external factors and stimuli.
The following characteristics of the body have:
Senses on its surfaces which respond to external stimuli and the
environment
The abilities to detect changes in the surroundings through the sensory
organs
Sensory organs such as:
a) Eyes for seeing (sight) light, enables one to observe the
surroundings.
b) Nose for smell and odour (Scent, food, dead animals,
e.t.c)
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 15
 c) Tongue for taste (Sour, bitter, salty, sweet)
d) Ears for distinguishing sounds (tooting horn, bass drum, clanging
of cymbals)
e) Skin for feeling pain, touch, temperature(cold/warm/hot)

LEARNING OUTCOME:

One should be able to learn that the five sense organs help one to make
‘OBSERVATIONS’ and ‘CONCLUSIONS’

(Source: [Link]

ACTIVITY 1.1

A. In your exercise books:

1. Write a heading SENSE ORGANS
2. Copy and complete the table

SENSE ORGANS STIMULUS (SENSE)

1. Ears Sound
2.
3.
4.
5.
6.
A. Some organisms make you become aware of your environment.
Answer the following questions as you learn how the sense organs help you
see, hear, taste, smell, and touch or feel your environment.
3. QUESTIONS (ANSWER IN COMPLETE SENTENCES)

a) Which sense organ do you use to detect perfume being sprayed in the
room?
b) Which sense organ do you use to detect a plane approaching?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 16

 c) Which sense (stimulus) do your ears detect?
d) What sense detects
i. the nose when mum is cooking?
ii. the tongue with the cooked food in your mouth?
e) What changes can your skin detect?

B.

(Source: [Link]

4. Look at the diagram above. Name two parts of the body that is very sensitive?

5. Why are some parts of the skin more sensitive than the others?

ACTIVITY1.2 PREDICTING WITH SENSES

AIM: To predict the contents of the sealed box.

METHOD:

1. Your teacher will pass around a sealed box

2. Use your senses to investigate the contents of the box.

In your Exercise book

1. Write down the findings about the contents of the box

2. When all the students have written down the findings discuss the results

MYSTERY BOX

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 17

ACTIVTY 1.3 PREDICTING WITHOUT THE SENSE OF SIGHT

AIM: To predict an object without the sense of sight but others senses

METHOD:
1. Blind fold three students
2. Give each student, in turn the mystery object (not in a box)
3. The object can be shaken or smelt but not dropped. Each person is to use his or
her senses, except by sight, to predict what the object might be.
In your exercise book

1. Write the heading: PREDICTING WITHOUT THE SENSE OF SIGHT

2. Copy and complete
a) My five senses are ______________. ______________, ________________, _______________
and _________________.
b) These senses are used to make me more ____________________ of my
surroundings.
Senses help animals to detect ______________________ in their surroundings.

RESEARCH: Explain how mosquitoes find their meals in the darkest of nights.
How do snakes sense their prey or predator? Explain.

ACTIVITY 2 TESTING OUR SENSES

INTRODUCTION
The skin has sense that enables organs one to detect pressure, pain, heat and cold.
All the things we sense are called ‘OBSERVATIONS’

Activity 2.1

AIM: To test the ability to judge temperatures

MATERIALS:
Three troughs/beakers/plastic
basins/bowls
Ice water
Tepid or Lukewarm water
Hot water
METHOD:
1. Fill the three troughs with ice, tepid
water and hot water respectively
2. Put your right hand into the ice water
and your left-hand into the cold water Ice water tepid water hot water
as shown in the diagram
3. Keep them both in the water for at
least half a minute (Source: [Link]
4. Take both hands out of the trough and
place them into the trough with tepid
water.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 18

 QUESTIONS
1. Do your hands feel that the tepid water is at the same temperature?
2. Which hand feels that the tepid water is hat?
3. Which hand feels the tepid water is cold?
4. Explain why your hand feels this difference in temperature
5. Is your sense of touch reliable for determining temperature?
6. Why do you need scientific instruments to make accurate observations of
temperature?
7. a) What is the name of the instrument used to measure temperature?
b) Is such an instrument reliable?
c) Explain your answer from part (b)
In your exercise book

1. Write a heading THE SKIN IS A DETECTOR:

2. Answer the Questions 1-7 in complete sentences.

ACTIVITY 3 THE TONGUE:

The tongue is very strong, muscular and a sense organ of taste, It is found in the mouth.
The surface of the tongue contains taste buds and detects chemicals in the food we eat.
There are four forms of taste buds namely: sweet, sour salty, and bitter. All the taste
detection by the tongue are called “OBSERVATIONS”.

(Source: [Link]

The tongue helps in the food movement for chewing by the teeth; it also helps in
the swallowing of food and making sounds.

METHOD:
Working in pairs, try some of the following experiments on each other. In each case
record your results carefully

1. Make a solution for each of the following: sugar, coffee (bitter), Salt and
lemon (sour)
2. Then now you are ready for tasting.
3. Blind fold your plane, dip separate cotton buds into each solution and then
touch the tongue in various places with the bud.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 19

In your Exercise Book

1. Write the heading : Tongue’s Sensors

2. Make a diagram of the tongue showing which part is sensitive to each of four
tasters
3. Copy and complete
Our tongue contains ______________buds over its surface. These enable us
____________different chemicals in food. Four types of Taste buds are __________,
________________, __________________, _____________________.
4. QUESTIONS (Answer in complete sentences)
a) Apart from giving us our sense of taste, what else do we use our
tongue for?
b) Why is dangerous to taste chemicals in the Science Classroom?

ACTIVITY 4: SIGHT
Sight is synonymous with Eyesight which gives us the ability to see things
around us. Eyes are used to detect light coming from an object and with them we
can observe the colour of our surroundings and of things. One can observe the
features of objects such as the texture of leaves that is its roughness or
smoothness. We also have the ability to see the movement of cars, people and the
colour of the clothes the people are wearing. All of these things are called
‘OBSERVATIONS’

Students are using their eyes to observe an experiment (Source: Finau A. Nanovo)

The Need for Measuring Instruments:

We can trust our senses of sight, but sometimes we need to use measuring
instruments to be sure of making accurate observations.

READING A GRADUATED CYLINDER

Note: To obtain an accurate measurement always use to obtain an accurate
measurement of a liquid, always read the volume at the bottom of the
meniscus.

1. Lower your eye to the level of the liquid. Read the volume at the bottom of
the meniscus.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 20

2. If it is a light-colored or clear liquid in the graduate cylinder, hold a piece
of black paper behind the cylinder. Use white paper if the liquid is dark.
Read directly and use the meniscus as shown in the diagram.

(Source: [Link]

MEASUREMENT USING RULERS.

(Source: [Link]

Whole numbers are used with the rulers and the decimals are considered
as shown above.
A good example would be measuring the height of a person, length and
width of a box or area of a field. Observation to detail using the eyes is
vital.

AIM: To measure the amount of liquids using the measuring cylinder.

MATERIALS:

Measuring cylinders
Different solutions in beakers
Tissues

METHOD:
1. Students are to work in groups and collect measuring cylinder, beaker of
liquid supplied.
2. Pour the liquid into the measuring cylinder
3. Take turns to read the volume of liquid supplied.
4. Record the amount in millimeters.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 21

 QUESTIONS
In your exercise book write the heading SENSE OF SIGHT-
MEASURING VOLUMES. Copy and complete.

1. Draw, read the volume of the solutions in the cylinders shown.

(Source: [Link]

2. Draw a sketch, read and take note of the length of the pencil shown below.

(Source: [Link]

3. Which of these is the correct way of reading the measurement on the

ruler? Circle this.

(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 22

 4. Copy and complete

a) The sense organ for sight is the pair of ______________________.

b) It is very important to ___________________________ the measurement of
objects.
c) The volume of liquid is measured using the ____________________
___________________.
d) Explain in your own words the steps used to measure the volume a
liquid such as water.
e) What is a minuscule? _____________________________________________________

SENSE OF SMELL
Nose has the ability to sense odours. Noses have special nerves that can pick up
different smells of substances such as perfumes, scent of flowers and mum’s
delicious cooking.

Moreover, our senses can identify some chemicals. Our sense of smell can be
used to detect used to detect dangers such as fires, kerosene, benzene and
leaking gas. These smell that detects are called “Observations”

CARE SHOULD BE TAKEN WHEN SMELLING

Note well, some gases, liquids and solids that are prepared or handled in the lab
are poisonous. So it is important to take care and precaution when smelling
unknown gases.

When our sense of smell is absent then there is a greater chance of breathing
harmful vapour, gases from harmful substances.

It is important therefore, to always hold the object away from your nose, and
then wave the odour towards your nose when smelling anything in the lab
during an experiment.

NB: Taking a direct sniff of chemicals you are using,

then you are running a risk of damaging the
mucous membranes or your lungs.

Proper Techniques:
1. Cup your hands over the container
2. Waft the air toward your face
3. Bring in just enough air to make sense of
smell.
(Source: [Link]
Copy and complete

1. Heading “SENSE OF SMELL”

2. Noses contain sensory nerves which enables us to detect_______________________

3. Why is it important to have sense of smell?

4. Why do we have to take precaution when smelling gas in the lab?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 23

 STRAND 1
LIVING THINGS AND THE
ENVIRONMENT

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 24

Introduction
What are LIVING THINGS? How can we know that something is living or not living?
A Scientist who studies living things is called a BIOLOGIST. To biologists, living things
are called ORGANISMS. Organisms are found to belong to two main groups, ANIMALS
and PLANTS.
In other words, living things are divided into two groups, animals and plants.

(i) (ii) (iii) (iv) (v)

(Source: Kelera Waiwalu)
Figure 1.1 Which picture is a living thing? Give a reason for your answer.

Living things can be easily picked out because of its ability to carry out its own life
processes. Some organisms are easy to classify as living or non-living, while others are
more difficult .Due to this, biologists have discovered seven ways or features to allow us
to know if something is living or non-living.

For it to be living, the organism (plant or animal), should be able to MOVE, EAT, GROW,
BREATHE, REPRODUCE, RESPOND to a stimulus and EXCRETE (remove wastes) at
some stage of its life time.
Living things also live together. These organisms can be living with its own kind or live
with other kinds of organisms. Most living things live together because they are
dependent on each other. Apart from being dependent on each other, living together can
also bring about bad effects, like fighting for food, space and or mates.

Human activity too, can have good and bad effects on the environment. If these activities
spoil the balance in the ecosystem, then other plants and animals that rely on the forest
or the sea can become sick or eventually die. This could be due to lack of food, or the
food source does not exist anymore or is being eaten by a stronger animal. In plants, fast
growing plants can dominate the forest and prevent other useful plants from living in
the particular forest area.
Due to the need to maintain a balance, forest or marine reserves, and parks are
established to help conserve plants and animals.

In an undisturbed environment with a variety of plants and animals, a balance always

exists. There is a pattern of eating and being eaten, and minerals are recycled, which
keeps a check on the plant and animal population. However, when the pattern is spoiled
or disturbed, plant and animal populations are affected and could reach a stage where
the organisms become endangered.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 25

Contents

SUB –STRAND 1.1 STRUCTURE AND LIFE PROCESSES

Lesson 1 The General Features of Living Things

Lesson 2 Classification of Organisms according to their Structures

Lesson 3 The Links between Features and its Structures

SUB-STRAND 1.2 LIVING TOGETHER

Lesson 1 An Ecosystem

Lesson 2 Inter-dependence of Organisms in an Ecosystem

Lesson 3 Mineral Cycles

SUB-STRAND 1.3 BIODIVERSITY, CHANGE AND SUSTAINABILITY

Lesson 1 Importance of Biodiversity

Lesson 2 Human Activity on the Ecosystem and its Effects

Lesson 3 Conservation of the Environment and Sustainability

Lesson 4 Traditional versus Modern ways of Sustainable Living

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 26

SUB –STRAND 1.1 STRUCTURE AND LIFE PROCESSES

Lesson 1 The General Features of Living Things

Lesson 2 Classification of Organisms according to their structures

Lesson 3 The Links between Features and its Structures

LEARNING OUTCOMES
 Identify the general features of
living things
 Identify organisms with similar
structures and feature
 Classify organisms with similar
structures and features
 Appreciate the importance of
these structures for survival
 Explain the relationship
between the features and
structures

(Source: Kelera Waiwalu)

Introduction
A structure can simply be defined as a part or an arrangement that will allow for an
animal, or plant, to eat, move, breathe, grow, reproduce, remove wastes correspond to a
stimulus or collectively, allow the organism to live and continue with its life processes.
For example, in humans, legs, too allow us to walk, jump or run. For plants, a root is an
example of a structure that absorbs water from the soil while the stem holds the leaves
and branches together. All these structures are important as it enables the animal or
plant to live and survive.
Different organisms have different structures that enable them to survive in their
homes or habitats. A fish, for example has gills to filter oxygen in water, and fins to
propel its body in the water, while an earthworm has a slimy body to easily move
through the soil particles. In most instances, organisms with similar structures are
grouped together. As young science students, by observing different plants and animals,
one could easily group or classify organisms because of their basic structural
similarities or differences.
Structures are also related to features.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 27

Lesson 1: The General Features of Living Things

Some organisms are easy to classify as living or non-living, while others are more
difficult. Due to this, biologists have discovered seven ways or features to allow us to
know if something is living or non-living.
For it to be living, the organism (plant or animal), should be able to MOVE, RESPIRE
(breathe), GROW, REPRODUCE, EAT, EXCRETE (remove wastes) and RESPOND to a
stimulus, at some stage of its life time.

Caterpillar dung
S Source: K Waiwalu

Source: K Waiwalu Source: K Waiwalu Source: KWaiwalu Source: K Waiwalu

Source: K Waiwalu
MOVEMENT EATING GROWING REPRODUCE EXCRETE
Figure1.2Some features of living things. [Link]

These features are common to most living things and are explained in a more detailed
way, in Table 1.1 below and can be remembered by the abbreviation, MRS GREN.

Feature Description Some Related

Structure(s)
Move at least a part or parts of its body. Legs, hands, slimy
a. Movement Movement is easily seen in animals when body
compared to plants which move more Roots, stem, wings
slowly.
Food is needed by organisms to give them
b. Nutrition energy to grow, move and repair damaged Teeth, mouth,
(Eating) or old tissue. Animals take in ready –made stomach, jaws,
food, while plants make their own food. claws,
Both plants and animals can increase in Hair, teeth in
c. Growth width and height during their growth children, fingernail,
period. leaves, stem, trunk,
During respiration, plants and animals take Nose or skin, in
d. Respiration in gases, to produce energy for it. Plants animals and small
take carbon dioxide gas while animals take pores, on the leaf
in oxygen gas. surface for plants,
lungs
Living things are able to produce new off Spores, flowers,
e. springs from parents. seeds, corm,
Reproduction cuttings, rhizome,
eggs
All living things need to remove wastes that Lungs, skin, pores
f. Excretion build up in their “bodies” e.g. urine, gases, on leaf surface,
water, faeces kidney, liver
Living things are able to be aware, sense or Ear, eyes, skin,
g. Sensitivity respond to their surroundings for shelter, nerves, shoots,
food, protection and mates. roots, tongue
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 28
Table 1.1: Summary of Features of Living Thing

Exercise
1. Select a local plant and animal that lives on land and complete the tables as shown
below in your note book.
Picture of an Animal Picture of a Plant

Living Structure Structure Structure Structure Structure How

Thing that that that helps that that does it
helps it helps it it to helps it helps it excrete
to move? to eat? grow? to to wastes?
respire? respond?
Name
of
Animal:
Name
of
Plant:

2. Select a local plant and animal that lives in water and complete the tables below.
Picture of an Animal Picture of a Plant

Structure Structure Structure Structure Structure How

Living that that that that that does it
Thing helps it helps it helps it helps it helps it excrete
to move? to eat? to grow? to to wastes?
respire? respond?
Name
of
Animal:

Name
of
Plant:

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 29

Lesson 2 Classification of Organisms according to their Structures
Just like students are grouped into classes, so are plants and animals. In a class, most
students belong to the same age range. In addition, children that belong to the same
family look alike, while children that belong to different families do not look alike.
Biologist have studied living things and classified them into groups, those that look alike
are grouped together. In other words, the organisms with similar structures are
grouped together.
Identify the organisms with similar structures.

(i) (ii) (iii) (iv)

Figure1.3. Organisms showing its special structures. (Source: [Link])
The classification of organisms according to the similarities of structures is called
TAXONOMY, a branch of Biology. A Scientist who classifies these organisms is called a
taxonomist.
Basically, living things are classified into five main groups or kingdoms; BACTERIA,
FUNGI, PROTISTA, PLANTS AND ANIMALS, depending on how they look or distinctive
structures.. The most commonly known and observed groups are plants and animals.
Table 1.2 below describes these groups or kingdoms further.
Group/ Diagram/Example Description Other examples
Kingdom
Bacillus sp. Bacteria are usually Salmonella sp.
a. Bacteria microscopic and live in a
variety of places. Some
cause diseases while others
are useful.

[Link]. [Link]
com [Link]
Mostly live in moist places Green, red and
b. Protista or in water. Some are brown algae or
e.g. Paramecium microscopic.(Paramecium) kelp, plankton
Amoeba.
[Link].
com
Grow on rotting logs, old Mushrooms, bread
c. Fungi bread, trunks of growing mold, yeast ,lichen
trees and are small in size.

Source: K. Waiwalu
Use sunlight to make their Ferns ,moss,
d. Plants own food and can be bamboo, pine,
divided further into Mahogany,
flowering and non- hibiscus, rose
Source: K. Waiwalu flowering plants.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 30

 Eat food that is made by Earthworm,
e. Animals plants. Animals can be Cockroach. Crab,
further divided into animals lizard, fish, toad,
with backbones and animals dog, human.
without backbones. octopus
Source: K. Waiwalu
Table 1.2: Shows the different groups of organisms.

Exercise/Research
(a) External structures
Choose any two organisms from the list of examples in Table 1.2 and answer the
questions that follow:
a) Where does the organism live?
b) What does the organism eat and how does it eat?
c) What structure(s) help the organism to survive in its surrounding?
d) How does the organism respire and escape from its enemies?

Extension: Viruses are widely talked about today. What does a virus like? What kingdom
does it belong to?

Lesson 3 The Link between Features and its Structures

In Lesson 1, there are seven features that enable us to identify a living organism from a
non-living one. The features are also related to the structures or parts that the organism
may have. A structure or group of structures are present to help the organism to survive
where it lives, or its HABITAT and its surrounding, which is referred to as the
ENVIRONMENT.
Structures can be divided into two groups, external structures and internal structures.
The external structures are those that are present “outside”, on the body of the
organism. The internal structures are the parts that are present “inside “the body of the
organism and are not easily seen. Some external and internal structures, as shown in
Table 1.3 below are important for the organism’s survival.

Structures
Feature External Internal
Movement Legs, hands, skin Muscles, bones, fluid
Animals: Stomach, liver,
Teeth, jaws, claws to catch intestine,
Nutrition
food and leaves Plants: Xylem, phloem,
chlorophyll
Growth Skin, bark, root, shoots, hair Cells, .bones
Respiration Skin, nose, stomata Trachea, lungs, gills,
Reproduction Spores, flowers, pollen Ovules, eggs, sperm
Sensitivity Ears, Skin, Tongue, Eyes, Nerves, backbone
hands

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 31

 Excretion Skin Lungs, kidney
Table 1.3: shows the feature and its related structures.
Some diagrams of external and internal structure

(b) Internal Structures

Sap flowing from a breadfruit Seeds in a chilly.

tree. Carpel of a hibiscus flower
(Source: [Link]) (Source:[Link])
(Source: [Link])

Heart
Shark egg Gills
[Link]/real [Link]
[Link]
Figure [Link] examples of external and internal structures.
EXTERNAL STRUCTURES OF INSECTS

A butterfly on the left uses its

proboscis to draw up liquid sap
(nectar) from the flower as food.

(Source: [Link]

Flies also have similar mouth parts that soak up

digested liquefied food. They release digestive
juices onto the food; food is digested externally and
draws up the food through the straw - like
mouthpart called the PROBOSCIS.

(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 32

 This is a stem of a plant. The labelled
parts are called Lenticels. These are
pores found on the surfaces of
stems, which are for Gaseous
exchange. Their works or functions
are similar to the stomata in the
leaves.

(Source: [Link]

Protective shell – Protects the snail

from drying out, and the tender
muscles are protected from its
predators.

(Source: [Link]
Gaseous exchange in Insects: Example
Grasshopper.

(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 33

(Source: [Link]
Exercise and Research
1. Below is a list of structures that some plants and animals have. For each structure;
complete the table by
a) Identifying an organism that has this structure.
b) Outlining the importance of this structure to the organism.
Name of Organism Importance of
that has this structure to the
Structure Related Feature
structure. organism
e.g. Gills Fish For gas exchange Respiration
1. Lenticel
2. Proboscis
3. Protective Shell
4. Spiracle
5. Book lung

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 34

Humans also have special structures that enable them to survive in their environment.
Some of these special structures called organs include the eyes, ears, tongue, kidneys,
lungs and limbs.

Eye [Source: [Link]] Ear [Source: [Link]]

Tongue [Source: [Link]] Kidney [[Link]]

Some Reproductive Organs of Living Things

RECAP....Male and Female reproductive parts of a flower

Figure 1.7. Flower parts [ Source: [Link]]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 35

The Human Male and Female Reproductive Structures

Human Male Reproductive System Human Female Reproductive System

(Source: [Link]

(Source : [Link]

Figure 1.8. Male and Female Reproductive parts.

The male and female reproductive structures are important in that it enables the
formation of new individuals or off springs and the continuation of the species. Just as
the flowers give rise to seeds which then grow into new plants, so do the union of male
and female gametes enable a new offspring to form. The union of the male gamete
(sperm) and female gamete (egg) is called FERTILISATION. The result, a fertilized egg
is called a ZYGOTE, which then develops into an EMBRYO. The embryo then further
develops into a FOETUS, which when fully developed, results in a BABY, after delivery.
The reproductive organs of humans can also become unhealthy if individuals engage in
unsafe sexual contact or activities with an infected person, that result in sexual diseases
or what is more commonly known as SEXUALLY TRANSMITTED INFECTIONS or STIs.
STIs can be contracted by any individual who is sexually active and practices unsafe sex.
STIs are sometimes also referred to as Sexually Transmitted Diseases or(STDs).
STIs are a major concern today as many teenagers are engaging in unsafe sexual
activities that exposes them to the risks of these diseases.
Some commonly known as STIs include, CHLAMYDIA, SYPHYLLIS, GONORRHEA, and
TRICHOMONIASIS and PUBIC LICE.

Chlamydia is a bacterial infection of your genital tract. Chlamydia may be difficult for
you to detect because early-stage infections often cause few or no signs and symptoms.
When they do occur, they usually start one to three weeks after you've been exposed to
chlamydia, the bacteria. Even when signs and symptoms do occur, they're often mild
and passing, making them easy to be overlooked.
Signs and symptoms may include:
 Painful urination
 Lower abdominal pain
 Vaginal discharge in women
 Discharge from the penis in men
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 36
  Pain during sexual intercourse in women
 Testicular pain in men

Syphilis is a bacterial infection caused by Treponema pallidium, which used to be

known as the pox. It is usually sexually transmitted, but can also be passed from an
infected woman to her unborn child. Syphilis progresses through several stages, of
which the primary and secondary stages are very infectious. Syphilis symptoms can be
difficult to recognise and may take 3 months to appear after sexual contact with an
infected person. They include:

 one or more painless ulcers on the penis, vagina, vulva, cervix, anus or mouth;
 small lumps in the groin due to swollen glands;
 a non-itchy rash;
 Fever or flu-like symptoms.

Left untreated the infection progresses to a latent stage. This may be followed by
tertiary syphilis, which can seriously affect organs such as the heart, and can sometimes
lead to death.

Gonorrhea is a bacterial infection of your genital tract. The first gonorrhea symptoms
generally appear within two to 10 days after exposure. However, some people may be
infected for months before signs or symptoms occur. Signs and symptoms of gonorrhea
may include:

 Thick, cloudy or bloody discharge from the penis or vagina

 Pain or burning sensation when urinating
 Abnormal menstrual bleeding
 Painful, swollen testicles
 Painful bowel movements
 Anal itching

Trichomoniasis is a common STI caused by a microscopic, one-celled parasite called

Trichomonas vaginalis. This organism spreads during sexual intercourse with
someone who already has the infection. The organism usually infects the urinary tract in
men, but often causes no symptoms in men. Trichomoniasis typically infects the vagina
in women. Trichomoniasis symptoms, they may range from mild irritation to severe
inflammation. Signs and symptoms may include:

 Clear, white, greenish or yellowish vaginal discharge

 Discharge from the penis
 Strong vaginal odor
 Vaginal itching or irritation
 Itching or irritation inside the penis
 Pain during sexual intercourse
 Painful urination

TREATMENT of STIs

Don't try to treat a sexually transmitted disease, or STD, yourself. These diseases are
contagious and serious. You must see a doctor.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 37

Bacterial STIs can be cured with antibiotics if treatment begins early enough. Viral
STDs cannot be cured, but you can manage symptoms with medications.

If you are given antibiotics to treat a STD, it is important that you take the entire drug
prescribed to you, even if the symptoms go away. Also, do not take someone else's
medication to treat your infection; it may make it more difficult to treat.

Chlamydia and Gonorrhea: These STDs are treated with antibiotics. You should begin
taking them if tests show you have chlamydia or gonorrhea or if you have been exposed
to them, even though you may not have symptoms. Your sex partners will also have to
be treated regardless of whether they have symptoms. Certain strains of gonorrhea
have become resistant to some antibiotics, so you may have to take more than one drug
to fight gonorrhea. Failure to treat chlamydia or gonorrhea can result in permanent
damage to your reproductive organs and an inability to get pregnant.

Syphilis: Penicillin is the preferred treatment for syphilis. Early treatment is crucial to
prevent the bacteria from spreading to and damaging other organs.

Trichomoniasis: Infection by this organism is treated with the drug metronidazole,

and the cure rate is about 90%. The drug is usually taken orally, but women in their first
three months of pregnancy may be prescribed a cream or suppository to insert into the
vagina. If this is ineffective, they can be given metronidazole pills to take in the second
or third trimesters.

PREVENTION
To prevent getting a sexually transmitted disease, or STD, always avoid sex with anyone
who has genital sores, a rash, discharge, or other symptoms. The only time unprotected
sex is safe is if you and your partner have sex only with each other, and if it's been at
least six months since you each tested negative for STDs. Otherwise you should:

 Use latex condoms every time you have sex. Use condoms for the entire sex act.
Condoms are not 100% effective at preventing disease or pregnancy. However,
they are extremely effective if used properly.
 Avoid sharing towels or underclothing.
 Wash before and after intercourse.
 If you have a problem with drug or alcohol abuse, get help.
 Consider that not having sex is the only sure way to prevent STDs.

How Can I Prevent Spreading an STD?

 To prevent giving an STD to someone else:
 Stop having sex until you see a doctor and are treated.
 Follow your doctor's instructions for treatment.
 Use condoms whenever you have sex.
 Don't resume having sex unless your doctor says it's OK.
 Return to your doctor to get rechecked.
 Be sure your sex partner or partners also are treated.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 38

Some images of Body parts infected with sexually transmitted infections.
Syphilis Chlamydia Pubic lice

Source:[Link] [Link].c [Link]. [Link]

[Link] om
Figure 1.9. Images of effects of STIs

SUMMARY TABLE OF STIs or STDs

Name of STI Cause Symptoms Treatment Preventive

or STD (Bacteria) Measure

1. Chlamydia 1. 1. - Painful urination 1. For all cases of

Chlamydia
- Lower Abdominal Pain Antibiotics STIs and STDs
trachomatis
-Vaginal Discharge in preventative
women. measures are
-Discharge from the penis the same and
in men they are as
-Pain during sexual follows:-
intercourse in women -Avoid sharing
-Testicular pain in men. towels or
2. Syphilis 2. 2. - One or more painless 2. Penicillin in underclothing
Treponema ulcers on the penis, vagina, doses -wash before
pallidium vulva, cervix, anus or and after
mouth intercourse
-Small swellings in the groin - if one is
due to swollen glands influenced by
- A non-itchy rash drug or alcohol
- Fever or flu-like symptoms abuse one
3. Gonorrhea 3. 3.-Thick, cloudy or bloody 3. Antibiotics should seek
Neisseria discharge from the penis or help and
gonorrhea vagina. counseling.
-Pain or burning sensations -abstaining
when urinating. from sex is the
-Abnormal menstrual safest way of
bleeding. not spreading
-Painful swollen testicles. STIs or STDs.
Painful bowel movements
4. Trichomoniasis 4. 4. - Clear, white greenish or 4. Doses of
Trichomonas yellowish vaginal discharge Metronidazole
vaginalis -Discharge from the penis – cure rate is
-Vaginal itching or irritation 90%.
-Itching or irritation inside
the penis

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 39

ACTIVITY

1. What is the long form of STI?

2. Identify four STIs you have studied and how are they caused?
3. List and discuss three symptoms that will help one know they have STIs that you
have listed in part (2).
4. Explain how one can prevent the spreading of STIs or STDs to others.
5. How can one be treated for the following STIs?
a) Gonorrhea
b) Syphilis
c) Chlamydia
d) Trichomoniasis

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 40

SUB-STRAND 1.2 LIVING TOGETHER
Lesson 1 An Ecosystem

Lesson 2 Inter-dependence of Organisms in an Ecosystem

Lesson 3 Mineral Cycles

LEARNING OUTCOMES
 Define an ecosystem with
clear examples
 Identify the biological and
physical factors of an
ecosystem
 Describe the biological
and physical factors of an
ecosystem
 Explain how food chains
and mineral cycles show
the inter-dependence of
organisms
 Develop a respect for
living things and the
environment

(Source: Kelera Waiwalu)

Introduction
A family lives together in the same house called a home and is surrounded by other
families on the same street or village. In this home, the children rely or depend on their
parents to provide for their basic needs, like food, water and clothing. In addition, there
are happy times, like parties, where there is a lot of food and people and sad times too,
like a death of a loved one. Other living organisms too, experience similar situations.
The homes of these organisms are called habitats and their surrounding is called an
environment. As different factors affect the welfare of a family, living organisms are
also affected by two basic factors; biological and physical factors.

Biological factors can be defined as the living factors while the physical factors refer to
the non-living factors. Furthermore, just as family members are dependent on each
other, so are organisms. They depend on organisms of the same kind, on other different
organisms and on the environment too. In the environment, minerals and energy is

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 41

passed from one organism to the other during the process of eating and being eaten or
during the rotting stage or decomposition process. The pattern of eating and being
eaten can be drawn using feeding diagrams or food chains. A series of food chains in an
ecosystem can be linked together and shown in a diagram called a food web.
Lesson 1: An Ecosystem
An ecosystem is a community of living organisms in a habitat plus the non-living part of
the environment, like air, oxygen, dissolved minerals, water, soil and light. For example,
a cabbage garden or cassava patch in a backyard will be made up of the
cabbage/cassava plants, the little ants or caterpillars that may be feeding on the leaves,
decomposers, soil particles, air, wind and sunlight that the plants are exposed to.
Therefore, this simple backyard garden can now be called a Cabbage ecosystem or a
Cassava ecosystem.

The ecosystem is usually named after the dominant living thing or species that lives in
this ecosystem.
In any ecosystem, there is an interaction between two factors, the PHYSICAL factors
(non-living) and the BIOLOGICAL (living) factors.

FACTORS PHYSICAL (non-living) BIOLOGICAL(living) Factors

Factors
Description These are factors that These are the factors that affect the
surround the organism and increase or decrease in the
may affect them directly or population of the plants and animals
indirectly.
Examples Rainfall, light, air, humidity, Population number, number of
soil water, wind and predators (enemies), food
temperature, seasonal availability, diseases, migration or
changes. immigration rates of organisms into
or out of the ecosystem, availability
of space, availability of mates, birth
rate or death rate of organisms.
Table 1.4: Description of Physical and Biological Factors with examples.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 42

Study the pictures below and answer the questions that follow:

(a) (b)

Figure 1.10 Examples of a forest and mangrove ecosystems. (Source: Kelera Waiwalu)

(i) Give a suitable name for ecosystem (a) and (b).

(ii) Identify two Physical factors that may exist in (a) and (b).
(ii) Identify two Biological factors that may exist in (a) and (b).
Exercise/Field Work
Select two different ecosystems in your school compound and answer the
following question.
For each ecosystem,
a. List down three rules or steps that show that you appreciate the living
things in each. [Your teacher can help you to choose.]

Name of Ecosystem One: Name of Ecosystem Two:

b. Explain in your own words how these two ecosystems may be different and
similar.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 43

Lesson 2 Inter-dependence of Organisms in an Ecosystem
Inter-dependence means the way in which living organisms depend on each and the
environment, in order to remain alive and survive.

(a) A climber on a tree trunk. (b) A fly feeding on nectar.

(Source: Kelera Waiwalu) (Source: Kelera Waiwalu)

(c) Millipedes finding safety in a (d) Lianas gaining support from a tree
rotten bark. Trunk.
(Source: Kelera Waiwalu) (Source:Kelera Waiwalu)

Figure 1: 11Examples of how organisms are dependent on each other.

One important way in which organisms depend on each other is through their food. As a
result, biologists have grouped organisms according to what they eat. The main groups
are PRODUCERS, HERBIVORES, CARNIVORES, and DECOMPOSERS.

Copy and complete Table 1.5 by adding three (3) more examples.
Group Description Examples
a. Producers These are organisms that All green plants
make their own food by
using the sun’s energy.
b. Herbivores These are animals that eat Cow,
plants only.
c. Carnivores These are animals that eat Shark,
other animals only.
d. Decomposers These are organisms that Fungi, bacteria,
break dead material and
return minerals to the soil.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 44

Table 1.5 Descriptions and examples of producers, herbivores, carnivores and
omnivores.

The inter-dependence of organisms in an ecosystem can also be shown in FOOD

CHAINS. A food chain shows what an organism eats and it is then a source of food for
another organism. All food chains follow the general pattern shown below:

Producer Herbivore Carnivore

Decomposers

Figure [Link] pattern of Food Chains.

A food chain always begins with a producer or plant and the direction of the arrow
shows how the organism is being eaten.
The following example describes the possible food chain that could take place in Figure
1.11(b)
Eaten by eaten by
Nectar of flower fly Bird
(Producer) (Herbivore) (Carnivore)

Exercise: Study the pictures (a) and (b) below and draw a possible food chain that
could exist in each picture.

(a)Flower bed (b) Mangrove

Grasshopper

(Source: [Link]) (Source: [Link])

Food Chain: Food Chain:

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 45

Lesson 3 Mineral Cycles
The focus of mineral cycling is to recycle the minerals like carbon and nitrogen that are
returned to the soil by decomposers. Energy from the sun is also passed along.
Recycling happens in the ecosystem and is important for all organisms as they are
dependent on each other. Below is a basic summary of how Minerals are recycled.

Decay Water and salts

SOIL
Minerals
and humus

DECOMPOSERS PRODUCERS
die Green plants
Bacteria and fungi

CONSUMERS
Animals eaten
die

Figure 1.13 Recycling of Minerals in an ecosystem

The Carbon Cycle

Carbon is an element which occurs in all the compounds that make up living things.
Plants get their carbon through carbon dioxide gas (CO2) in the atmosphere and animals
get their carbon from plants by eating them.

Figure [Link] Carbon Cycle (Source: [Link]/carbon-cycle)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 46

 Exercise/Research:
After studying the Carbon Cycle:
a) List one way in which Carbon is transfered from the atmosphere to
plants.
b) List one way in which Carbon is tranfered from plants to animals.
c) List two ways in which carbon is returned to the atmosphere.
d) Explain the importance of carbondioxide to plants.
e) What is the major cause excess carbondioxide in the atmosphere?

The Nitrogen Cycle

When a plant or animal dies, the tissues decompose. One of the important products of
this decay is ammonia, a compound containing nitrogen which is washed into the soil.
Animals also give out or excrete nitrogen –containing compounds like urea, urine and
uric acid. Uric acid is, a greyish white substance present in droppings of lizards and
birds.

Figure 1.15 The Nitrogen Cycle

(Source: http//[Link]/images/[Link])

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 47

 Exercise/Research:
After studying the Nitrogen Cycle:
a) List two ways in which Nitrogen is transfered from the atmosphere to
plants.
b) List one way in which Nitrogen is tranfered from plants to animals.
c) List two ways in which Nitrogen is returned to the atmosphere.
d) Define the terms; nitrification, nitrogen fixation, denitrification and
eutrophication.
e) Identify two organisms that excrete Uric acid.

Decomposers
Decomposers are organisms that break down dead or decaying organisms, and in doing
so carry out the natural process of decomposition. Decomposers include Bacteria and
fungi.

Decomposers break down (or consume) leaf litter, dead organisms and other detritus.
In doing this they release nutrients trapped in the dead material back into the soil,
making it available to plants and other primary producers, continuing the nutrient cycle
of an ecosystem.

Some common decomposers are shown below:

Mushrooms Cockroaches Termite

(source: [Link]) (Source: K. Waiwalu) (Source:
[Link]
.com

Slug Maggots Household fly

[Link] [Link] [Link]

Figure [Link] examples of local decomposers.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 48

SUB-STRAND 1.3 - BIODIVERSITY, CHANGE AND SUSTAINABILITY

Lesson 1 Importance of Biodiversity

Lesson 2 Human Activity on the Ecosystem and its Effects

Lesson 3 Conservation of the Environment and Sustainability

Lesson 4 Traditional versus Modern ways of Sustainable living

LEARNING OUTCOMES
 Discuss the importance of
biodiversity
 Discuss the effects of
human activity on natural
habitats
 Deduce and practice wise
management and
conservation of the
natural environment
 Discuss and report on
traditional and modern
methods of sustainable
living in communities
 Appreciate the
importance of
biodiversity for a
sustainable ecosystem.

(Source: Kelera Waiwalu)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 49

Introduction
Biodiversity is the existence of a wide variety of different living organisms in a given
time and place. Biodiversity is also a measure of the variety of organisms present in
different ecosystems. On the other hand, if the ecosystem does not have a variety of
organisms living in it, then the biodiversity is said to be low in this particular ecosystem.
Similarly, if the biodiversity is high, then there will be a lot of natural habitats of
organisms. In other words, there would be very little or no human influence on these
ecosystems. However, if the ecosystems have been disturbed by humans for reasons
like, building roads, homes, making playing grounds or building hotels, making farm
land and many others, habitats of plants and organisms would surely be destroyed.
It is important that the biodiversity is maintained at a high level so that organisms are
conserved and do not become endangered.

Lesson 1 Importance of Biodiversity

Why is BIODIVERSITY important?

Biodiversity describes the different variety of organisms that live in Fiji and the earth.
Organisms are dependent on each other and if one member of the food chain decreases
in numbers or dies out, then the organism that relies on it, get deprived of the food
source it needs. In instances as such, organisms tend to look for other food sources for
survival, so competition of food may arise leading to the stronger competitor getting all
the food.

Some examples of a Variety (diversity) of local flowers:

uci

(Source: Kelera Waiwalu)

Figure 1. 17 Showing a diversity of flowers with different colours and shapes.

How many flowers can you name? (One has been done for you)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 50

Some examples of Natural Habitats:

The soil, under a log for a

centipede A rock, for a moss colony. A tree bark for lichen

A rocky shore, for a fiddler Trunk of tree, for a termite Soil, for a millipede
crab habitat.

Figure 1.18. Habitats of some local organisms (Source: Kelera Waiwalu)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 51

Lesson 2 Human Activity on the Ecosystem and its Effects

Humans have invaded the habitats of living organisms for a host of reasons that have
resulted in the lowering of the biodiversity. Humans may have done this without
realizing the effects of these activities. These human activities can have good and bad
effects. As a result, of the good or bad effects, man has tried to resolve these effects by
setting up natural reserves, marine eco –parks and tried to maintain a sustainable
ecosystem.

Below are some examples of human activity in urban settings, on the ecosystem:

(a) Cutting of Mangroves ( Source: Kelera Waiwalu )

(b) Clearing of land for buildings ( Source: Kelera Waiwalu)

Figure 1.19The examples of human activity.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 52

 (c) Setting up of Parks ( Source: Kelera Waiwalu)

(d) Dumping of rubbish carelessly. ( Source: Kelera Waiwalu)

Figure 1.20 The examples of human activities are shown in the above pictures..

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 53

On the other hand, rural activities also have an impact on the ecosystem.
Below are some examples of such activities:

(a) Clearing of land for farming (Source: Kelera Waiwalu)

(b) Planting on steep slopes. (Source: Kelera Waiwalu)

Figure [Link] examples of the effect of rural human activities.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 54

Methods of Pest Control
There are Natural methods of pest control using referred to as Biological Control,
Chemical and Physical control.

According to [Link]/GENERAL/[Link], pests are organisms

that damage or interfere with desirable plants in our fields and orchards, landscapes, or
wild lands, or damage homes or other structures. Pests also include organisms that
impact human or animal health. Pests may transmit disease or may be just a nuisance. A
pest can be a plant (weed), vertebrate (bird, rodent, or other mammal), invertebrate
(insect, tick, mite, or snail), worm, pathogen (bacteria, virus, or fungus) that causes
disease, or other unwanted organism that may harm water quality, animal life, or other
parts of the ecosystem.

Natural pest control methods or Biological Control

According to [Link] , natural pest control methods are employed

to effectively reduce or eliminate infestation without harming humans, crops and other
organisms. This method often utilizes other organisms such as plants or insects to
control pests in an agricultural environment. Such methods include companion planting
or planting other crops to draw the insects away from the main crops, or cultivating
insects or small animals which feed on the pests. It has little or no harmful effect on
humans and agriculture, which makes it useful where other animals such as pets and
livestock are present in the surroundings.

Advantages and disadvantages of natural pest control methods

The main advantage of natural pest control methods is that it does not harm the
environment. Compared to chemical pesticides, it will not emit harmful toxins which
could damage the ozone layer or harm the other organisms living within the agricultural
area. Apart from that, they continue to be effective for a long time after they have been
introduced to the environment, making them sufficient and cost-effective.

The disadvantage of natural pest control method is that they take a long time to produce
results and can be very expensive.

Tilapia eats young goby fish, native to Fiji, a mynah bird eating a worm, are biological
controls. A lady bird may help in the control of viruses and fungi.

Figure 1.22 Examples of Biological controls. [Source: [Link]]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 55

Chemical pest control methods

Chemical pest control methods have been used in an agricultural setting and within the
household for a very long time. This often employs harsh pesticides that instantly
eliminate pests upon application. These can either be applied systematically (targeting
where plants are commonly ingested by pests) or to the entire crops as in the case of
aerial spraying. While this is effective on large crops and within the household, chemical
pesticides have harmful and residual effects on both human and animals living within
the area. That is why chemical pesticides must be used with caution to avoid
contaminating waterways and killing pets and livestock. Plus, there are regulations
limiting their use in some areas, so be aware of this.

Advantages and disadvantages of chemical pest control methods

Chemical pesticides are less expensive and are readily available, compared to its more
natural counterparts. They are also very easy to use. The chemical pesticide is sprayed
on the pest and results instantly right after application. Sometimes, this instantaneous
result is what a lot of homeowners need. So it really is a delicate balance between what
is needed now versus long-term effects. Common examples include “mortein,” “Hit,
“Rambo”, Paraquat and different kinds of mosquito coil e.g. black top. Below are some
examples:

(a) Chemical Insecticide (b) Chemical weedicide

Source: [Link]: [Link]

Figure 1.23 Spraying of Chemicals

One of the disadvantages of chemical pest control method that should be taken into
consideration is that they also harm the beneficial organisms that help your crops grow
and eliminate the pests. They can also harm the environment as they release harmful
toxins to the surroundings. Apart from that, human exposure to these pesticides can be
very harmful. They are even more detrimental to the health of children and older people
as they have weaker immune systems, Cancer and other degenerative diseases.

Chemical weedicides are used to control population of grasses or weeds that invade
the gardens planted with crops. They compete with the crops for food and space. The
advantage is that any weed identified are sprayed upon and removed.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 56

Lastly, the effects of some pesticides are temporary and can only last in a short time
after application. When dealing with chemicals, always follow the manufacturer’s
instruction and directions.

Mechanical and physical controls

Mechanical and physical controls kill a pest directly or make the environment
unsuitable for it. Traps for rats are examples of mechanical control. Physical controls
include barriers such as screens to keep birds or insects out, fences for cattle, sticky
hanging traps for flies, fire or burning of selected area and grazing, helps control weeds.

(a) Fire (b) Fly trap (c) Fencing

Source: [Link]: [Link] Source: [Link]

MECHANICAL AND PHYSICAL CONTROLS

Control Method Advantages Disadvantages
1. Animal traps Eradicate or remove pests that Animal traps may also kill
consume the crops off the good organisms that
are biological controls
2. Electric fences May deter or scare pests from May be expensive to
entering the farm and eating the maintain and costs are too
crops high.
3. Fences Deter herbivores entering the Large animals may break
area and consuming the crops down the fence and
maintenance could be
expensive
4. Burning Kills off a multitude of pests Burning may destroy
habitats and organisms that
help in pollination,
dispersal of seeds.
5. Insect traps Kills off large numbers of insects Can reduce the numbers of
Pollinators and other useful
biological control.

Figure 1.24 Examples of mechanical and physical controls

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 57

Lesson 3 Conservation of the Environment and Sustainability

Conservation of the environment is important as there is a change, in the biodiversity.

The change in biodiversity could be due to the biological and physical factors that exist
in the ecosystem. Conservation is important for the following reasons:
a. To protect endangered species
b. To protect habitats of all organisms
c. To assist in the breeding of species that are close to extinction
d. To restore ecosystems that are dying, particularly reef
ecosystems
e. To educate the public on wise and sustainable management
practices.
When the biodiversity in any ecosystem is low, conservation of resources is very
important and the resources are not sustainable. Simply in a word relationship:

(a) HIGH BIODIVERSITY = HIGH CONSERVATION = SUSTAINABLE ENVIRONMENT

(b)LOW BIODIVERSITY = LOW CONSERVATION = NOT A SUSTAINABLE ENVIRONMENT

Degradation of the ecosystem results in low biodiversity which is critical and can
be very bad for all living things.

In addition, Pacific Islanders, including, Fiji have traditional as well as modern methods
of conserving the environment to ensure that there are enough resources for the
current as well as for the future generations.
Methods of Traditional Farming

Source: [Link] Source: [Link] Source: [Link]

Figure 1.25 Example s of traditional farming techniques

Fijians also a traditional calendar of farming and fishing, where certain crops are
planted at certain times of the year to coincide with the weather pattern, climatic
conditions and breeding or maturation periods of marine or freshwater food sources.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 58

TRADITONAL FARMING PERIODS SPAWNING PERIOD FOR FISH

Modern Farming Methods (a) Integrated Pest Management or IPM is a process that
can be used to solve pest problems while minimizing risks to people and the
environment. IPM can be used to manage all kinds of pests anywhere—in urban,
agricultural, and wild land or natural areas.

Rather than simply eliminating the pests, using IPM means to look at environmental
factors that affect the pest and its ability to thrive. Armed with this information,
conditions are created that are unfavorable or not good for the pest.

(b) Use of Chemical Weedicides

Source: [Link] Source: [Link]

Figure 1.26 Examples of weedicides.

(b) Hydroponics
Hydroponics is a method of growing plants using mineral nutrient solutions in water,
without soil. Terrestrial plants may be grown with their roots in the mineral nutrient
solution only or in an inert medium, such as perlite or gravel. Hydroponic is an example
of a modern farming method. Below are examples of local practices at Joe’s Farm at
Colo-i-Suva.

Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 59

Figure 1.27 Pictures of lettuce farms using hydroponics in Suva.

Source: [Link] [Joe’s Farm at Colo -i -Suva, Fiji, workers harvest tomatoes.]
Figure 1.28 Pictures of tomatoes produced by hydroponics at Joe’s Farm
Reforestation

(a) Mangrove Reforestation, as observed below, is been widely practiced due to wide
deforestation of mangroves in the last decade.

Figure 1.29. Mangrove Reforestation at My Suva Park

Mangrove seedlings called propagules are physically planted at equal intervals during
the planting period unlike the natural method where the propagules while still hanging
on the tree drop into the sand or if they fall during high tide, they float along until they
are able find as suitable place to germinate. Below are pictures of the hanging
propagules:

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 60

(Source: Kelera Waiwalu)
Exercise/Project/Research

1. Choose one topic from the list below that suits your locality and research on the
following issues:
a. Traditional versus Modern Marine Conservation Methods
b. Traditional versus Modern Freshwater Conservation Methods
c. Traditional versus Modern Forest Conservation Methods
This research can be presented to the class in the form of a Conservation
pamphlet or poster or chart or a role play with the assistance your teacher.

2. Research on the Topic: ‘LEGAL VERSUS ILLEGAL FISHING METHODS’

Suggestions for presentation could be a debate, or oratory or oral presentation,
in class or a Concept Map.

3. Design a Plan of a:
a. Waste Disposal System for your school.
Common wastes found in schools are paper, plastic juice bottles, dried
leaves, plastic wrappers, food scraps, old desks and chairs (wooden and
metal).
Choose only one type of waste to work on and ask your teacher to carry
out the plan in your classroom and even in your school if a waste
management plan does not exist.
b. Composting Area in your School and then implement it to help in the
reduction of using unnatural fertilizers.
c. Compost for your home and practice it at home.

4. Design a Plan for your home on “HOW TO USE WATER WISELY. “

Discuss the plan with your family members before implementing it at home.
[If you can use water wisely at home, then you would naturally use water wisely in
school.]
[NOTE: These activities can be done in groups or individually.]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 61

(source:[Link] (source:[Link] (source: March 29th, 2012,
m/search?q) [Link]/search?q) Fiji Times)
Environmentalist Marine Biologist Conservationist

(source, Feb 24th, 2012, Fiji

(source:[Link]
(source:[Link] Times)
[Link]/search?q)
m/search?q)
Forester Vet scientist Herbalist

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 62

STRAND 2
matter

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 63

INTRODUCTION
 When you look around, you can probably see wood, trees, metal, plastics, soil,
glass, paint, water, paper and even feel air. Although substances may differ from
one another in many ways, they all consist of matter.
 Matter is regarded as anything that occupies space and has mass.
 Mass is the amount of material in a substance.
 That means that matter is everything that we can think of.
 The way to explain what something is and how it works is called a MODEL.
 The model that we use to explain matter is called a particle model. According to
particle model, all matter is made up of particles.

OUTCOMES
After completing this chapter you will be able to:

 Investigate the solubility and density of solids and liquids in different

liquids.
 Recognize the differences in the physical properties of matter.
 Plan and perform experiments to discuss the differences between
pure substances and mixtures/solutions.
 Recognize the differences between solutions and pure liquids.
 Explain the changes matter undergo when reacting and differentiate
between these changes using simple experiments.
 Appreciate that some reactions cannot be reversed.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 64

Sub strand 2.1 INVESTIGATING MATTER

2.1.1 Structure and Properties of Matter.

All the substances that we feel, smell or see are examples of matter. All matter can be
classified or grouped into solids, liquids and gases.

Activity 1

Classifying Matter

“Classifying” is not something that only scientists do. In everyday life we classify things
all the time without thinking about it. But classifying things we can use them easily and
understand them better.
How can we arrange the different sorts of
Collect the following materials; matter into groups?
 Beaker containing water, 1. Give each student a substance
juice/kerosene to hold. Separate the pupils
 Empty beaker into groups according to the
 Empty flask type of item they are holding.
 Pencil (divide the objects into solids
 Food and liquids and label them)
 Chalk 2. What difference can you see
 Book between solids and liquids? Put
 Rule a blindfold over your eyes and
 Iodine crystals feel the different substance.
3. Describe how you feel?
 perfume

EXERCISE
Draw thee columns under the headings – solid, liquid and gas and classify the
following items in each of the three columns.
Water, clothes, soil, kerosene, water vapour, desk, air, ruler, milk, tin.
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 65
Activity 2 Properties of Matter

Matter is recognized by their properties. An object can be identified and classified

according to its properties. Common physical properties of matter which are clearly
observed include color, shape, and size. Others include strength, hardness, solubility,
density, melting point and heat conductivity.

SOLUBILITY
Salt is soluble in water meaning that salt can dissolve in water. However if you put
several heaped teaspoonful of salt in a test tube half full of water, will all the salt
dissolve.
The answer is that some salt will dissolve in water, but there is a limit to the amount
you can dissolve.
This limit is called the solubility of the substance.

INVESTIGATION 1
TESTING THE SOLUBILITY OF WHAT TO DO:
SOLIDS  Record your results in the data
Powdered solids should not be handled table. Use a data table like the
with your fingers. Instead you should one shown.
use a spatula. In the investigations in SOLID SOLUBILITY
this chapter you will measure the (no. of rice
How much amount of solid in terms of rice grains. grains)
(Look at the rice grain.) Copper
will sulphate
dissolve ? Half fill a test tube with water. Add one salt
rice grain of copper sulphate. And
shake to dissolve. sugar

WHAT YOU NEED? Repeat the investigation with

 3 test tubes salt and then with sugar.
 A test tube rack  Record your results in the data
 A small spatula table.
 Samples of copper
sulphate, salt and sugar  Keep adding copper
 A grain of ice sulphate one grain at a time, ANALYSING RESULTS
until no more will dissolve.
1. What can you say about the
solubility of solids at room
temperature?
2. Write a hypothesis about the
effect of temperature on
solubility?

LIQUIDS DO THEY MIX?

water – kerosene No
water – alcohol
 Record the total number of alcohol – kerosene
rice grains of copper oil – water
sulphate which dissolved. oil – kerosene
alcohol – oil
spirit – oil
spirit – water
spirit – kerosene

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 66

INVESTIGATION 2.
TESTING THE SOLUBILITY OF ANALYSING THE RESULTS:
LIQUIDS WHAT TO DO: 1. Name the miscible liquids.
2. Name the immiscible liquids.
Try mixing the liquids. Draw
Do they up a table in your note book 3. RESEARCH:
mix? like the one shown in the right.
How can you
Add pairs of liquids together, separate miscible
WHAT YOU NEED: as shown in the table. liquids?
 Water Observe whether they mix or
 Alcohol not.
 Kerosene
 Oil
 Methylated spirit Record your results.
Some substances are
insoluble in water but are
soluble in other solvents.
Two liquids Two liquids Nail polish is soluble in
that mix are that cannot nail polish remover or
known as mix are acetone; methylated
miscible known as spirit will dissolve biro
immiscible ink, drying cleaning fluid
liquids
liquids dissolve grease.

2.1.2. Soluble and Insoluble substances.

You might have seen labels with instructions such as these on many products
Around your home. What do these instructions really mean?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 67

SOLUBLE AND INSOLUBLE SUBSTANCES
Many substances will dissolve in water. These substances may be described as water
soluble. A soluble substance is one that can dissolve in another substance. Substances
which do not dissolve in water are called water insoluble substances. Insoluble
substances do not dissolve.

Additional exercise
Can you think of any substance that dissolves in other liquids (not water)? List them
and the liquid they dissolve in.

For example: (a) Grease on your skin can be removed with petrol. The
grease dissolves in the petrol.
(b) Paint can be removed with kerosene. The paint
dissolves in the kerosene.

E X P E R I M E N T:
SOLUBLE AND INSOLUBLE SUBSTANCES
AIM
To investigate the difference TABLE 2.1
between soluble and insoluble
substances. TEST- SUBSTANCE OBSERVATION SOLUBLE/INSOLUBLE
MATERIALS TUBE
 6 test – tubes labeled A Copper
A,B,C,D,E,F sulphate
 Test –rack B Salt
 Rubber stoppers C Sugar
 Measuring cylinder D Chalk
 A small quantity copper E Sand
sulphate, salt, sugar, F stone
chalk, sand, stone
METHOD 4. Allow the test tubes to stand in the rack for five minutes.
1. Place 30ml of water in Have any of the substances settled to the bottom?
each test – tube and then
to each test tube labeled RESULTS
A, B, C, D, E, and F add a
small quantity of the Record your results in a table like 2.1
substance listed in table
2.1 to it. CONCLUSION
2. Place a rubber stopper in
each of the test tubes in 1. Which of the substances you tested were soluble and
turn and shake the tube formed a solution in water?
gently. (If you are reusing 2. Which of the substances you tested were insoluble in
a stopper, rinse in water water?
in between test tubes.
SAFETY: never put your
finger or hand over a
test tube to shake it
since whatever is in the
test tube may be
poisonous or may burn
you.
3. As you shake each tube,
hold it up to the light. Is it
cloudy, or does the light
shine through it? Is the
liquid coloured or
colourless?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 68

Comparing Densities If you pick up a rock and a piece of wood that are of the same
size, which would be heavier? If you placed them in water, which one would sink and
which one would float? Even though they are the same size, the rock is heavier than
the wood and would sink in water. You are comparing densities when you are doing
the above exercise. Density is the concentration of matter in a substance.

EXPERIMENT COMPARING DENSITIES OF

DIFFERENT LIQUIDS
AIM
To compare densities of different liquids. In your exercise book:
MATERIALS 1. Write the heading: Comparing
50ml measuring cylinders (2) Densities
Equal amounts of vegetable oil, water, 2. What is density?
kerosene and syrup 3. Draw the diagram of the above
experiment.
METHOD 4. List the liquids in order of their
1. Mix the above liquids in a tall density.
cylinder. 5. Which liquid is the densest?
2. Let the mixture stand for some
time and observe.
3. Record your observations.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 69

Sub Strand 2.2 MATERIALS
3.2.1 PURE SUBSTANCES, MIXTURES AND SOLUTIONS

1. Pure substances are elements or compounds that cannot be

physically separated.

Examples: water, carbon monoxide, oxygen

2. Mixtures are made up of two or more substances that are together in

the same place but are not chemically combined. This means they can
be separated physically.

Examples: soil, sugar and water.

3. One of the commonest types of mixture we deal with is called a

solution.
A solution has two parts: the solid which is dissolved is called
the solute and the liquid that does the dissolving is called the
Solvent.
Example; solute + solvent = solution
Salt + water = salt solution
What other solutions you know of? What is the solute and what
is the solvent in each solution you have named?
A solution that has become so full of solute that no more can
dissolve is called a saturated solution. A dilute solution contains
only a small amount of solute.

Solute (milk) Solute (cocoa) Solvent (water) Solution

(Pictures from Mrs. Sainiana Satala, 2014)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 70

In your exercise book
1. Write the heading: Pure substances, Mixtures and Solutions.
2. Copy and complete

A solution is made when one substance known as the _______________ is dissolved

in another known as the ______________________.

In a cup of coffee, the coffee beans are the _____________ and the water is
____________________________.

3. Name some solutions you know.

4. A concentrated solution _________________________________________________.
5. A dilute solution __________________________________________________________.

3.2.2 WHICH LIQUIDS ARE SOLUTIONS?

EXPERIMENT Identifying which Liquids are
Solutions.
Materials
Tin lids 2. Place the tin lid on top of the
Dropper tripod, and heat. Your tin lid
Test tubes with unknown liquids will get very hot. Pick it up
Heating apparatus with tongs.
Is anything left? Is there any
Method smell? Was the liquid a
1. Look at one of the liquids. Do you solution?
think it is a solution? Using a
dropper, put 2 to 3 drops of this
liquid into the tin lid.

3. If you have several liquids, heat

these in the same way. When
you have finished heating, put
out the spirit burner using the
cap. Which liquids were
solutions?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 71

In your Exercise Book
1. Write the heading: Which Liquids are Solutions?
2. (a) Copy the diagram below. Put in the correct labels.

(b) What did you do to each liquid?

3. Copy and complete the table below.

Liquid What did you see Was the liquid a Name of the solid
and smell? solution? in solution.
A A white powder yes salt
No smell
B
C

4. Give one word for:

a) A liquid turning into vapour ___________________________________.
b) The material left after evaporating a solution _____________________.
5. We see many liquids evaporating at home, outside, and in school. Here are two
examples. Can you give others? Copy them in your books.

(a) Perfume in bottle evaporates when the top is left off.

(b) Perspiration (sweat) on our faces evaporates.
(c) Methylated Spirit evaporates when left in the measuring cylinder.
(d) Methylated Spirit evaporates in a short time when the nurse applies it on to the
part of the body that is to be injected.

Words you should know

Evaporate insoluble solution
Evaporation concentrated solvent
Residue dilute soluble
Mixture saturated
Dissolve pure substance

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 72

Sub Strand 2.3 REACTIONS

2.3.1 Changes of State

Substances can change from solids to liquids to gases as they get more energy. For
example, ice (solid) can change to water (liquid), then to steam or vapour(gas).

Similarly, we can change gases into liquids and then into solids by taking energy away,
that is by cooling them down. For example water vapour (gas) on cooling changes into
water (liquid) which on further cooling changes into ice (solid).

In most substances this process is reversible. It can happen either way because it is a
physical change.

EXPERIMENT How Does Matter change?

1. Collect a test tube stand holding :-
one test tube with hydrochloric
acid, one test tube with coral, one
test tube with washing soda
solution, one test tube with copper
sulphate.

2. Take the tubes of hydrochloric acid

and coral. Pour some acid on to the
coral.
What happens?

3. Put the test tubes back in the test

tube stand. Take out the tubes of
washing soda and copper sulphate.
Pour come copper sulphate into the
soda,
What happens?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 73

In your Exercise Book
1. Write a heading: How does matter change?
2. Copy and complete the drawings.
a) We poured
_________________ onto
_______________ and saw
___________________________
__________________________.

b) We poured
_________________
into _____________ and saw
__________________________.

3. To make this change we did not have to ______________________ the substances.

We just had to ____________________________________________________________________.
The test tubes felt __________________ during the reaction.

4. Conclusion:
Coral ________________ carbon dioxide _____________________

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 74

2.3.2 The Water Cycle.

Heat from the sun causes water to evaporate from seas, rivers and streams. The vapour
rises, cools and condenses to form tiny water droplets. The water droplets form clouds.
The clouds get carried along by air. They cool and droplets join to form larger drops.
These fall as rain when the water droplets become too heavy to be supported in the air.

Activity: The Water Cycle

Material
Chart of the Water Cycle (as below)

Method

Discuss the chart above with the students. Ask relevant questions.
1. Where did the rain come from?
2. Why may water from natural surroundings be unsuitable for drinking?
3. How does the water from the sea evaporate?
4. Discuss with the pupils why the name ‘cycle’ is given to this rain system.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 75

In your Exercise Book

Write a heading: The Water Cycle

Draw and complete the diagram below.

1. Put words on the dotted lines.

2. In what ways is the water cycle like the experiment in our last lesson?
3. 3. Where did the rain come from?
4. How does the water from the sea evaporate?
5. Can we drink sea water?

2.3.3 PHYSICAL CHANGE VS CHEMICAL CHANGE

PHYSICAL CHANGE CHEMICAL CHANGE

 The substance changes state but the  A new substance called is
particles are not changed in any way – formed.
they are simply arranged differently.  Change is stable
 Can be reversed  It is not reversible
 the change is temporary  The change is permanent
 Example; when a substance is melted  Example; when burning paper,
it can be cooled again to form a solid. ash is formed and the paper
cannot be brought back.
Melting: Note that heat is taken in to  When substances are set on
make this happen. fire, it is a chemical reaction
since the substance burning is
reacting with oxygen.

Trees are engulfed in flames in

Boiling: note that a bush fire.
energy is taken in
as heat.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 76

In your exercise book.
1. Write a heading: Physical Change verses Chemical Change

2. State the difference between a physical change and a chemical change.

3. Draw a diagram that uses the particle model to illustrate water changing from ice
to steam.

WORDS YOU SHOULD KNOW

Change of state boiling
Melting freezing
Evaporation condensation
Melting point boiling point
Solidification chemical change
Product reactant

Review Questions
Lesson 2.1

1. What is matter?
2. In what different states does matter exist on earth?
3. Copy and complete the table given below.
Select each item from the list given and place it in the correct group in the table.

Milk air table steam

Banana kerosene water wood

SOLID LIQUID GAS

Lesson 2.2
4. How is a solution made?
5. Study the diagram given below.

Identify the type of solution in Beaker A and Beaker B

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 77

 6. Define the following terms:-
a) Solute
b) Solvent
c) Soluble
d) Insoluble

Lesson 2.3

7. Study the diagram given below.

a) What is happening at X?
b) What is happening at II?
c) Where would you place ‘condensing’ in the diagram?

8. Apart from water, what other example of a physical change can you think of?

9. Are evaporation and condensation physical or chemical changes?

10. List some changes that occur when a chemical reaction takes place.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 78

 CAREER

(Source:[Link]
(Source: April 8th. (Source:[Link] [Link]/search)
2014, Fiji Times.) [Link]/search?q)
Chemist Pharmacist Chemical Analyst

(source:[Link] (source:[Link] (Source:[Link]

[Link]/feature/oth [Link]/search?q=mechani [Link]/search?source=lnm
er/ c) s&tbm )
why-eco-tourism)
Ecotourism Mechanic Automotive Engineer

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 79

 STRAND 3 - ENERGY

Energy Source and

Transfer

Energy
Transformation
Forces
Use and
Conservation

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 80

 OUTCOMES

At the end of the topic, students will be able to:

 Identify the sources of energy
 Explore ways of harnessing or tapping energy
 Find the uses of the different forms of energy
 Become aware of energy that re renewable and non-
renewable
 Identify ways to Conserve and save energy.

SUBSTRAND 3.1: ENERGY SOURCE AND TRANSFER

CLO: 3.1.1 Investigate and illustrate the different energy source and
their uses and classify them into renewable and non-renewable.
The world we live in is full of energy: light, heat, electricity and sound are some of the
forms that energy takes. Energy is needed for movement and life. Most energy comes
from the sun which provides heat and light for plants to grow, to keep you warm and let
you see. Even fuels, such as oil and gas were made from plants that absorbed the sun’s
energy as they grew millions of years ago.

Potential and Kinetic Energy

Food you eat and petrol in a motorbike are forms of stored energy that can be used to
make you or the motorbike move. These are both “POTENTIAL ENERGY” and they
change to “KINETIC ENERGY” when things move. In other words Potential Energy is
the stored energy and Kinetic Energy is the energy due to motion

For example, the food you eat contains chemical energy, and your body stores this
energy until you use it when you work or play.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 81

 For example, the food you eat contains chemical energy, and your body stores this
energy until you use it when you work or play.

FOOD Consumed by people Action/Movement

Actions/Movement

POTENTIAL ENERGY [stored] Kinetic Energy

Fuel Engine Kinetic

Energy (Movement)

Source: [Link]

Potential Energy (stored)

Introduction
A source of energy is used to make a machine work. Likewise when the human body
needs to create action, or exert power, the body needs to be given energy. To make a
bicycle move, someone has to paddle it. To make a wheel barrow move, someone has to
push it. To make a cart move, something has to pull it. To paddle, to push, to pull all
needs energy from some source.

What do a moving car, a growing plant, and a human body all have in common? They all
need some form of energy to move and grow. Energy is what puts things into action. In
fact the word energy comes from the Greek word “ENERGIA” which means “active”

In this lesson we will look at and study the main sources of energy.

Light and heat energy which comes from the sun is known as solar energy. Energy
coming from water enables hydro-power. Likewise wind energy can power windmills
that can generate electricity. There are other sources like oil, gas, coal, and even atoms,
(the tiny particles that makes up all matter in the universe).

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 82

Coal, oil, and gas are sources of energy called Fossil Fuels. These sources of energy take
millions of years to be formed and so replacement is difficult.

Energy is used in all areas affecting life and movement. People in the world need energy
to survive and likewise plant and animals. We use different sources of energy in our
villages, cities, towns, homes, schools.

Schools in our towns and cities use electricity for lighting, cooking and heating.
However, some schools may use wood for cooking and kerosene lamp or benzene lamp
for lighting. In towns and cities people use electricity to power radios but in villages
batteries are used.

Fuels for Our Bodies

Just like cars, we human have to fill up with fuel to keep
going. The food we eat is the fuel that supplies us with
energy. This energy produces body heat that is required
for our bodies’ basic activities – such as breathing and
heartbeat. It also gives our muscle the power for lifting,
running and jumping.

The Power to Make Food

Much of our food comes from the plant we eat.
But where do plants get the energy to make this
food? They get their energy from the sun in the
form of light energy. In the presence of
chlorophyll, plants trap the sunlight and use
carbon dioxide from the air and water from the soil to manufacture food.

Making Things Work

Humans have invented many machines to do work for us. Machines help to travel, keep
our homes cool, provide light, or make different objects for us to use. All of these
machines need a source of energy.

People have learnt to take energy from many different sources. You don’t have to look
far to find energy in action. The light you read by is probably powered by electricity. If
your family has a car or boat it most likely runs on gasoline. In schools you might find
calculators powered by the sun. Power tools work only when they have a source of
energy.
Activity: In groups discuss the list of sources of energy that the school uses to
function each day for:
1. Lighting
2. Cooking
3. Transport
4. Gardening/planting
5. Cooling

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 83

 Exercise:
1. Copy and complete the following exercises.

a. What are the four sources of energy?

b. Energy from the sun is called ____________ energy. Coal, oil and gas are ____________
c. A windmill is powered by ___________ energy which can generate electricity and also
electricity can be harnessed from hydro-power which is powered by ____________________
energy.

2. List four objects/machines that are powered by fossil fuel.

3. Name two sources of energy that are becoming short in supply.

4. What would happen if there was no sun?

What to Remember!

i. The sun is the main source of energy

ii. Other sources of energy are wind and water.
iii. Fossil fuels like oil, gas and coal are sources of energy that are smaller in supply
now.
iv. Energy is what puts things into action.
4.1.2 Renewable and Non-Renewable Energy Sources
v. Different sources of energy is used in different jobs

In our last lesson, we learnt about various sources of energy. We get energy from the
sun, wind and water. We also get energy from oil, coal and gas. The sun, wind and water
are natural sources of energy. These sources give life to plants and animals and also
cause changes in their patterns of survival. Trees grow, animals live and grow, and both
plants and animals die. Other changes took place over a lengthy period and in later
stages become sources of energy.

Energy from the sun, wind and water is non-perishable as they remain active all the
time. On the other hand sources of energy like oil, coal, and gas become perishable when
over used and cannot be replaced. This shows us that there are two categories in which
energy is classified and we can address them as Renewable and Non-Renewable
energy sources.

To illustrate the categories we think about the wind which blows. For thousands of
years people used windmills. Energy from the wind makes work easier. Then suddenly
science created a break-through! Electricity was generated from the wind. The most
important thing about wind energy is that it lasts forever.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 84

Wind Energy
Wind power is the transformation of wind
Example: Butoni Wind Farm [on-trial basis]
energy into a useful form of energy, for
instance using wind turbines to make electrical
energy, windmills for mechanical power, wind
pumps for water pumping or drainage, or sails
to propel ships.

(
(Source:[Link]

Activity 1: Wind Energy

Materials
-Small electric motor
-Propeller
- A piece of wood
-Two pieces of insulated wire
-cello tape

Method
In groups follow the set up below to set up your windmill.
1. Tape the electric motor to the piece of wood making sure there is room for the
propeller. Refer to the diagram above.
2. Join the wire from the motor to the bulb with cellotape
3. Take your invention out in the breeze. (choose a windy area)
4. Hold your piece of wood with the motor and propeller,
while another group member holds the bulb.
5. Observe carefully what happens and record your findings

Exercise: Wind Energy

1. Answer the questions in complete sentences.

a.) What happened to the propeller when you took it into the breeze?
b.) What is another observation you can make?
c.) What is the source of energy in your experiment?
d.) How do you know that the energy was generated from wind?
[Link] and Complete.
When
Sun I took the propeller out in the breeze, the ___________
energy began to __________. When the
Water Energy
propeller
Solar energyspun faster and
is radiant heatfaster it generated
and light sourced _____________ to theismotor
Hydropower which hasofa
the production
dynamo.
from TheItdynamo
the sun. is heated
can be used up and heat energy
for heating, travelspower
electrical through the wire
through thecarrying
use of
_________ which
Electricity, etc. made the torch bulb ____________. the gravitational force of falling
. This shows that power from the propeller travels
ortoflowing
the motor which
water . It isthen gives used
commonly
electricity to the light bulb. to produce electricity.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 85

 WATER ENERGY
SUN ENERGY Hydropower is the production of
Solar energy is radiant heat and light electrical power through the use of
sourced from the sun. It can be used gravitational force of falling or
for heating, Electricity, etc. flowing water. It is commonly used
for electricity.

Example: Drying clothes in sun Example : Hydropower dam [Monasavu]

Wood Energy (Biomass)

Often refers to plants or plant-derived materials. It can be used directly to produce heat.

Example: Cooking with firewood

Activity 2: Renewable and Non-Renewable Energy

In groups collect pictures of renewable and non-renewable energy
sources. Cut them and paste each picture on newsprint or vanguard sheet.
If the pictures are not available, it can be drawn.

The layout for the chart is given below:

RENEWABLE ENERGY NON-RENEWABLE

ENERGY
SUN (Pictures of machines that use it)
AUTOMOBILES
WIND SHIPS
WATER AIRCRAFT/ SPACECRAFT
WOOD-BIOMASS OTHER MACHINES

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 86

Activity 3: Uses, Advantages and Disadvantages
Study the illustrations of the four sources ofDiscuss
energy andand for eachbooks
in your source:
i. Name the uses write:
ii. List the advantages 1. Uses of fossil fuels (coal,
iii. List the disadvantages oil, gas)
A. Fossil Fuels (coal, oil, gas) 2. Advantages of using fossil
fuels
3. Disadvantages of using

Discuss and in your

B. The Wind Mill
books write:
1. Uses of wind power
2. Advantages of wind
power
3. Disadvantages of
wind power

[Link]

C. The Sun (solar) D. A Water Fall

Discuss and in
your books write:
1. Uses of water
power
[Link] 2. Advantages of
Discuss and in your books, water power
write: 3. Disadvantages of
1. Uses of solar energy water power
2. Advantages of solar energy
3. Disadvantages of solar
energy

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 87

More Exercises-Revision:
Multiple Choice
Choose the best answer for each of the questions given below.

1. Which of the following power stations changes the Potential Energy of water
into Electrical Energy?

A. Geothermal
B. Coal
C. Hydroelectric
D. Fuel-oil fired.

2. Which Fossil fuel formed from the remains of plants buried millions of years
ago?

A. Natural gas
B. Wood
C. Coal
D. oil

3. Which of the following power sources can produce electricity directly, with
no moving parts needed?

A. Coal fired power station

B. tidal movements
C. solar cells
D. windmill

4. Imagine you are a Manager for the Wrapped Packaging Company. You want
your company to use the material that will breakdown most easily in the
environment. Which of the following wrapping materials would be best to
use?

A. recycled paper
B. aluminum
C. plastic
D. glass

5. The biggest problem linked to nuclear power production is:

A. what to do with radioactive wastes

B. obtaining Uranium fuel
C. greenhouse gas production
D. the production of heat.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 88

3.1.3 Exploring Energy Concepts

Introduction
We live in a world of changes. Fashion change, weather change, you change! In this
lesson we are going to find out what causes them. We look particularly at changes which
occur when substances burn, when machines work and when people do some work.

Changes when Substances Burn

When substances are burned some changes will take place. Burning uses some form of
energy to change the substance burnt.

We live in a world of changes. Fashion change, weather change, you change! In this
lesson we are going to find out what causes them. We look particularly at changes which
occur when substances burn, when machines work and when people do some work.
Changes when Substances Burn
SUBSTANCE METHOD DIAGRAM OBSERVATION
(WHAT I DID)

Liquid Put selected substance

Kerosene on a tin lid, add a short
Methylated wick then light it up
spirit
Oil

Solid
Piece of bread
Dried twig

Powder/Crystal
Sugar
Saw-dust

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 89

Machine and Energy
Activity: 3.
1. 2
.

5.
4.

3. For each of the pictures above, answer the following questions:

a. What changes take place when this machine is used?

b. Could the machine cause this change by itself?

4. Copy and complete the table below.

Machine Changes to make it work Result
1. Sewing machine Spinning by human Movement
2. Bicycle
3. Torch
4. Sailboat
5. Cart horse

5. Conclusion : What have you learnt from this activity

Picture Source: Internet

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 90

 People Power
Even though we are not always aware of it, our body is working hard to let us grow,
keep warm and stay alive. For example to stay alive we have to breathe all the time.
Living things use energy all the time. You would need at least two slices of bread to
replace the energy used in walking 5km.

Activity:

Measuring Pulse Rate

1. Place your finger on your wrist in the position shown in the diagram
below. Do not use your thumb.
2. Count the number of beats in one minute. Your rate will be the number of
beats per minute.
Your teacher will show you how to measure your pulse rate.

Exercise:
1. Sit quietly for 2minutes
2. Measure your pulse rate and record it.
3. Measure your breathing and record it.
4. Wipe your hand across your forehead
and record whether you feel little or no
perspiration.
5. Run on the spot for many times(at least
100 times)
6. Record your pulse rate again.
7. Measure and record your breathing rate
again.
8. Wipe your hand across your forehead
and record whether you feel little or no
perspiration
9. Write any other changes you notice in
your body
[E.g. Look red, feel hungry, thirsty.]

Measuring Breathing Rate

1. Hold string/thread/measuring tape around your
chest as shown in the diagram below. Watch it move as
your partner breathes. Count one breathe as IN and OUT.

2. Count the number of times you breathe in one minute. Your

rate will be your breathes per minute.
Your teacher can show you how to measure your breathing rate.
3. Copy and complete.
Pulse Breathing Amount of Any other
rate rate perspiration changes
noticed
Before exercise
After exercise
4. Conclusion: What have you learnt from this activity?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 91

 OVERRALL CONCLUSION:
In conclusion now we know that all ________________ have
something in common. They ________________ changes. We say
that in these cases has been put into the machines. What energy?
We can say that energy is something which brings about
_______________.
UNIT 3.2: ENERGY TRANSFORMATION, USE AND CONSERVATION

CLO: 3.2.1 Explore the different forms of Energy and their uses and
discuss conservation of Renewable energy sources.

In our previous lessons we learnt that there are many types of energy. These different
types of energy came from different sources. These energies are used in one way or
another.
In this lesson we will;
 Identify the different sources of energy,
 Name the appliances which use these sources of energy,
 Identify measures that can be taken to conserve energy at school and at home.
The various forms of energy include electrical, chemical, light (radiant), heat(thermal),
mechanical and nuclear energy.

Form of Description Diagram/Example

energy
Chemical is energy caused by chemical Food Fuel
Energy reactions. A good example of
chemical energy is food when
eaten, fuel for cars, etc.

Electrical is when motion, light or heat is

Energy produced by an electrical
current like the electric coils on
your stove.
Battery Gas electricity
Heat(thermal) Thermal energy is what we call
Energy energy that comes from heat. For
example, a cup of hot tea, hot
iron, etc.
iron hot cup of tea roasting

Solar Energy Solar energy is energy from the solar water heater[hot water]
sun that is collected and used to
produce other forms of energy
like electricity or heat

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 92

 Activity 1: Energy Hunt at School

Materials:
Blackboard/chalk
Activity sheets
Pens & pencils
Map of the school

A. Discuss and list the different energy sources used inside and outside of the
classroom and in the school compound. Energy sources include any kind
of appliances.

B. The tables shown below can be used to record your findings.

Table 1:[For discussions in the classroom]

Energy sources inside the classroom Energy sources outside the
classroom
E.g. wood E.g. sun

Table 2: [For group search outside the classroom]

ENERGY HUNT IN SCHOOL
Which room did we visit Energy eaters in each room
1
2

C. Use the school map provided by the teacher to mark where the appliances
is located.

D. Compare your school map with other groups. Using table 2 of B, identify
the energy sources as essential or not essential in your school.

E. Work in pairs. Work out ways to reduce energy cost in your school. List
your ideas in your exercise book.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 93

Activity 2: Home Survey
A. In your group draw and complete the table below by naming the appliances and the
form of energy used at home
NAME OF APPLIANCE TYPE OF ENERGY USED
E.g. Iron electricity
1.
2.
3. etc.

B. Copy and complete the sentences below:

1. The most common appliance used at home is ________________. It uses ________________

energy.
2. The least common appliance used at home is ________________. It uses _______________
energy.
C. Copy and complete:

Energy is all around us and it exists in different forms. The energy which comes from
the sun is known as _____________ and is useful to men, plants and animals in many ways.
Energy is also generated from water and _____________. This makes our work easier and
quicker.
Man has invented different types of ____________ that use either ____________ or ___________
__________ energy to suit his needs.

Exercise: Answer the following questions in complete sentences.

1. Explain how you keep your food and vegetables fresh at school and at home?
2. How do you keep your classroom cool on hot days?
3. What is the most common source of energy used in your school?
4. Would the source of energy named in part 3. above be classified as renewable or
non-renewable?
5. Which appliances in your school uses a lot of energy?
6. Copy and complete:

Energy is all around us and it exists in different forms. The energy which comes
from the sun is known as _____________ and is useful to men, plants and animals in
many ways. Energy is also generated from water and _____________. This makes our
work easier and quicker.
Man has invented different types of ____________ that use either ____________ or
___________ __________ energy to suit his needs.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 94

Uses of Sounds We Hear (Energy form)
Introduction

Have you ever thought about what it would be like to be deaf? If not, block both your
ears with the palm of your hands for about 2 minutes. How does it feel? Think for a
moment about how your life would be if you could not hear anything.

Sound is very important in our world. It is useful, sometimes it gives us pleasure and
sometimes it is a nuisance.

In this unit we will find out about what sound is, how it is produced and how it travels.
We will also be looking at how we hear sounds and taking care of our ears.

Scientists use an oscilloscope, which looks like a small television to see the patterns that
sound makes. Sound vibrations are changed to electrical vibrations inside a microphone
and these are used to make wave shapes appear on the screen. The crests the show
where the big group of molecules is hitting the microphones. There are different kinds
of energy in Sound called electromagnetic energy.

The more waves on the screen, the higher the frequency, and the higher the pitch of the
sound. Things that vibrate fast have a higher pitch. The taller the waves, the louder the
sounds. (Note: frequency means the number of waves passing per second).

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 95

Vibration and Sound
What is it that causes sound? In this lesson we will see that sound is made when an
object vibrates or when moves backwards and forwards very quickly. The vibrations
pass through the air until they reach our ears.

A pendulum is a heavy object tied to a string which swings forward and backward. The
frequency of the pendulum depends on the length of the string.

Activity 1: The Vibrating Ruler

Materials: ruler for each student

Method:
1. Hold the ruler firmly on the edge of the desk
with the palm of your hand. Let part of the ruler stick out over the edge of the desk.
2. Pluck the overhanging part of the ruler. Watch and listen. What is vibrating?
What do you hear? What causes the sound?

3. Change the overhanging part to 25cm. pluck the ruler. Do the same when the
overhanging is 20cm. watch and listen in each case.
Which vibrates faster(20cm or 25cm) overhanging?

Exercise: The Vibrating Ruler

1. Copy and complete:

When we plucked the ruler it moved _______________ ___________ _____________.
We say it vibrated. We changed the __________ of the overhanging part to
25cm. we plucked the ruler. We did the same when the _____________ was
_______ cm.

2. Answer the questions in complete sentences.

a. What is vibration?
b. what causes the sound from the ruler?

3. Conclusion:
A short part vibrates __________ than a long part. Vibrating things produce
______________.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 96

Activity 2: Swinging Pendulums

Materials: Each group should have

2 pieces of string
2 stones/ heavy objects
2 drawing pins
1 clock/stopwatch
Method:
1. Tie a piece of string to a small heavy object such as a stone.
Use a pin to hang the stone down from the side of the table.
Make it swing 10 times.

Note: One complete swing is when the object (stone) moves

forward then backwards.
(forward then backwards….. count 1)

2. Make another which is shorter than the first one. Hang it

far enough from the first one so that they do not touch
each other when they are swinging.
Swing the long pendulum and find the time for 10 complete swings.
Swing the short pendulum and find the time for 10 complete swings.
Which takes more time to complete 10 swings?(long pendulum or short
pendulum)
3. Now count how many swings the two different pendulums make in
1minute.
(Repeat this three times)
Your teacher will time you.
Record your results in the table provided.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 97

Exercise: Swinging Pendulums

1. Copy and Complete:

a.) A pendulum is a heavy ________________ tied to a piece of ____________ which can

__________ forwards and backwards.
b.) One complete swing is when the
______________________________________________________.
c.) The long pendulum makes 10 swings to in _________ second.
d.) The short pendulum makes 10 swings to in _________ second.

2. Complete the table given.

Frequency, complete swings

Length per minute Total Average= Total
in cm 1st time 2nd time 3rd time 3
Long
pendulum
Short
pendulum

3. Answer the questions in complete sentences.

i.) What is the average swing per minute for the long pendulum?
ii.) What is the average swing per minute for the short pendulum?

4. Conclusion: (Put a line across the wrong word)

In this activity we discovered that the longer the pendulum the faster/slower it
swings. Short pendulums have high/low frequencies. Long pendulums have
high /low frequencies.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 98

Activity 3: A Rubber Band Guitar

Materials: Each group should have

1 wooden ruler
2 drawing pins
3 nails
1 rubber band
1 paper cone with a pin

Method:
1. Fix the wooden ruler onto the desk with 2
drawing pins. Knock 2 nails firmly into the
ruler at 0cm and 20cm marks. Put a rubber
band around the nails.

2. knock the third nail into the desk as shown in

the diagram. Take one part of the rubber band
and put it around the third nail.

3. Pluck the part of the rubber band between the

first two nails and listen.

4. Hold a paper cone with its pin touching one of the nails.

5. Pluck again and listen through the cone.

Describe what you hear.

6. Pull the rubber band tighter between the nails by

moving the third nail further away. Pluck and listen.
Is there any difference between this sound and the sound
you heard before tightening the rubber band?

7. Hold the paper cone with its pin touching the middle of
the band. Pluck the rubber band on one side with your finger.

8. Listen through the cone.

9. Shift the pin further to one side of the band. Pluck again and
listen.
11. Pluck and listen.
12. Describe the changes in the sounds you hear.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 99

 Exercise: A Rubber Band Guitar
1. Copy and complete:
The rubber band made a sound when it was plucked because it was
_________________. When the rubber band was made:-
a.) tighter the sound was higher/lower.
b.) looser the sound was higher/lower.

2. a.) A low sound is caused by a high/low frequency.

b.) A high sound is caused by a high/low frequency.

3. Answer the questions in complete sentences.

a.) What is the purpose of using a paper cane loud speaker?

b.) Draw a labeled diagram to show how you set up the nails and rubber band.

4. Conclusion:

When a rubber band vibrates with high frequency it produces a sound of a high
pitch. If the rubber band vibrates with a low frequency it produces a sound of a
____________ pitch. If a rubber band is _______________, the sound produced is of a
_______________ pitch.

Sound, Matter and Vacuum

Sound can travel. Sound travels through matter. Sound travel at different speed through
solids, liquids and gases. However, sound cannot travel through a vacuum. A vacuum is
an empty space without air.

When sound meets a solid object, some of the sound is reflected and the rest is
absorbed. Materials that absorb the sound “soak it up” and stop it being reflected. In this
lesson we will try to discover how sound travels, how it is absorbed and reflected.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 100

 Activity 1: Can Sound Travel Through Solids?

Materials: Each group should have:

2 tin cans without lids
1 drawing pin or nail
A long piece of string

Method:
1. Tap the desk softly. Notice how loud the sound is. Now press one ear firmly on the
desk. Get another student to tap gently at the other end. What can you hear? Is the
sound louder or softer than the first time? Through what is the sound travelling?

2. Take two tin cans without lids. Make a pinhole in the bottom of each. Take 5 to 10
meters of the string through the holes. The knots to hold the string in place. This is a
toy telephone.

3. Two people hold one tin each and pull the string tight.
Let one person talk softly and the other listen through the tin.
How does sound travel?

4. Take the tins away and speak softly.

Can you hear better with or without the tin?

Exercise: Can Sound Travel Through Solids?

1. Copy and complete:

I tapped the desk softly. The sound from the desk _____________
through the air to my ears. I pressed one ear firmly on the
____________. My friend (name) tapped the other end of the
desk gently. The sound travelled through the ___________ to
my ears. The sound travelling through the desk was
louder/softer than the sound travelling through the air.
When I talked to (who?) on the tin telephone, the sound travelled through the __________
to my friends ears.
2. Answer the questions in complete sentences.
a.) Is air, solid, liquid or gas?
b.) What is your desk made of, solid, liquid or gas?

3. Conclusion:
In this activity we observed that sound can travel faster through ______________ than
through air.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 101

Activity 2: Can Sound Travel Through Liquids?
Materials:
2 spoons
A plastic bucket full of water

Method:
1. Tap the two spoons together in the air. How does the sound travel to you?

2. Now tap them together in the bucket of water. What do you hear?
Through what substance does the sound travel through before it reaches your ears?

3. Put your hand halfway in the bucket of water and flick your fingers.

4. Ask your friend to place his/her ears on the side of the bucket
and listen.
What do you hear?
How does the sound travel to your ear?

5. Exchange and take turns listening.

Exercise: Can Sound Travel Through Liquids?

1. Copy and complete.

We tapped two ___________ in the air. The sound it produced travelled through
_______ to our ears.
We tapped the two spoons together in the plastic bucket of __________. The sound
travelled through __________________ to our ears. Similarly when we flicked our
fingers the sound travelled through ____________ to our ears.

2. Answer the questions in complete sentences.

a.) Can sound travel through liquid?
b.) Draw a diagram to show how sound travel through liquid.
c.) What did you do with the spoons?

3. Conclusion:
When we tapped the two spoons together in the bucket of water, we could/
could not hear the sound. This tells us that sound can travel through ___________.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 102

Activity 3: Absorbing and Reflecting Sound

Materials:
2 paper cups
Tissue papers/ cotton wool
2 hollow cylinder/PVC pipe/stiff cardboard cylinder

Method:
Part- A.
1. Fill your paper cups with cotton wool or tissue papers.

2. Listen to the sound in the classroom.

3. Cover your ears with the cups containing the tissue paper.
Is it easier or harder to hear the sound now?

4. Take the tissue paper out of one cup.

5. Put the cups back over your ears. Ask a

friend to tap the end of each one with a pencil.
Which ear hears the sound more clearly?
What does the soft material do to the sound?

Activity 3: Absorbing and Reflecting Sound

Part -B.
1. Now use the hollow cylinders.
You will need to place it on the table.

2. One student holds one of the hollow cylinders at

an angle almost touching the wall.(As shown in the diagram)

3. Whisper into the hollow cylinder.

4. The second student holds the other end of the cylinder

at a similar angle beside and listens.

5. The students change roles and repeat the activity. What should you hear?
A sound can be reflected off a smooth, hard surface.
A reflected sound is called an echo.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 103

Exercise : Absorbing and Reflecting Sound

1. Copy and complete.

When we held the cups full of _______________ to our ears the sound we heard became
less/more loud.
When (who?) talked into the hollow cylinder, his/her voice was reflected back. The
reflected sound is called an ___________.

2. Answer the questions in complete sentences.

a.) Name some materials/objects found in your home/school which absorbs sounds?
b.) Describe how an echo can be useful to man and animals?(Discuss with your teacher
before answering this question)

3. Conclusion:
In theaters and recording studios they have thick curtains and walls so that sound can
be reflected/absorbed. If you stand and shout in a tunnel or cave, or from a
mountainside, you might hear the sound of your own voice ______________ back. This is an
__________.

Words You Should Know

Vacuum reflected
absorbed
Echo supersonic acoustic

Extra Readings

How fast does sound travel?

Sound travel much faster through solids and liquids than through air. On land, an
explosion at sea often sounds like two booms – sound waves travelling through the
water and air arrive at different times. Sound travels better through solids and liquids
than through air. That’s why American Indians used
to put their ears to the ground to listen for horses.

Underwater sounds

By sending out sound pulses, ships can detect

whether something such as a submarine is below
them in the water and how deep it is. The sound
pulses are reflected back to the ship when they hit
something. This is called sonar. Sound travels four
times as fast in water as in air.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 104

Thunder and Lightning

In a thunderstorm, the lightning flash and the

thunderclap are produced together. Unless you
are very close to the centre of the storm, you
always hear the thunder after you the
lightning. This is because the sound of the
thunder travels much more slowly than the
light of the flash.

Faster than sound

Supersonic means faster than sound. Concorde is a supersonic aeroplane.

The Voice Box and The Ear

Introduction

Sound makes air vibrate. The vibrating air travels from place to place. When the
vibrations reach your ears, your hear the sound. We also produce sound in a similar
way. Our voice can make sounds of different pitches. This takes place in the larynx or
voice box. The voice box contains vocal cords or pieces of muscles which vibrate when
air passes over them. The tightness of the vocal cord can be controlled and that is how
we produce high and low pitched sound.

In this lesson we will be looking at how we produce sound. We will also be discussing
how to take care of our auditory system

Activity 1: The Voice Box

Materials: a chart of intonations
Method:
1. Place your hand below your chin.
(Look at the diagram)

2. Make a high pitch and a low pitch sound.

3. Practice the musical intonations together with the

help of your teacher.

4. Make different animal sounds e.g. pig, dog etc.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 105

 Exercise: The Voice Box

1. Copy and complete:

We felt our ___________ _____________ with our hand. We produce a ___________ and a
__________ pitch sound. We placed our hand under our chin to feel the _____________ from
our voice box.

2. Answer the questions in complete sentences.

a.) Why do girls and boys have different pitch sounds when talking?
b.)What is in your voice box that vibrates to produce sound?
c.) Does the note “Do” have the same pitch as the note “So” in your intonations?
d.) Which notes in your intonations have a high pitch compared to the note “Do”?

3. Conclusion:
a.)We make sound with our voice boxes or ______________.
b.)The vocal cords are ______________________________________.
c.) Vocal cords make sounds by ____________________________.

Activity 2: The Auditory System

Our ear is one of the most delicate and important sense organs in our body. The human
ear or the auditory system is divided into three parts, outer ear, middle ear, inner ear.

The outer ear – is like a cone or funnel. That is part of the ear that can be seen. It
collects the sound and directs it to a tube called the ear canal and then to the ear drum.
The vibrating air makes the ear drum vibrate.

The middle ear – is made up of ear drum and three tiny ear bones called ossicles.
Ossicles send the eardrum vibration to the inner ear.

The inner ear – part of the inner ear is coiled up like a seashell. This is called the
cochlea. It contains tiny hairs which pick up the vibrations from the liquid and pass
them to the auditory nerves. This becomes an electrical signal. The auditory nerves
carry the electrical signals to your brain, and you hear the sound.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 106

 Exercise: The Auditory System
1. Copy and complete.
The outer ear collects the sound and directs it to the __________ __________ which passes
it on to the ____________ ___________. The ear drum vibrates which makes the ___________
vibrates.

2. Answer the questions in complete sentences.

a.) What do the ossicles do?
b.) What do you think might happen to your sense of hearing if you damage any of
these organs in your ear?

3. Conclusion:
a.) Why should we take care of our ear?
b.) Make a list of how we can take care of our ear. (3-4 ways)

CLO3.2.2 Explore the importance of good Energy Management

Energy Saving
In our previous lessons we have learnt concepts of energy, energy sources, uses of
energy and energy that is renewable and non-renewable.
Energy is very important for life, for cooking, heating, security and for doing work.
Without energy, life and movement will not exist. This tells us that it is important that
we use the present energy sources wisely for a better and healthier future.

The law of conservation of energy says that it cannot be created or destroyed. Energy
takes on many forms and energy within a system is constant. [James Joules]
Source: [Link]
Coal, natural gas and crude oil production is likely to increase much beyond today’s
level. Even though large coal resources remain, pollution problems restrict its use. It is
estimated that world coal reserves will last for another 300 years while gas and oil
resources will be depleted within the next 60 to 100 years.

In this lesson we will:

 Identify ways to save energy
 Suggest ways to minimize the use of fossil fuels
 Discuss how non-renewable energy sources contribute towards greenhouse
effect

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 107

 Activity 2 Energy Conservation
Materials: pens & pencils
A. Discuss in your class
i. How can we save energy at home?
ii. How can we save energy at school?
B. Study the chart displayed on the board and use your worksheet to fill in the gaps.
Copy and complete.
CONSERVATION – ENERGY SAVING

1. Turn off the _____________ when you have a room.

2. Turn off the ______________ when no one is watching.
3. Decide what you want, then ________________ the refrigerator door.
4. Hang _____________ to dry, in the sun.
5. Wear warm clothes on ___________________ days.
6. During hot weather open _______________ and __________________ to let the
cool breeze inside.
7. During cold weather close the ________________ and ______________ to keep
the cold out.
8. Turn off dripping ___________ to save water.
9. Walk or ride your __________________ instead of using your car.
10. Open curtains and blinds during the _________________ to use light from
the window.
 You can add more hints on how to save energy at home and school.

Exercise: Energy Saving

1. Copy and complete:
Draw machines the at use fossil fuels or paste pictures beside each title.
Fossil fuels Drawing/ Picture of machine
1. Petrol
2. Diesel fuel
3. Coal
4. Gas

2. Copy and complete:

a) Energy obtained from the sun is _____________ and is known as ______________ energy.
b) Solar energy _____________ forever and is ____________ free. It can be used to
generate heat that makes electricity for lighting and heating.
c) Wind energy powers a _______ ________ which in turn powers a _______ ________ that
draws water from the ground.
d) Water power makes a hydro machine work that generates _______________ for
lighting and makes work easier.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 108

Exercise: Energy Saving

3. Copy the statements and write TRUE or FALSE next to each.

a) Home electricity bill can be less if you keep all your lights on all night.
b) Cooking gas is renewable energy.
c) The more electrical appliances used at home the less energy consumed.
d) Fuels used by machines cause pollution and health risks.
e) Energy eaters at school can use less energy if we maintain them sensibly.

4. Answer all questions with complete sentences.

a) How can we maintain a regular supply of wood?

b) How can we control the misuse of fossil fuels?
c) Why is coal energy not in great use nowadays?
d) Electricity can be generated from water power. What other sources of energy can
generate electricity?
e) Which source of energy is mostly used in your area?
f) How can you save energy when heating water?
g) List some ways to save energy while cooking?
h) Name appliances you use at home that you don’t really need.
i) Why is it wise to save energy at home?

The Greenhouse effect

A non-renewable energy source, such as coal, contributes to Global Warming by
releasing a greenhouse gas into the atmosphere, which traps the Sun's heat, like a
Greenhouse. The Sun's heat can get in, but it has a harder time getting out when there
are too many Greenhouse gases in the atmosphere.

Energy Saving Hints

 Energy can be saved if it’s only being used wisely.
 Wood energy can be plentiful if we keep on planting trees.
 To save energy at home we should turn off electricity when appliances are
not in use
 Environment can be pollution free if usage of fossil fuels is minimized and
other forms of energy which are pollution free are harnessed, like solar
energy, wind energy and water power.
 Being energy wise now will take us to a good and healthy future.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 109

SUBS STRAND 3.3 FORCES

Pressure and Force

Introduction

You may have either read in the newspapers or heard about people who have been
killed or injured when their primus stove blew up, or when their kerosene or benzene
light exploded. Many road accidents have occurred when tires blow up.

In all these things, air is pumped to a high pressure and if not handled carefully they
may explode.

Pressure is the effect of forces at work on solids, liquids and gases. A force is a pull or
push applied to an object. A force cannot be seen, but its effects can be seen. For
example, when we push a trolley along the ground, we are applying a force to the
trolley.

Pressure and force can make things move. It can change the direction and the speed of
an object. In this unit, we will discover the effect of forces and pressure on solids, liquids
and gases thus help us to understand the world around us better.

3.3.1 What is Force?

We live in a world full of motions or movement. Vehicles move; the moon moves
around the earth; the earth moves around the sun; ships rock with waves. Wherever
you look, there is movement.

Activity: Pull, Push and Twist

Materials:
2 pairs of magnet
Jam jar with a lid or any other similar bottle with a lid

Method:
1. Ask someone to close the door. Who pushed the door?
Ask someone to open the door. Who opened the door?

2. Place the North poles of two bar magnets close together. What happens?
Describe it to your teacher. Can you feel the pulling force or the pushing force?

Place the North Pole of one magnet next to the South Pole of the other magnet.
What happens? Describe it to your teacher. Can you feel the pulling force or the
pushing force?

3. Ask someone to open the jam jar lid.

Ask someone else to close it.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 110

 Exercise:
1. Copy and complete
a. _____________ _____________ the door to close it.
b. _____________ ____________ the door to open it.

2. Carefully draw these pictures in your exercise book. Copy and complete
the titles given.

The man is _______________ the car. The boy is ___________________ the boat.
This makes the car move. This makes the boat move.

The man is _______________ the plant.

The boys are _________________ the fishing net.
This makes the plant move.
This makes the net move.

The man is ______________ the screw

______________ ______________the lid to
driver.
open it.
This makes the screwdriver move.
______________ _______________ the lid to close it.

3. Answer the following questions in complete sentences.

a. How can we move a wheelbarrow?
b. What happens in the game “tug of war”?
c. Make a list of activities we can do by pulling, pushing or twisting. Copy and
complete the table below.
Pulling Pushing Twisting

4. Conclusion
Objects can be made to move by _________________, ___________________ or
__________________ them.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 111

3.3.2 Forces at Work
When something is being pushed, pulled or twisted, there is force acting on it. We also
learnt that we had to push, pull or twist things to make them move. In this lesson, we
will watch forces at work. We want to find out how forces work on different shaped
objects. We will also look at what happens when we apply forces to moving object.

Activity 1: Hitting with a Hammer

Materials:
1 small bowl full of plastercine or sand (hammer –bottle)
1 hollow cylinder
1 container of damp sand
1 sharp object
2 wooden cubes of different sizes
Method:
1. Place the hollow cylinder over the cube.
Drop the hammer-bottle onto it.
Remove the hammer-bottle and the hollow cylinder.
Mark the level of the sand on the cube.
Lift the cube out of the sand. Measure the distance in
milliliters from the mark to the bottom of the cube.
This will give you the depth of the hole made in the sand.
Write your results in the table. Draw the shape of the larger cube in the

2. Make the damp sand flat again and put the

smaller cube on it. Drop the hammer-bottle from
the same height. Remove the hammer-bottle and
the hollow cylinder. Mark the level of the sand on the cube.
Lift the cube out of the sand. Measure the distance in
Milliliters from the mark to the bottom of the cube. This will give you the depth
of the hole made in the sand. Write your results in the table. Draw the shape of
the larger cube in the table.

3. Repeat using the sharp object.

Which object makes the deepest hole? Why?

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 112

Exercise: Hitting with a Hammer
1. Copy and complete the result table below.
Object Depth in mm Shape of object
larger cube
smaller cube
sharp object

2. Draw a labeled diagram of your hammer-bottle to show it falling on the object.

3. Why is it important to drop the hammer-bottle each time from the same height?

4. Copy and complete.

We put some hard objects on damp ___________. We dropped the hammer-bottle

onto each of them. Each object made a _____________ in the sand. The deepest hole
was made by the _______________ object.
The ______________ hole was made by the larger of the two blunt objects.

5. Conclusion:
From this lesson we learn that the force was more spread on the ______________
object. There was more pressure on the ___________________ object so it went deeper.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 113

Activity 2 : Blunt or Sharp

Read and Discuss

In lesson 1 we began by thinking about forces and discovered that a force is
present whenever an object is pulled, pushed or hit. In the last activity you dropped
your hammer-bottle to apply force on an object.
When you looked at the holes made by the different objects, you found that the
same force (dropping the hammer-bottle from the same height), could make holes
of different depths.
The depths of the holes depended on how sharp or blunt the object was on which
the force was working. The sharp object went deeper into the sand because all the
force was working on a very small area.
If you have to walk over something soft, what sort of shoes would you wear? The
modern city girl with her narrow high-heeled shoes would have a lot of problems
walking in sand or mud. Why? People who
have to walk in snow wear snow-shoes which have wide frames tied to their shoes.

Snow-shoe

Goat
Elephant Bullock

Elephant and camels have very wide feet but goats have very narrow ones. Can you
find out why?

Can you think of examples of sharp or blunt objects being used to increase or
reduce pressure?

As Surface Area increases (becomes larger, the pressure decreases and

force is spread out.

As Surface Area decreases (becomes smaller) the pressure increases, and

the force is not spread out.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 114

 Exercise: Blunt or Sharp
1. Copy and complete.
A force is present when an object is _____________________, ___________________ or
_______________.

2. Write down three places where you used forces today.

3. Copy and complete the table by listing as many objects as you can in each
column.
Blunt Sharp

4. Why do large trucks have so many wheels?

Activity 3: Forces and Motion

In this activity we are going to find out the things that forces can do to objects at
rest
(i.e. not moving) and those which are moving.

Materials:
Drinking straw or paper tube
Ping pong ball
Flat surface

Method:
1. Blow through the straw at the ball. Practice until you are good at getting the ball
to move. Your breath pushes the ball. The direction of the straw on paper tube
gives the direction of the force.

2. Now try blowing at the ball from different directions and observe the effect of
the force on the ball. The movement is shown with an arrow like this
a). Blow on the ball when it is at rest (i.e. not moving)

Blow (ball at rest –not moving)

Force

b). While the ball is moving blow at it from the opposite direction.
Blow

(no force)
Movement

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 115

c). Watch the ball moving. Do not blow at it.

No force

Movement
Movement
Blow
w
d. While the ball is moving, blow at it in the direction of movement.

Blow force movement

e). While the ball is moving, blow at it from a direction which is at right angle to the
moving ball.

Movement

Force

Blow

Exercise: Forces and Motion

1. What type of force is the ball getting?

2. Copy the diagrams 2 (a) to (e) as given in the method, down the left side of your
page and beside each, write what happened to the ball while the force was acting( i.e.
when you blew at it.)

3. Conclusion: Complete the sentences by filling in the correct words from the word
list given.

Word List: faster change move slower stop

A force can make something ______________, or can ___________________ it moving. It can

make it move _________________ or _______________. If something is already moving a force
can make it ________________ its direction.

Words You Should Know

blunt sharp pressure motion

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 116

3.3.3 Friction
Friction is a force between two surfaces that are sliding, or trying to slide, across each
other. It is a force that opposes motion. Friction always slows a moving object down. Air
resistance is a type of friction.
Example:

Advantages of friction

( Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 117

Useful friction
Friction can be a useful force because it prevents our shoes slipping on the pavement
when we walk and stops car tires skidding on the road.
When you walk, friction is caused between the tread on shoes and the ground. This
friction acts to grip the ground and prevent sliding.

Sole of shoes

Ice causes very little friction, which is why it is easy to slip over on an icy day. However
this is a good thing for ice skating and sledging.

Reducing friction
Sometimes we want to reduce friction. For example, we use oil to reduce the friction
between the moving parts inside a car engine. The oil holds the surfaces apart, and can
flow between them. The reduced friction means there is less wear on the car's moving
parts, and less heat produced.

Some shapes, known as streamlined shapes, cause less air resistance than others.
Airplanes and cars are streamlined, so that they move through the air as easily as
possible.

(Source: [Link] › Home › Science › Physical processes)

Activity: Friction

1. Rub your hands together! What happens?

The heat you feel is friction. Try faster and slow.
What happens?

2. When you pull the brakes on your bicycle,

the brake pressing against the tyre and
the tyre rubbing against the road is friction.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 118

Can the Pressure Change?
Pressure in Liquids

Liquid Pressure can be caused by gravity, acceleration or forces in enclosed

containers.

Pressure increases as water gets deeper. It is important for divers to be aware that
too much pressure can harm their bodies. A diver cannot go past a certain depth
unless he or she wears a special suit for his or her protection. Even divers in special
suits have to be careful when coming back to the surface. It is not just the pressure
that is harmful, but the change in pressure when moving from one depth to another.
Coming up quickly from deep down in water to the surface can cause bubbles of air
to be formed in the blood. Divers must move very slowly so that the pressure
changes gradually.

Pressure can cause problems to engineers also. When building the wall for a dam,
they must think about where the pressure will be greatest. The wall is often made
thicker at the bottom so that it is stronger there and will not break because of the
force from all the water. If there is a dam or reservoir near your home, take look at
its wall and see if it is of the same thickness at the top as it is at the bottom. The wall
of the Monasavu Dam is thicker at the bottom.

Activity 1: What Happens to Pressure as We Go deeper?

Your teacher will show you a plastic bottle filled with water. It has holes in the
side at two different levels. Watch carefully as the holes are opened.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 119

Exercise : What Happens to Pressure as We Go deeper?

1. a.) Draw a diagram of the water bottle with the holes open.
b.) Draw lines to show how the water came out of each hole.

2. Copy and complete.

When the holes of the water bottle were opened, the water flowed out (squirted)
to reach ________________ distances. Water from the top hole was falling further/
closer than water from the bottom hole. This was because there was
__________________ water pressure at the bottom. The greater the depth of water the
_____________________ is the pressure.

3. Answer questions in complete sentences.

a.) Why shouldn’t divers move up to the surface of the water after a deep dive?
b.) Why do engineers build thick walls at the bottom of the dam?
4. Conclusion:
Pressure increases as
___________________________________________________________________________
______________________________________________________________________________________________
but it _____________________as water gets shallower.

Activity 2: A Water Fountain

Your teacher will set up the apparatus as shown in the diagram.
Observe carefully what happens when the flask is inverted
over the coloured water.

Why does the coloured water flow up the tube?

NB: Pressure is a measurement of Force per unit Area (P=F/A),

where P=Pressure, F=Force and A=Area.

Liquid Pressure can be caused by gravity, acceleration or forces in

enclosed container.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 120

Exercise: A Water Fountain
1. Copy and complete.
Our teacher boiled some water in a ______________________. As the steam rose, it
pushed the ________________ out of the flask. When the flask was turned upside down
in a beaker of _______________ we saw ______________________________________. The pressure
inside the flask was _______________ because most of the air had been driven out. The
pressure of the ______________
on the coloured water forced the coloured water up the tube.

2. Answer the questions in complete sentences.

a.) What happened to the coloured water in the beaker?
b.) Why does the coloured water flow up the tube?

3. Conclusion:
As the steam condenses, a particular __________________ is created which allowed the
________________ ___________________ to space _________________ force the liquid up the tube.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 121

Activity 3: Exploring Under Water

Materials:
1 U-tube of coloured water
1 funnel
1 plastic bag
1 large wide jar or tin can
Piece of string

Method:
1. Write the activity heading and draw a result
table as shown in the Exercise.

2. Blend each of the U-tube over and squeeze the

tubing on one side, then on the other.
What happens to the coloured liquid?
Tie the plastic bag very tightly around the
Funnel with a string.

3. Attach the funnel to one end of the U-tube.

Observe the position of the coloured liquid.
Put the funnel into the jar to water, at the top, at the
middle and at the bottom of the water.
When does the coloured liquid shift the most?
Write down the number of scale divisions the liquid moves up.

4. In which directions does water press on things?

Find out by holding the funnel in the water at
Different angles at the same depth. Observe
the liquid in the U-tube.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 122

Exercise: Exploring Under Water

1. Copy and complete the table.

Where the funnel was held Number of scale divisions the liquid moved
At the top of the water
In the middle
At the bottom
Facing up
Facing down
Facing right
Facing left

2. Copy and complete by filling in the blanks.

We used a tube of letter _______________. It contained __________________ ____________________.

When we squeezed the tubing on one side, the liquid _______________ _________________
______________.When we squeezed equally on both sides, the liquid _________________
________________ _______________.

To explore under water we joined a ________________ to one side of the U-tube. The funnel
had a plastic bag over it to allow water ________________ to be measured.

Water presses less in ________________ places but it presses _______________ in deep places.

As we go deeper water pressure _________________.

When we turned the funnel in different directions we found the level of liquid in the U-
tube _____________ ____________ ____________. This shows that pressure at a particular point
acts in ___________ directions.

3. Answer questions in complete sentences.

a.) When does the coloured liquid shift the most?

b.) In which direction does water press on things?

4. Conclusion.
A _____________ _________________ is used to measure pressure.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 123

 Activity 4: What is a Siphon?

Place a jar of water on your bench.

Place an empty jar on the floor.
The problem you have to solve now is how to get the water from the
jar on the bench into the one on the floor, without lifting the jar from
the bench. You may use plastic or rubber tubing but you may not lift the jar from
the bench.

Exercise: What is a Siphon?

1. Copy and complete.

We placed a jar of ________________ on one bench and another _______________ jar

on the floor.

We tried to find a way of getting the water from the jar on the bench to the
_______________ on the _________________. We used a _________________
__________________ to get the water from one jar to another jar without lifting
the _________________ from the bench.

2. Answer the questions in complete sentences.

a.) What did you use to get water from one jar to another?
b.) Did the water flow upwards or downwards?

3. Conclusion.
Water first moved downwards/upwards before it came out of the top jar. This
was possible because pressure acting down on the surface of the water in the
top jar was higher/lower than the pressure on water at the lower end of the
tube.
4.3.5 Air Pressure

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 124

Air Pressure
Gases, like solids and liquids can
cause pressure. Air from the
atmosphere is all around us, and
it reaches up many kilometers
above us. Living in this
atmosphere is like being at the
bottom of the ocean but with air
all around us instead of water.

Just as water pressure increases

with depth, so does air pressure.
Thus at the bottom of this ‘air
ocean’ we feel the greatest
pressure. As we go higher into the
atmosphere, the pressure gets
less and less. The reason for this
is that the higher we go, the less air there is. And less air means less pressure.

The temperature at which water boils depends upon air pressure. At the sea level, water
boils at a temperature of 1000 C, but as we go higher up, the air pressure becomes lower
and water starts to boil at a lower temperature. For this reason, the people of Quito, a
city high up in the Andes Mountains of South America, find that it takes a long time to
cook food.

Mountain climbers have to overcome the low pressure problems too. Sometimes they
have to take extra oxygen with them to make up for the lack of air. The low pressure
also makes their ears feel uncomfortable. If you have ever flown in an aeroplanes you
will have noticed this as the plane was going up or coming down. The change in
pressure causes pain in your ears. Aeroplanes which fly very high have cabins which are
pressurized. This means that they
are kept at the same (ground level)
pressure all the time, and this is
always a pressure that people find
comfortable.

Space-crafts fly even higher than

aeroplanes, and they go beyond the
atmosphere where there is no air
pressure at all. Astronauts wear
special suits which are pressurized.
This means their bodies are protected
from the bad effects of having no
pressure around them. Astronauts wear special suits which are pressurized

(Source: [Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 125

The strength of air pressure can only be felt in planes in places where there is less or no
pressure pushing back. In our water fountain, we forced air out of the flask and then the
air pressure forced the water up. If we had left the air inside, it would have pushed back
and the water would not have moved.

In our bodies, blood and other liquids push outwards and the air pushes inwards. There
is also air inside some parts of the body which can push outwards too. The pushing out
is equal to the ‘pushing in’ of air.

Air pressure can be put to work in

many ways. Straws, syringes, pumps
and even weather depend on
difference in air pressure. You may
have seen a suction cup used for
holding things onto the wall, a suction
plunger used by a plumber, or the
suckers on the arms of an octopus.

When a suction cup is pushed onto a smooth surface, most of the air from inside of it is
pushed out. Thus the pressure of air pushing from inside the suction cup is much less
than the pressure from outside. This holds the cup in place making it appear that the
cup is ‘sucking’ onto the wall. Flies and lizards make use of suction pads on their feet to
walk upside down on a ceiling. An octopus also has suction cups on its arms. The suction
cups are used for holding firmly onto the rocks as well as for gripping its prey.

The ocean of air around us is certainly useful. Not only does it give us the gases we need
to breathe, but its pressure is important to us too.

Gases, like solids and liquids can cause pressure. Air from the atmosphere is all around
us, and it reaches up many kilometers above us. Living in this atmosphere is like being
at the bottom of the ocean but with air all around us instead of water.

Just as water pressure increases with depth, so does air pressure. Thus at the bottom of
this ‘air ocean’ we feel the greatest pressure. As we go higher into the atmosphere, the
pressure gets less and less. The reason for this is that the higher we go, the less air there
is. And less air means less pressure.

The temperature at which water boils depends upon air pressure. At the sea level, water
boils at a temperature of 1000 C, but as we go higher up, the air pressure becomes lower
and water starts to boil at a lower temperature. For this reason, the people of Quito, a city high
up in the Andes Mountains of South America, find that it takes a long time to cook food.

Mountain climbers have to overcome the low pressure problems too. Sometimes they
have to take extra oxygen with them to make up for the lack of air. The low pressure
also makes their ears feel uncomfortable. If you have ever flown in an aeroplane you
will have noticed this as the plane was going up or coming down. The change in
pressure causes pain in your ears. Aeroplanes which fly very high have cabins which
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 126
are pressurized. This means that they are kept at the same (ground level) pressure all
the time, and this is always a pressure that people find comfortable. Space-crafts fly
even higher than aeroplanes, and they go beyond the atmosphere where there is no air
pressure at all. Astronauts wear special suits which are pressurized. This means their
bodies are protected from the bad effects of having no pressure around them.

The strength of air pressure can only be felt in planes in places where there is less or no
pressure pushing back. In our water fountain, we forced air out of the flask and then the
air pressure forced the water up. If we
had left the air inside, it would have
pushed back and the water would not
have moved.

In our bodies, blood and other liquids

push outwards and the air pushes
inwards. There is also air inside some
parts of the body which can push
outwards too. The pushing out is equal
to the ‘pushing in’ of air.

Air pressure can be put to work in many ways. Straws, syringes, pumps and even
weather depend on difference in air pressure. You may have seen a suction cup used for
holding things onto the wall, a suction plunger used by a plumber, or the suckers on the
arms of an octopus.

When a suction cup is pushed onto a smooth surface, most of the air from inside of it is
pushed out. Thus the pressure of air pushing from inside the suction cup is much less
than the pressure from outside. This holds the cup in place making it appear that the
cup is ‘sucking’ onto the wall. Flies and lizards make use of suction pads on their feet to
walk upside down on a ceiling. An octopus also has suction cups on its arms. The suction
cups are used for holding firmly onto the rocks as well as for gripping its prey.

The ocean of air around us is certainly useful. Not only does it give us the gases we need
to breathe, but its pressure is important to us too.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 127

Exercise: Air Pressure

1. Copy and complete.

As we go higher in the atmosphere, the pressure gets _______________ since there is

__________ air. Because of this, aeroplanes have cabins which are kept at ground-
level(atmospheric) __________________. Astronauts wear special suits which are
_________________________________.

2. Answer the questions in complete sentences.

a.) How do astronauts overcome the problem of no oxygen in outer space?

b.) At which places can you feel the strength of air pressure?
c.) What happens to air when we go higher and higher into air?

3. Conclusion.
In this reading we have found out that ___________________ changes with height and that
the outer space is a “vacuum”.

Words You Should Know

Air pressure atmosphere

Pressurized astronauts

Vacuum atmospheric pressure

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 128

 Compressing and Expanding Air
Compressed air has many uses. You may have heard of or see people using a very
noisy machine called a pneumatic drill. It uses very strong force of compressed air to
dig holes in hard surfaces. Other gases can be compressed and made to behave like
compressed air.

Some examples of
compressed gases used in
houses are aerosol cans
such as mosquito sprays,
and compressed air in
primus stoves and benzene
lamps. Aerosol cans carry
warnings which say they
must be kept in cool places. Examples of aerosol cans Example of warning on
Aerosol cans
If the can heats up the gas, pressure can increase greatly causing an explosion.
Flying pieces of material from the can could hurt people.

Primus stoves, pressure lamps and benzene irons have fuel tanks in which air is
pumped to a high pressure. This forces the fuel through a small hole so that the fuel
can burn. A blocked hole and heat can cause the pressure to increase a lot, causing
the stove or the lamp to blow up. In order to prevent primus stoves from blowing up,
their holes should be cleaned regularly.

Primus stove
Motorists have to be careful when putting air in the tyres of their cars. The tyre
pressure must not go beyond a certain amount otherwise the tyre could explode and
hurt people. Cylinders used for supplying gas to gas stoves or welding plants
(machines) also need to be handled with care. They have to be stored in cool places
away from the sunlight.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 129

Exercise: Compressing and Expanding Air
1. Copy and complete.
In the right hand column make safety rules for using each of the objects on the left.
Objects Safety rules for using them
Spray cans
Primus stoves
Car tyres
Gas bottles

2. Answer the questions in complete sentences.

a.) Compressed air is also kept in cans like mosquito sprays, hair sprays, etc. what will
happen if you placed the can somewhere very hot?
b.) Why should motorists be careful when putting air in the motor car tyres?

3. Conclusion

It is important to be aware of the safety precautions when using substance

under _______________.

Words You Should Know

Compress plunger
Compressed air primus
Compression pumping
Empty syringe
Explode vacuum

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 130

CAREER

(source: (source: (source:

[Link] [Link] [Link]
search?q) m/search?q) m/search)

Electrician Electronics engineer Computer engineer

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 131

STRAND 4 - EARTH AND BEYOND

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 132

 STRAND 4 EARTH AND BEYOND

HULLO!!! Welcome to Earth And Beyond!!! I hope that

you will enjoy studying everything about Earth and the mysteries
of what is beyond it!!
At the end of this main topic/Strand you should be able to:
Demonstrate and recognize that the Earth, Solar System and the
Universe are changing systems and explain the relationship
between these systems!!

Your two sub topics/sub strands to study are:

4.1The Earth and Our Solar System
4.2 Our Changing Earth
At the end of these two sub topics/sub strands you should be able
to achieve the Content Learning Outcomes that are set for you to
achieve which are mentioned in the respective units.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 133

Sub strand: 4.1 The Earth And Our Solar System
Content Learning Outcome 1: Investigate and gather
information on the planets in our Solar System and describe
why Earth is able to support life.
Introduction
When we gaze up at the stars at night we wonder what it is like out there. Where
the stars are is a place beyond where we live. The universe is a great empty
space which consists of the Solar System, the galaxies, the sun the moon and
everything that is in it. Earth is where we live in, it is part of the solar system.
The Solar System consists of the Sun the planets and many other objects around
it. Earth is the only planet that is known to harbour life.

EARTH
Source: Google Earth

WHAT IS THE SOLAR SYSTEM?

The Solar System is a very great space that consists of the Sun, planets, the
moons, comets, asteroids, minor planets, dust and gas. The most significant
element of the Solar System is the Sun. Everything in the Solar System orbits or
revolves around the Sun. The Sun contains 98% of all material in the Solar
System. The larger an object the larger its gravity is. The Sun is so large so its
gravity is so huge that it attracts all other objects in the solar system towards it. At the
same time these objects tries to fly away so they are trapped half way in between. This
is the reason why they orbit or revolve around the Sun. They are balanced between
flying towards the Sun and escaping into space, they spend eternity orbiting around it.
The planets are some of these objects and they are ball like shapes that contains gases,
minerals, liquid, ice and rocks.
([Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 134

The Planets

Before, it used to be known that there were nine planets in our Solar System. But
according to the latest study or discovery Astronomers decided that the smallest
planet, Pluto, is too ‘dwarf’ to be called as a planet. There are now 8 large planets of in
the Solar System. The planets as shown above are in order according to their position
from the Sun.
The inner four planets are called Terrestrial planets–Mercury, Venus, Earth, Mars
because all their surfaces are all rocky.
The outer planets Jupiter, Saturn, Uranus and Neptune are called ‘Jovian Planets’
meaning Jupiter like. They are all huge compared to the Terrestrial planets and they are
gaseous. They contain mostly Hydrogen and Helium gas. They are also called ‘Gas
Giants’ but Uranus and Neptune have more ice than gas.

ACTIVITY FOR YOU

A. In one or two sentences, write your own definition of the Solar System.
_____________________________________________________________________________________________
_____________________________________________________________________________________________

B. Initially there were nine planets in the Solar System. Now there are only eight.
Explain the reason for this.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
C. List down the 8 planets: ______________________________ _________________________
____________________ _____________________ _____________ ____________________

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 135

 ______________________________ _________________________________

D. Group the planets into their two groups and name each group .Write down the reason
why the planets are classified as such.
__________________________ _____________________________
__________________________ _____________________________
__________________________ ______________________________
___________________________ _______________________________
___________________________ ________________________________

Explain: ________________________________________________________________________________

The Characteristics of the Planets

Each of the planets has very unique and incredible features that distinguish them from
all other planets. There are so many features that explain every planet and the following
are some:
Mercury is the smallest place. Its surface temperature is
about [Link] is a dry, barren planet.

Venus is the brightest planet in the sky. Its surface

temperature is [Link] atmosphere in Venus is mostly of
carbon dioxide. There are also liquid, water and oxygen.

Earth is the only planet that has living things. It is mostly

made up of Oxygen and Nitrogen. The Earth is a rocky
planet. Temperature range as high as 7000C to 870C.

Mars is similar to Earth. Its atmosphere is made up of

clouds and ice caps. It contains only a small amount of
oxygen.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 136

 Jupiter is the largest planet. Its temperature can be as
high as 30,000. It is made up of gas, liquid, Hydrogen and
Helium

Saturn has a hot, solid inner core of iron and rocky

material. Its temperature averages about 178C. Seven
rings circle around it and they consist of ice particles.

Uranus does not have an internal source of heat. It has

11rings surrounding it. The rings consists of chunks of
unknown material.

Neptune is also the smallest planet. It is a solid planet that

is mostly made up of rocky material and ice. Its
temperature is 228V

The planets have other special feature that describes its appearances, their positions,
the number of moons, distances from the Sun and the year length/day length of orbit
around the Sun.
Source:([Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 137

 ACTIVITY FOR YOU......Lets Find Out!!!
In your groups, research on topic Characteristics of planets, focussing on the features
stated in the table below. Fill up the table below with the information you collected and
present the findings to your class.
Name of planet Gas/ Appearance Position Number Distance Year Day
Terrestrial of the of from the length length
planet colour planets Sun
moons

Mercury
VENUS
EARTH
MARS
JUPITER
SATURN
URANUS
NEPTUNE
How does each planet orbit in relation to the sun?
All the planets in the Solar System move in circular motion around the Sun. We say they
are in orbit around it. The sun is so huge and strong that its force of gravity makes it
impossible for the planets and other bodies in the Solar System to be further away. The
pull of the sun is so strong that it keeps the planets together around it in a nearly
circular motion. If there was no sun, the planets would have travelled in straight lines.
The distance of each planet from the sun and the time it takes to orbit around it is
dependent on the weight of each planet.
For Example
i.) Mercury-has a mass of 3.30 x10. It takes 88.0 Earth days to orbit around the
sun. Thus the speed in which it takes to travel is shorter.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 138

ii.) Earth – has a mass [Link] takes 365.4 days or 1 and a quarter year to orbit
the sun. On the fourth year on Earth is 366 days because the quarterly cycle of
each year is rounded up thus we call the fourth year a Leap Year!!!!
2012 IS A LEAP YEAR...AFTER 4 YEARS ....2016 IS ANOTHER LEAP
YEAR.....2020 IS ANOTHER
This is revealed in the month of February, on every Leap Year there are 29 days,
whereas in other years the month of February is only 28 days!!

Activity For You...

A. Illustration
Sketch a drawing of the planets in orbit motion around the Sun using your colour
pencils.

(Source: Mrs. Newa Wati Cabealawa)

B. Group Work. Model Set Up!!
In your groups set up a model of the planets in orbit around the sun. You can use some
recycled /discarded items like copper wires, rubber balls etc.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 139

Topic: Planetary Motion Around The Sun

Aim: To demonstrate how each planet orbits in relation to the sun.

Materials: copper wires,1 big rubber ball,8 small rubber balls(different colours)
or painted paper balls.

Method: Make two holes on each side of the rubber balls. Insert the balls
through each wire. Make holes again on the big yellow rubber ball and insert the
wired balls on it putting the closest planet ball first.

Result: Make a sketch of your model and write down a sentence about your
arrangement.

Conclusion: Write down what you can conclude from the way the planets are
arranged.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 140

4.1 CONTENT LEARNING OUTCOME 2: Investigate and compose work
gathered on the design of the Solar System.

APPRECIATING THE DESIGN OF OUR SOLAR SYSTEM

Introduction
The design of our solar system is very unique as compared to other systems in
the [Link] formation of the solar system astronauts and scientists believed
, are the occurences of cloud and dust formation that took place billions of years
ago forming the sun ,the planets moons,asteroids and other planetry
[Link] believed that all these are natural formations that had been there
since before [Link] Sun and the main planets that make up the solar system
become a unique knowledge for people as the appreciation of their importance is
observed in our daily lives.
The Sun
The Sun has a powerful bright golden [Link] is very unique and nothing on this earth
can be compared to that of the sun-its brightness and the temperature it [Link] Sun
plays a very important role in our lives [Link] is the source of light during the day
and it is the the major source of light and [Link] that gives out light and heat
is powered from the Sun through heat energy and solar light [Link] is our natural
gift!!

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 141

The other Planets
The other major planets’ physical appearance too is so very [Link] arrangment in
the solar system is such that they are controlled by the force of gravity of the [Link]
planet is so beautiful and the colour of each is determined by what they are made up
of,how their surfaces or atmosphere reflect and absorb [Link] the element
composition that they [Link] example,JUPITER.

Jupiter is composed of 90
percent Hydrogen, 10 percent
Helium, water droplets, ice
crystals, ammonia crystals.
Clouds of these elements
create shades of white,
orange, brown and red
making it its beautiful
appearance!

DID YOU KNOW????

All the planets except Earth were named after the Roman gods and goddess by ancient
Romans thousands of years ago!!Jupiter,Saturn,Mars and Venus and Mercury were
given their names when Romans could see the sky without a [Link] other
planets were named after when the telescope was invented..

Mercury-goddess of travel, Venus-goddess of love,

Mars-goddess of war, Jupiter-the most supreme
goddess, Saturn-goddess of farming, Uranus-
goddess of the sky, Neptune-goddess of the sea.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 142

 ACTIVITY FOR YOU
A. ACTIVITY 1 ACT PLAY
In your groups characterize the planets !! Each member to dress up in a costume
that best suits each [Link] or she can say out to the class 3 interesting things
that he or she likes about it.

Hello!! My name is planet Venus. I am super

ordinary, named after the Roman goddess of
love and beauty!!I am the second planet from
the sun but am the hottest because...

B. ACTIVITY 2 PAINTING
An individual task,Children draw and paint their favourite planets or the solar sytem

(Source: Mrs Newa Wati Cabealawa)

C. ACTIVITY 3 MAKING MODELS
In your groups choose a planet that is of common interest and make a [Link]
planets must be differ in other groups,Once the planet models are done,hang them up
together to design the model of the solar system!!

(Source: Mrs Newa Wati Cabealawa)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 143

 (Source: Mrs Newa Wati Cabealawa)
CONCLUDING ACTIVITY
In your own words, write a short paragragh on what you have learnt about the Solar
System.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 144

4.1 CONTENT LEARNING OUTCOME 3
INVESTIGATING THE COMPONENTS OF WEATHER AND EXPLAIN HOW
THEY CONTRIBUTE TOWARDS CHANGES IN WEATHER PATTERNS!

INTRODUCTION- WHAT IS WEATHER?

What is the weather today? Is it windy and raining? Is it warm and sunny?
Knowing what the weather is each morming may help you decide what to wear
to school or whether you will play outside or not!!sometimes we even have
dangerous weather conditions like natural disasters such as hurricanes, flood,
tsunamis etc.
We have weather here on planet Earth because the air,water and energy in our
atmosphere interact in many ways. Energy from the sun is linked to the many pieces of
weather. You have studied that the sun heats the earth, but do you know that it is the
differences in the temperature of air that causes wind to form!and the sun fuels up the
water cycle too bringing us rain and snow. Heat from the sun is needed to for water to
evaporate and the air must cool for water to condense. These are just are few example
of how the sun fuels up our weather.
Scientists have studied that weather is the condition of the atmosphere over a certain
place in a short period of time. Weather is always changing and is different in places
around a country,region and around the world. It may be warm and sunny in one place
and cold in another. For example it may be warm and sunny in Suva but it may be
raining and cold in Nadi during the same week.

A calm and sunny day A raining and windy day

(Source: Mrs Newa Wati Cabealawa)
Are two examples of the different kinds of weather that we have.
Importance of Weather To People
First of all,weather is a natural ocurance ,something that we cannot live without!The
sunshine,the rain and the wind is part of our life evryday. Also it cannot be
compromised over anything else on earth.
Weather is very important to people because it determines the kind of acitivities that
we do. It determines the type of clothing that we may wear and the also the type of
places that we wish to travel to. For example, you may want to wear your cardigan on a
very cold day and you would wear light clothes on a hot sunny day. On a bright sunny
day we may choose to go out for a picnic but on a raining day we might choose to stay
indoors or go for a rain bath or fly kites on a windy day. Last week your family may have
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 145
planned to go to the Western side but due to the heavy downpour, your dad decided to
cancel the trip.
Our earth consists of living things, mankind, plants and animals that are
interdependent on one another which are also dependent on the occurances of the
different weather patterns that nature has to offer.
i. The raining weather is very important to people and other living things because rain is
the water source that every living things use in order to live. Rain fills up water in the
rivers, lakes and seas,where it is the home of fishes and other aquatic creatures that is
part of our food chain. Rain makes minerals soluble in soils for plants to absorb and for
which we get our food from. Rain is the basic source of water for mankind, which is a
necessity for life.

Rain adding up to the sea which we get our food from. Rain giving life to plants where most of our food is
stored.

ii. The sunny weather is important to us because the sunligt is the main source of light
and energy. During the sunny weather people get complete brightness and are able to
do and move about without the assistance of artificial light. Also the sunlight grants
people the opportunity to work outside like planting,swimming,drying clothes,fishing
etc. The heat of the sun’s rays during the day kills micro organisms in clothes and
bedding. Also the heat of the sun makes it possible for our body to be warmed up when
its very cold and also kills the bacteria on it. The heat is very important to our internal
organs as well.
Futhermore, we need oxygen to breathe and this can only be supplied by the plants
around us. The plants receives sunlight from the sun which is a great component of the
photosynthesis process in order for plants to breathe out the oxygen that we need to
live. The natural water cycle is powered by the sun’s rays and the heat of the sun also
causing the rise and fall of a day’s temperature.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 146

Sunlight is important to people and plays the major role of natural processes.
iii. The windy weather is very important because it helps in moving the air which is
around so that there can be constant flow of oxygen, plants need the wind for
pollination, and it is also important for moving weather to different regions. On a windy
day, wet clothes are dried up easily, children enjoy flying kites etc. The sailors on the
yachts need the wind to move them forward on the sea.
The wind, people use to generate energy to generate electricity instead of fossil fuels
which are harmful to the environment. Wind energy is pollution free and does not cost a
lot of money.

Wind Mill at Sigatoka Highland that is used to generate electricity.

ACTIVITY FOR YOU

IMPROMPTU SPEECH!!!!!

Make a presentation to the class of not more than 3 mins with visual aid -
drawings/pictures/captions to explain how Weather is important to you.
Components of Weather and how they contribute to weather patterns
Have we ever wondered what makes up weather? Some components of weather or
parts of weather are temperature,precipitation, humudity atmospheric pressure
and wind. These elements work together to make weather happen.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 147

Temperature- the temperature of our climate depends on where we are on Earth. It is
always warmer at the equator and cooler at the North and South Poles because the sun’s
rays hit the equator more directly. Temperature controls this other elements of weather
such as precipitation,humidity,clouds and atmospheric pressure. It is a very important
factor in determing weather. The differences in temperature cause wind to form. Wind
is another part of weather, it is the movement of air masses from high pressure areas to
low pressure areas. It moves other components such as clouds and precipitation.
The following example shows how the wind flows in the Northern Hemisphere...in the
Southern Hemisphere, the wind flows in the opposite direction around high and low
pressure areas

.
(source: Google)

This diverting force is called the Corrollis effect.

Places that are near the ocean are often very windy because the temperature of the air
above the ocean is colder than the air over the land. These places experience sea breeze
everyday because there are always differences in temperature between the land and the
sea. This is because land heats and cools much faster than the water in the ocean does.
Another component of weather is precipitation. Precipitation is the water that fall from
clouds in the form of rain,snow,hail and sleet. It is the product of any condensation
process. The temperature affects what type of precipitation will it be.

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Precipitation cycle as seen in the water cycle:

Humudity is the level of water in the air, the more the water vapour in the air,the
higher the humudity. If the humudity level is more than the amount of water air can
hold,condensation occurs forming dew if its warm or frost if its cold. Humudity varies
with [Link] warmer the air the more it will hold the moisture.
Air Pressure/atmospheric pressure is the weight of the [Link] air is heavier and
sinks to the ground while warm air rises. When air moves it produces wind. Air movess
from high pressure area to places where there is not so dense. Pressure is shown on a
weather map,with lines on the map called isobars. In other words, isobars are lines on a
weather map joining places of equal atmospheric pressure.

Fig.1.1 The isobars are labelled with the atmospheric pressure,972,992 and 1008. At these
various points metereologists will be able to know the temperature that is expected, cold,
warm, occluded front-when the cold front overtakes the warm front..this is how a cyclone
can begin to form.

Main causes of weather

The major cause of weather is the Sun. The sun heats up the atmosphere thus resulting
in the different weather processes such as wind,precipitation,cloud etc. The atmosphere
becomes the giant heat agent conitinuously being driven by the sun!

In other words, the Sun provides the energy that drives Earth’s weather. The Sun heats
the air in various parts of Earth’s atmosphere by different amounts. Masses of warm
and cold air then move from place to place, creating winds. Winds bring sunny, wet, or
stormy conditions. People find out the type of weather to expect in a forecast.

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Interpreting Weather Observations and Information on Weather
Maps
FORECASTS-A weather forecast is a prediction of weather conditions over a particular
area, either for a few days (called a short-range forecast), or for several weeks (called a
long-range forecast). The people who study the weather and make weather forecasts
are called meteorologists.
WHY DO WE NEED WEATHER FORECASTS? - Weather forecasts help people to plan—
what to wear, when to travel, or which products to stock in supermarkets. Forecasts are
especially important for farmers, builders, sailors, and anyone else who works outdoors.
Sometimes an accurate forecast may mean the difference between life and death.

HOW DO EXPERTS PREDICT THE WEATHER?-Meteorologists receive information

about air temperature, wind speed, clouds and rainfall from over 50,000 weather
stations worldwide—on land and on ships and buoys at sea. The data is fed into huge
computers that produce charts and forecasts. These are used, with satellite images, to
predict the weather.

HOW DO WEATHER SATELLITES WORK?

Weather satellites carry two types of sensors. An imager takes photographs of

movements in Earth’s atmosphere. A sounder reads the temperature of the air and
clouds.

The Metereologists work at the weather stations where they use special instruments to
detect weather and in which weather data or information from the satellites is
recorded.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 150

Some very important instruments used in a weather station are
shown below.

Hygrometers are special thermometers that measure humidity by calculating the

amount of water vapour in the air.
Rain gauges are containers that collect and measure rainfall or any other form of
precipitation. Levels of rainfall are measured in millimeters (mm).

Barometers are used to measure atmospheric pressure. They may be either mercury or
aneroid (vacuum) barometers. Often they are attached to a pen that charts movements
in pressure on a piece of paper. The resulting chart is called a barograph.

(source:Google )
Sunshine recorders are used to measure sunshine. The sun's rays are focused through
a magnifying glass onto a chart. The chart has been treated so it won't catch fire, but will
leave a burn mark to show for how many hours the sun shone.

Maximum and minimum thermometers measure the highest and lowest temperature
in degrees Celsius.

Wind vanes (as seen on the top of church spires) are used to show the direction of the
wind.

Anemometers are used to record the wind speed in km/h. An anemometer catches the
wind in cups and calculates the wind speed based on how fast it rotates.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 151

Meteorologists rely heavily on a huge equipment called the radar which is the most
important of all .The function of the radar is to observe the atmosphere which
transmits information or data it collects to the meteorology database for meteorologists
to study and read expected weather conditions before it is forecasted.

(Source: Newa Cabealawa) (Source: Newa Cabealawa)

The white stand is the weather radar in Labasa.

(Source: Newa Cabealawa)

The Balloon Radar - Hydrogen and helium gas is pumped in to keep it afloat in air.
The triangular silver foil attached at the bottom reflects what it can detect from the
atmosphere to the radars present at the weather stations. The balloon radar or weather
balloon is attached with a radiosonde which gathers data for the following variables:
altitude, Pressure, Temperature, Relative Humidity, wind (both wind speed and wind
direction), cosmic ray readings and geographical positions.
The weather data collected will be reflected on the weather maps. The meteorologists
work around the clock to collect, study and display these data on the technical
equipment.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 152

RADIOSONDE - is usually attached to a weather balloon as a sensor for various
parameters such as: Temperature, pressure, humidity and altitude.

Source: ([Link]

Some types of weather maps

Source: ([Link]

Source: ([Link]

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 153

 ACTIVITY FOR YOU
i.) Group presentation
In your groups briefly explain to the class what you understood about the
components of weather. Each member is to explain 1 of the components.

ii. Quiz
Divide yourselves into 2 groups and define the following words
simultaneously:
*meteorologist *wind vane *radar
*precipitation *anemometer *barograph
(Teachers will add more words if needed for an extension of time.

III. Model Set up

Make up a model of a weather instrument .On it attach a piece of paper
where you describe the function of that instrument.

iv. Experiment

Topic: The water cycle-How precipitation –rain is formed

Aim: To find out how rain is formed.
Materials: Bunsen burner, tripod stand, gauze mat, matches, 2 glass
beaker, bottle of ice.

Method:
*Light up the Bunsen burner and heat the beaker filled with water. Let the
water boil and wait for boiling point.
*When water is boiling observe the steam rising up for a few minutes.
*Hold the bottle of ice on the side of the steam .Collect the water dripping down
in the other glass beaker.
Result
1. What happened to the boiling water in the beaker?
2. What is the steam called?
3. What happened to the steam when it touched the cool surface?

Conclusion
Write 2 or 3 sentences of how this experiment relates to the natural water
cycle.

v. Interpreting Information on Weather maps

Look at a local newspaper and try to gather as much information from it with
your group. Your group’s newspaper must be a week difference from other
groups. This will enable you to know the different weather patterns in the
different weeks. Report all that you can gather to the class.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 154

Traditional Ways of Predicting Changing Weather Pattern
(Adapted from [Link])
Before the invention of technology people in the olden days were skillful in
predicting the changing weather patterns. They use their traditional belief and
intellectual ability studying the natural environment around them that signifies
the possibilities of changes in weather patterns.

Studying Clouds - White and bright clouds

shows very fine weather whereas black or grey
clouds indicate it is going to rain.

Redness in the sky-Redness in the sky at

sunset means fine weather the next day while
redness in the sky in the morning means
moisture.

Smoke should rise steadily. Smoke that swirls

means low pressure and means “rain”.

Observing animals
Birds flying high in the sky mean fine weather.
Birds’ sitting together on power lines means
pressure is falling. Seagulls stop flying when a
disaster is near.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 155

 For You To Do
Have an interview with the elders at your home and ask them for the traditional
knowledge on predictions on weather that they know. You will do an individual
presentation discussing 3 traditional knowledge on forecasting weather patterns
in Fiji.

Sub Strand 4.2: Our Changing Earth

4.2 CONTENT LEARNING OUTCOME 1
Investigate Greenhouse Effect, Enhanced greenhouse effect,
Climate Change,Its Impact On Our Daily Living And The
Importance Of The Ozone Layer.

INTRODUCTION
The Earth and its envornment is becoming the world’s focus of awareness for
environmentalists, scientists and all other advocates towards Climate
[Link] differences in weather patterns has aroused changes to climates in
the different regions around the [Link] occurances of these unexpected
changes in weather patterns and climate changes have demanded for people’s
attitude to change !

Climate and Weather

Climate is the average weather usually taken over a 30-year time period for a particular
region and time period. Climate is not the same as weather, but rather, it is the average
pattern of weather for a particular region. Weather describes the short-term state of
the atmosphere at any time; including things such as temperature, precipitation, air
pressure and cloud cover. Thus weather changes at any time. Daily changes in the
weather are due to winds and storms. Seasonal changes are due to the Earth revolving
around the sun.

Climate Change
How it all begins!

The earth has a big invisible blanket wrapped around it. This blanket is made of air. The
blanket is called the atmosphere. The atmosphere is divided in to four levels. They are
known as the troposphere, stratosphere, mesosphere and the thermosphere.
Weather happens in the lowest layer of the atmosphere that is the troposphere. This
layer of the atmosphere is where we live. Look at the diagram below.
(Extracted from [Link] by Cindy Giggs-Google)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 156

Fig.1.1a Fig.1.1b
(Source: Google)

The atmosphere lets the sun's heat and light pass through. It keeps most of the heat
from escaping back into space.
The atmosphere that traps the heat is at the second lower level of the atmosphere, is the
Stratosphere. It has a layer of ozone molecules called the ozone layer. The ozone layer
protects the earth from the ultra-violet (UV) rays from the sun. It then converts these
UV rays to what is called infrared radiation which screens out 99% of it before it gets to
earth. When the sun heats the ground, the ground radiates the heat back but at a lower
wavelength. Gases in the atmosphere such as Carbon dioxide and methane prevent this
heat from escaping into space, thus warms the earth or they contribute to the hot
temperature on earth. This is called the greenhouse effect! It works just like the glass
windows of a greenhouse. They trap the sun's heat inside. It's a good thing too, or earth
would be too cold for us to live on. Planet Venus has too much of the greenhouse effect.
Venus's atmosphere is mostly carbon dioxide. This carbon dioxide, methane and other
gases, is what scientists call "greenhouse gases." Too much of the greenhouse effect is
what scientists worry constantly about and its impact on our earth .It is now over
warming the earth increasing the average temperature by 0.5 ˚C. This is called global
warming. This has resulted in the changes in climate. The warmer earth has led to
change in rainfall patterns, melting polar caps, sea level rise, has affected plants wild life
and human life as well. Scientists and environmentalists had been setting up awareness
around the world as the earth is getting towards a major threat. Human activities such
as those mentioned at the topic above like the burning of fossil fuels, the use of CFC
(Chlorofluorocarbons) in spray cans and refrigerators and coolants has huge
contributions to these. More and more of these greenhouse gases been emitted into the
atmosphere then contributes directly to this important ozone layer to be depleted,
which is widely known as the ozone depletion. The ozone layer gets destroyed, results

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 157

in global warming and climate change. Enhanced Greenhouse Effect is the increase in
the amount of Carbon dioxide and other greenhouse gases in the atmosphere and this
enhances the greenhouse effect (the trapping of heat in the earth surface and water
regions). The Greenhouse effect is being enhanced by human activities through burning
of fossil fuels, burning of forests, logging of trees and other activities that increase the
release of Carbon dioxide, Nitrous oxide, water vapour and etc.

(Source: [Link]

Figure 2.1 (Source: [Link]

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Impacts of Climate Change
It is difficult then to think of many things powerful enough to disrupt life across our
entire planet! Huge natural disasters like tsunamis can affect thousands of people but
their impact are usually confined to just that region of the [Link] attacks can
cause panic and anxiety to people around the world but their effect is usually localised.
Global Warming and Climate Change is representing a scale of threat greater than
anything humans have faced over decades of centuries [Link] effect or the impact of
this concerns all humans and living creatures that inhabit Mother Earth!!

Impact of Climate Change in Fiji

I. Environmental Impact
The adverse weather conditions had greatly affected the different ecosystems in the
[Link] and intense rainfall had resulted in soil erosion,flooding,and water
[Link] temperature has caused windstorms,droughts and sea level rise that
had led to coastal degradation,ocean acidification, the salt water intrusion to rivers and
lakes and coral [Link] change affect biodiversity life-extreme temperatures
have forced some wild to be endangered and even extinct! .

Land slide at Tukuraki village Corals become bleached as a result of water

temperatures and are sustained for too
long-WWF.

Drought in the western side of Viti Coastal degradation at Bau Island due to
Levu inundation and sea level rise.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 159

Living organisms affected in the Turtles are becoming endangered and
mangrove Ecosystem. have called for breeding at Mana Island
Resort

II. AGRICULTURAL IMPACT

The increased temperature has created stress to crop production and [Link]
temperature at night affects grain formation. It also affects the irrigation systems in
farms and where pests and diseases attack crops. Changing weather conditions have
also change soil quality.

Rice farming in Navua-excess water Irrigation problems Hydrophonic farms

Soil quality affected by overfarming Livestock by overgrazing

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 160

III. HEALTH IMPACT

With more extreme weather conditions, Fiji has been threatened with climate sensitive
diseases and have larger negative impacts on the health of Fiji’s population. There is
increased frequency of epidemics of Dengue fever, diarrhoeal diseases and nutritional
illness. Intense rainfall have filled up more stagnant waters in drains, compounds tyres
and etc. causing dengue fever. Floodings have distrupted water supply and also causing
diarrhoea and dysentry. The negative agricultural impact have caused strain in food
production thus causes increase in food prices which results in malnourishment for
children at struggling commmunities.
.

Compound pools filled up from continuous Flooding disrups water drinking sources,
rain causing diarrhoea

IV. SOCIAL IMPACT

Climate Change has also affected the social living here in Fiji. Firstly it has affected many
historical sites. Levuka the old capital of Fiji used to have monuments that were laid by
those that lived there thousands of years ago. At the chiefly village of Bau,home to Ratu
Seru Cakobau,the chief of Fiji who ceded Fiji to Great Britian in 1874 is greatly affected
by climate [Link] home to where the Royal Family stayed during their visit to Bau
is now going to be underwater at any time! Sea level rise prompted the vilagers of Bau
to erect seawalls to reduce the risk of being inundated with sea level rising.

The community of Vunidogoloa were relocated because their village was affected by seal level
rise.

Levuka bulding structure is very old Bau Island at risk-going to lose a lot of
heritage sites.

V. ECONOMICAL IMPACT
The change in climatic conditions
have affected the consistency in food
production and has caused great
impact on food trade locally and
internationally. Export becomes less
sufficient because of the adverse

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 161

 weather conditions that disallow for efficiency in the food market. The government gets
the challenge to combact on this. Also because of the stress in food production from
farms,farmers give less and less quality thus forces the government to import spending
more money into it. Market vendors increase prices of vegetables to compensate for the
challenges at farming. Destruction of roads and bridges during natural disasters
demands the government to spend a lot of money in rebuilding.

Much money is spent on infrasture Increase in food prices

maintenance

ACTIVITIES FOR YOU

1. Quiz
Make up a list of all underlined words in this segment only and study the
meaning so you can give a brief explanation about it during the quiz your teacher
is going to prepare for you.

2. Expositary Writing Competition

In 3-4 sweet paragraphs briefly explain what Climate Change means to you and
also write down what tou are going to do to combat this issue in your
community.

3. Visual Expression
On a given venguard sheet/brown paper or newsprint or cloth draw or paint
anything that will express your understanding on the theme”Climate Change”.

4. Reasearch and Drama

Call yourselves-‘’Climate Warriors’’!!!In your groups,dramatise how you as a
campaigner for Fight Againt Climate Change are going to present yourselves in a
village community meeting or at a School Assembly to discuss to the audience
your findings from your research on some ways to combat this issue in our
country.

Work with your teacher-Use the national theme in place or make up a theme in
your class and involve other students from your level or even the whole school to
do some activities for the [Link] teacher may arrange some resource
person from the Department of Environment or NGOs to come and speak on the
topic and present latest reaseach findings about Climate Change in [Link]
parents and the community near your school may be involved.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 162

 Answer the following questions:
1. Define Climate and climate change.
2. What are the causes of Climate change?
3. Explain the Green house gases and Green house effect.
4. Discuss the impact of Climate Change on the environment, Agriculture , health
and the economy in Fiji.
5. Explain enhanced greenhouse effect and how is it caused.
6. Describe how Climate Change has impacted the lives of people in Fiji. Write a
paragraph and in your own words.
7. Explain what is the Ozone Layer.
8. Discuss the importance of Ozone layer.
9. What activities have humans done that has deplepted the ozone layer.
10. Write an essay of 100 words on the effects of Human activities on Climate change
and how has the Government of the day responded to the populations that are
affected by it.
11. How has Climate change affected the food and water supply in Fiji? Are there
Traditional Knowledge on types of Crops that can be grown to counteract the
effects during adverse conditions? Write your answers in two paragraphs.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 163

4.2 CONTENT LEARNING OUTCOME 2
Investigating why earth is able to support life and describe
human activities that have changed this.

Introduction
Earth as mentioned earlier is the third planet and the fifth largest in the solar
system. It is the only planet in the solar system that is known to harbor life.
Earth, our home planet has all the things we need in order to survive that exists
under a thin layer of atmosphere that separates us from the cold and the vacuum
of space. Human activities had began to grow and have a lot of impact on the
Earth’s environment. The composition of our home planet is begginning to
shatter if we do not take heed of this threat .Our Earth may not be able to harbor
life anymore!

How Earth Supports Life

Earth is a rocky planet known as a terrestial planet,with a solid and dynamic
surface of mountains,valleys,canyons,plains and so much more. It is different
from other terrestial planets in the solar system because:

i) Atmosphere
The Earth’s atmosphere contains oxygen that is required for the life of most
creatures. It is present in the atmosphere and also in water. Oxygen is constantly
supplied into the atmosphere by plants and trees. Also a liitle amount of carbon
dioxide is present in the atmosphere which is useful as it helps to moderate the
planets’s temperature and it is absorbed by plants during photosynthesis to
produce oxygen. Earth’s atmosphere is thick enough to prevent poisonous rays
of radiation getting through it.
ii) Climate
Earth has a very suitable climate. The temperature on it does not go from one
extreme to another.

iii) Water
Water that is present here on Earth is poison free and is believed to be the most
important neccessity for life. Water on Earth can be found in its three states-
solid as in the form of frozen ice, liquid as in the form of oceans, rivers and lakes
and gas as in the form of clouds.

iv. Sun
The Earth’s distance from the Sun makes it possible to receive perfect amount of
heat and light to be created and to support it. The Sun is the most important of all
because without it no plant and animal or any living creature would exist!!

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 164

 Human Activities and its Impact on Earth
Sadly, the Earth’s ability to harbor life is theatened due to the activities and the
attitudes of mankind towards its environment. These human activities has
become a growing concern in our world nowadays. In other words it has become
a global threat which has caused global climate change. The burning of fossil
fuels have released more and great quantities of carbon dioxide and other green
gases to trap additional heat in the lower atmosphere to affect this global climate
and this is enhanced Greenhouse impact. Deforestation disengages the flow of
oxygen in the atmosphere and the livings things become less dependant on each
other. Oil spills from factories and ships disrupt marine life and contributes a
great amount of toxins the food chain. Littering brings about soil pollution and
items thrown in most cases are not degradable.

Factories emitting poisonous gas Oil spills from ships

Deforestation Littering

As a result of man’s acitivities,our atmosphere gets warmer and warmer as man

continues on. Thus global warming continues to cause sea level to rise,glaciers are

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 165

melting and precipitation patterns are also [Link] weather events are
becoming more and more intense and frequent which has resulted in Climate change!

ACTIVITIES FOR YOU

i) Extension Information-There are other information why Earth’s is the only

planet that harbors life in the solar [Link] these information from the
library or the internet and present you finding in an illustration form!! Diagrams
or drawings!!!Explain to the class!!!
ii. Picture collection and pasting.-Collect 4 pictures that shows the impact of
human activities on our earth,paste on a brown sheet of paper and explain the
impact of that activity in up to 4 sentences underneath each.

4.2 CONTENT LEARNING OUTCOME 3

Assess and report the effect of hazards on the Earth.

INTRODUCTION
Natural Disaster is the environmental disturbance caused by nature. Hurricanes
or Cyclones and Typhoons, Floods, Earthquakes, Tsunamis, Tornadoes, Bush
fires, Droughts, Soil erosions, and Volcanic eruptions are some of the most
common that is happenning around the world today. In Fiji we only have
experienced hurricanes or cyclones, floods, earthquakes and tsunamis or tidal
waves. The extreme weather conditions and the changing weather patterns is
believed to be caused by the current phenomena –Climate Change!

Natural Disasters fall into 3 catergories:

i. Disasters caused by Earth movements-these are Earthquakes, Tsunamis and
Volcanice eruptions. They happen with minimum warning and they are hard to
predict the exact time of hit and they are impossible to stop. All we do during
these disasters is to take appropriate action during and after they occur to limit
the loss of lives.

Earthquakes Tsunamis/Tidal Waves Volcanic Eruptions

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 166

ii. Water related disasters - These are Hurricanes, Tornadoes, Floods , Storms and
Extreme cold. There are some degree of warning given and gives us enough time
to prepare for it. There is nothing we can do to stop the event from developing
further.

Hurricanes/Cyclones Tornadoe Storms (Source:

[Link]
ral-disasters/[Link])

Floods (Source: Fiji Times, 24th

January, 2012)

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 167

 Extreme cold

iii. Extreme Weather Disasters include Bushfires,Landslides and Famine or Drought

and El Nino

Bushfires Landslides

Droughts Impact of El Nino

El Nino is a climate pattern where water in the Pacific Ocean near the equator gets
hotter than usual and affects the atmosphere and weather around the world. El Nino
climate occurs every few years,and they are not predictable!

Impact of Natural Disasters

Natural disasters affect different aspects of our living. They are events that strike and
leave behind lives that shattered by physical,environmental and prsonal loss with
emotional and social injury as [Link] impact of each disaster can only be measured by
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 168
its intensity. It is something that mankind cannot control because it is a natural
phenomena! What man can only control is the activities that he does that contibutes to
the extreme changing weather condition causing these disasters.
The impacts of natural disasters are multiple:

I. Environmental Impact

Natural disasters like Hurricanes , Floods, Bushfires and Landslides destroy both the
natural and the human environment. Natural environment which consists of the natural
surroundings of people and animals. Plants and animals habitas are [Link]
sources and food chains [Link] of forests contributes to less flow of oxygen
in the atmoshere. The environment is polluted with debris and floating things all the
places.

In addition to this, the human environment is also destroyed-Infrastures like roads,

buildings, communication lines and bridges. Transport gets affected, buildings fall,
telecommunication lines break and bridges are torn.

II. Health Impact

This is one area that puts people into so much risk. People’s health gets challenged by
the destruction the disasters leave behind. The health services are disturbed because of
the damages done in health centres and also the manpower challenge because of the
increasing number of people who are affected fom the disasters. Supply of medicines
and equipment gets less and people who are living in interior zones find it difficult to
get medical help due to unavailability of transport services. Likewise, the health
systems and sanitations gets disturbed. Damages are done in the sewage and sanitation
systems in communities. There are bocked sewers and overflow of muddy waters into
homes and villages causing water supply destruction. Thus contributes to diseases to
multiply, sickness cases increase and even causes death.

III. Economic Impact

There is much loss and destruction incurred during the disasters and it demands for so
much funds to rebuild! The amount of loss is dependent on the type of disaster and its
strength. Families can lose alot in hurricanes and it takes a lot of money to repair homes
if they are destroyed. They wil need to buy food, clothes and furniture and everything
that was lost. Even though there are saints who come and donate during the aftermath,
families still need to spend a lot money in order to rebuild their lives. The government is
also faced with the challenge to spend a lot of money in rebulding lives of the nation
Destruction in infrastructure like roads forces government to put back in place the
needs, thus have to spend huge amounts of money and also in other economical arms of
the government.

IV. Social Impact

Natural disasters cause great disruptions in the functioning of a society and as

mentioned earlier also contributes to personal injury. When housing destruction
happens people have no choices but to relocate because of the vulnerability status to
disaster of their communities. Thus, they will need to rebuild new lives. It may be
difficult to accept the new life but they have no choice but to move on. If there was
extended families living in one home,when the home is destroyed, it may force
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 169
members to separate and relocate to other places. Education is another social impact
that gets disturbed in the time of disasters. Schools are closed during the period of the
event and will only continue when the’ greenlight ‘ is given by the government.
Unfortunately, students whose institutions are completely destroyed force children to
stay home on a longer period of time or else are relocated to other schools.

Who Is Responsible For Natural Disasters In Fiji

The National Disaster Management Office-NDMO-is the dapartment of the

government that is responsible for everything concerning natural disasters in Fiji. There
roles are diverse and they are from formulating policies, conducting awarenesses,
formulating national emergency plans, forecasting disaster developments and
controlling actions and activities before, during and after the disasters.
Actions BEFORE and AFTER natural disasters
It is important for you to take heed of the insructions given before and after a natural
disaster. You have learnt these in the previous years and also in other subjects as well.
You will collect information on these in your next task.
Preparedness gurantees our readiness to the disaster. If we are not ready then we will
be faced with a lot of uncertainties that will cause us a lot of stress. We must be
expecting the unexpected at all times.

ACTIVITIES FOR YOU

PROJECT WORK!!

Choose 2 Natural Disasters! One local and the other international .

Collect information on :
i. How the natural disaster happens
ii. Impacts of the disasters
iii. Actions for you to take before and after the disaster.

Complile your project in a file and present it to your [Link] may be

asked to present your findings to the whole class.

QUESTIONS

1. What is an El Nino?

2. How does a nation prepare for such Natural disaster?

3. Has Fiji experienced an El Nino and how has the country coped with the Natural
misfortune? Give the name of places in Fiji that have been affected.

4. Name a form of Natural Disaster and discuss briefly the three impacts of Natural
Disaster on the lives of people and how they can be helped after the Natural
Disaster.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 170

 CAREERS

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MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 171

6.0 GLOSSARY

Absidion – A naturally occuring volcanic glass formed as and extrusive igneous rock.

Afforestation – is the planting of trees on lands which, historically, have not contained
forests. It is also the establishment of a forest or stand of trees in an area
where there was no forest.

Anenometer – An instrument that measures windspeed in revolutions per minute. Has

three or four cups at the end s of the arms that rotates as the wind blows.

Animals - Any living thing that moves, eats other living things and has membranes
enclosing its cells.

Anther - Male part of the flower that has pollen grains.

Apparattus - These are equipment that can be used in the laboratory to produce
practical results.

Asteroids - A small rocky object in orbit around the sun. Theateroids may be found
between the planets Mars and Jupiter.

Astronauts – A person trained to pilot a space crsft or to conduct medical or scientific

experiments in space.

Atmosphere – The air that surrounds Earth and other planets . The earth’s atmosphere
has Nitrogen (78%), Oxygen (21%) , other gases (1%) plus water vapor
(the amount varies) and tiny particles (dust, sand, plant pollens, e.t.c.)

Auditory Nerve – The nerve that is responsible for the transmission of sound to the
brain.

Baby - The young that has been born into the world.

Bacteria - Tiny one-celled animal organisms that can only be seen throught a
microscope. Certain bacteria cause diseases scuch as whooping cough,
sexuall ytransmitted diseases, others are useful like some change milk
into cheese.

Balloon Radar – The balloon is filled with helium and hydrogen gas and released in the
atmosphere to collect data of the atmospheric pressure, temperature,
humidity and wind speed and wind direction through a radiosonde.

Barograph – An instrument that records the changes in atmospheric pressureon a

revolving cylinder.

Barometer – An instrument use for measuring the atmosphuric pressure, where most
weather forecasters mostly use the mercury barometers to predict the
weather.

Biodiversity – A wide variety of plant and animal species living in one area.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 172

Biological Control – Living organisms that control the population of pests e.g.
snakes control the population of rats.

Biological factors – These are living factors that interact with other non-living or living
factors.

Biologist - A person who studies the origins, history, characteristics and

habits of living organisms.

Boiling point – The temperature at which a heated liquid bubbles and changes into a
gas or vapor. Tpoint of water is boiling point of water is 100°C.

Bunsen burner – A piece of equipment that produces a hot flame and is used in
Scientific Laboratories.

Carbon - A common chemical elelment that occurs in several forms from hard
diamonds to soft graphite in pencils. Carbon is also found in tissues of all
plants and animals.

Carnivores – Animals that eat other animals , such as omnivores and they are
flesh eaters.

Carpels - Constitutes the female parts of the flower and these are stigma, style,
ovary and and ovules.

Change of State – The change of state of matter from one state of matter to another e.g .
Heat can change the state of ice to its liquid form and further heating will
change to its gaseous form.
Chemicals - Any substance that have definite composition and are made up of two or
more elements.

Chemical control - refers to the use of specially formulated pesticides to kill or control
plants or animals that may pose a threat to the survival of other
favourable plants and animal or invertebrate species.

Chlamydia – It is a bacterial infection of the genitival tract.

Classification – Plants and animals are grouped into classes due to their common
characteristics.

Climate - The usual weather on a certain area over many years. It is based on
temperature, humidity, wind, sunshine and precipitation (rain or snow).

Cockroaches – Are insects, have three body parts (head, thorax and abdomen) and
three pairs of legs. They are mainly found in the human habitats.

Cochlea - (in Greek – means spiral or snail shell). It is the auditory portion of the
inner ear. It is a spiral shaped cavity in the body.

Comet - A small object in orbit around the sun. A comet has three parts: the
nucleus, a small, solid centre of ice and frozen gas clouds

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 173

 around the nucleus, a tail, dust and gas trailing like hair behind the
comma.

Compost - Is the key component in organic farming. The process of wetted matter
known as green waste (plants and food waste) and waiting for materials
to breakdown into humus after a period of weeks or months.

Compression – Making something smaller or shorter by pressing or squeezing it.

Condensation – The change of a gas into a liquid when it is cooled. Clouds are the
condensation, of water vapour, when moist air is cooled in the upper
atmosphere.

Conservation – The protection and wise use of Natural resources such as air, water,
land plants, animals and the minerals on the earth.

Corrosion - The slow eating away of a material by a liquid or gas. One may often see
corrosion in metals such as iron. When water or moisture reacts with
iron, the resultant will be rust.
Cortex - The outer layer of an internal organ or body structure, as the outer
portion of a kidney.

Decomposers- Organisms that breakdown dead plant and animals to their elemental or
simplest form e.g. fungi and bacteria.

Deforestation – Cutting down of trees and destroying a forest. In slash and burn
deforestation, the workers cut down all the trees that can be used for
lumber and burn the rest.

Density - How tightly the matter of an object is packed together. For example the
density of iron is greater than the density of wood.

Eardrum – A thin layer of tissue between the outer and middle ear. It picks up the
sound vibrations in the air and passes them to tiny bones in the middle
ear. The eardrum is also known as Tympanum.

Earthworm – A tube - shaped, segmented worm found in the phylum Annelida. It is

brown in colour, breathes through its moist skin. They live in moist soil
and feed on live and dead organic matter.

Ecosystem – It is a community of living organisms in relation with the non- living

components of their environment e.g. air, water and minerals in the soil)
which are interacting as a system.

El Nino - is a climate pattern where water in the Pacific Ocean near the equator
gets hotter than usual and affects the atmosphere and weather around the
world. It influences weather patterns, ocean conditions and marine
fisheries across large areas of the globe.

Energy - The ability to do work such as moving things, or giving heat or light. It is
also the ability of an organism to grow.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 174

Enhanced Greenhouse Effect - is the increase in the amount of Carbon dioxide and
other greenhouse gases in the atmosphere and this enhances the
greenhouse effect (the trapping of heat in the earth surface and water
regions).

Environment – All things around a living thing. Your environment includes the climate,
soil and water quality, food quality, food supply, buildings, plants and
animals.

Equipment – Supplies or tools needed for special purposes e.g. a beaker can be used in
the laboratory to boil water over a Bunsen burner or methylated spirit
burner.

Evaporation – It is a process by which water is converted from the liquid state to its
vapour form and gradually transferred from the land and water masses to
the atmosphere.
Excretion - It is the process of eliminating, expelling and removing metabolic wastes
from an organism, for instance the removal of metabolic wastes such as
urine from the kidney and Carbon – dioxide from the lungs.

Explosive - Any material that blows up in produces a volume of rapidly expanding

gas when triggered e.g. Dynamites and gunpowder.

Extrusive Igneous Rock – This rock is formed by cooling and solidification when the
Magna reaches the surface of the earth.

Fertilisation – It is also known as conception. It is the fusion of the male gamete

(Sperm) and female gamete (egg) to from a zygote or new individual.

Filament - A slender threadlike object or fibres found in animal and plant structure.
E.g. the filament in flowers holds out the anther with pollen grains.

First Aid - Is the first help given to an injured person before the arrival of a doctor
and medical aid.

Flammable – A substance that can be easily set on fire e.g. benzene, methylated spirit
are flammable materials.

Flammability- Is the ability of a substance to burn or ignite causing fire combustions.

Foetus - It is the young in the mother’s womb at the later stages of life.

Food Chain – It is a linear system of links in food. It starts off with the Producer (e.g.
grass and trees) and up on the top with a predator species (e.g. sharks,
killer whales, humans)

Fossils - These are preserved remains or traces of animals, plants and organism
from the remote past.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 175

Forces - It is a push or pull acting upon on objects or a force that can cause and
object with a mass to change its velocity.

Freezing - It is an exothermic process, meaning that as liquid changes in solid, heat

and pressure is released. NB. Temperature of the material does not rise
during freezing except if the liquid undergoes super cooling.

Friction - It is the force resisting the relative movement of solid surfaces, fluid
layers and material elements. The force that tends to stop objects from
sliding. Friction helps certain shoes like canvasses keeps one from
slipping and harming oneself.

Galaxy - The galaxy, Milky Way has hundreds of billions of stars; enough gas and
dust to make billions more of stars. A system of stars, dust and gas held
together by gravity. The band of stars looks like spilled milk across the
sky. Astronomers claim there are more than 5 billion galaxies in the space.

Gills - The breathing organ of fish and most other aquatic animals. The two gills
remove Oxygen from water and release carbon dioxide from the body.

Gonorrhea - Is a sexually transmitted infection caused by bacteria called Neisseria

gonorrhea or gonococcus.

Greenhouse effect – Is the Natural process by which the atmosphere traps some of the
sun’s energy, warming the earth enough to support life. Human driven
activities increase the Greenhouse gases (GHGs) which increases the
effects artificially with gases such as carbon dioxide emitted by fossil
fuels, burning and methane released from rice paddies and land fill sites.

Growth - The process of increasing in physical size for e.g. the upward growth of
plants and animals.

Habitat - A habitat is an ecological or environmental area that is inhabited by

humans, a particular species of animal, plant or any other type of
organism. A place where a living thing lives, resides or is said to be its
home address.

Herbivores – Are animals that eat plants only e.g. cattles, goats, horses, grasshoppers
and caterpillar.

Hydroponics – It is the art of growing plants without soil. It is a method growing plants
with their roots in the mineral nutrient solution in water.

Hygrometer – An instrument that is used for measuring the moisture content in the
atmosphere.

Illegal Fishing – Has no authorization, is against the conservation and management

measurement by the RFMO and if they are against national laws and
international obligations. Illegal Fishing takes place when vessels or
harvesters operate in violation of the laws of fishery. This can apply to
fisheries that are under the jurisdiction of a coastal state or to high seas
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 176
 fisheries regulated by regional fisheries management organisations
(RFMO). According to FAO Fisheries and Aquaculture Department, illegal
fishing has caused losses estimated at US$23 billion per year with about
30 percent of illegal fishing in the world occurring in Indonesia alone.

Imager - An imager takes photographs of movements in Earth’s atmosphere as a

component of the Weather Satellite.

Immiscible liquids – Two or more liquids that are shaken together eventually separate
into layers and cannot undergo mixing or blending. These liquids cannot
form a homogenous substance.

Inner Ear - Part of the ear in the skull. Sends nerve impulses to the hearing centre of
the brain. It is also responsible for a person’s sense of balance.

Isobars - A line drawn on a weather map and connecting points of equal pressure.
These are generated from mass sea-level pressure reports and pressure
values given in millibars.

Insoluble – Incapable of forming a solution especially in water.

Interdependence – A mutual dependence between two organisms. E.g. pine trees live
in interdependence with the micorrhizia fungi and likewise vice-versa.
The Pine trees make food and is made available to the fungi while the
fungi lives in the roots of Pine trees which increase the surface area for
the absorption of the water and minerals.

Kinetic Energy – It is the energy movement, observable as the motion of an object,

particular set of particles. For example any object in motion is using
kinetic energy – A person walking, a thrown baseball and a charged
particle in the electric field are examples of Kinetic Energy at work.

Laboratory – A room or building with Scientific equipment for conducting Scientific

tests or for teachung Science, or a place where chemicals or medi cines
are produced.

Legal fishing – Fishing in waters will be permitted if the liscence are given to fish in
those bodies of water.

Macula - A small spot or area of distinct colour esp. macula liotea. Also called
yellow spot, an irregular, oval yellow pigmented area on the cetral retina
containing colour sensitive rods and one contact point of sharpest vision.

Mangroves – A tropical or subtropical evergreen salt-tolerant trees or shrubs.

Rhizophoraceae forming dense thickets along tidal shores.

Matter – A substance or organic matter that occupies space and has mass.

Materials – A broad term for the chemical substances or a mixture of substances.

Medulla – The inner portion of each kidney is known as medulla. They filter out
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 177
 waste , eliminate and balance liquids and blood concentrations.

Meniscus – The meniscus is the curve seen at the top of a liquid in response to its
container. A concave meniscus will be observed with mercury of water,
while convex meniscus can be observed with mercury.

Metereologists – Report and forecast weather conditions and weather forecasting.

Middle ear – The air filled gap just just beyond the eardrum. The middle ear amplifies
the sound received by the outer ear and passes them to the inner ear. It
contains the three smallest bones in the body (malleus(hammer), incus
(anvil) and stapes (stirrup).

Mineral Cycle – A biogeochemical cycle in which elements move through the soil, living
organisms, air and water.

Miscible liquids- Capable of being mixed in proportions.

Mixtures – Contains two or more substances that have not reacted chemically with
each other. A mixture isa made of little bits of each other. A mixture of iron
and sulphur can be seperated by using a magnet tonattraction of iron from
sulphur.

Movement - The act of an instance of moving; change in a place or position. A

particular manner of moving.

Mushrooms – Different forms of fungi, that produce a fleshy fruiting body, for e.g.
Toadstool which has a stalk and an umbrella – shaped cap.

Nephron – The filtering and excretory unit of the kidney consisting of glomerulus and
tubules.

Nerve – A bundle of fibres that uses electrical and chemical signals to sensory and
motor information from one body part to another.

Nitrogen Cycle – is a Natural process and is the circulation of Nitrogen by living

organisms. Nitrates in the soil are derived from dead organic matter by
bateria and fungi which are built into organic compounds by plants and and
reduced to nitrates again when they die and decay.

Non-renewable energy – These form of fuels come from fossil fuels. Some sources of
renewable energy are: coal, oil and natural gas. They are not easily replaced and
takes more time to replace.

Optic Nerve – Connects the eyes to the brain and carries impulses formed by the
retina, the nerve layer that lives the back of the eye.

Orbits – The path of a celestial body in a circular shape or rotation of one full circle. For
example, the earth always moves around the sun.

Oscilloscope – A test instrument that is used to measure and analyse electronic signals
(waves and pulses) displayed on its screenas of cathode – ray tube.
MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 178
Outer ear – The part of the ear that can be seen outside the head.

Ovary – One of the paired female reproductive organs that produce eggs and female
hormones.

Ovule – A small egg or seed plants that contain germ cell. The part of the plant that
grows into a seed after fertilisation.

Ovum – An egg cell.

Ozone Depletion – The breakdown of ozone layer by ozone depleting substances such
as Chloroflurocarbons (CFCs), Clorofluromethon or halon used in aerosol cans
and plastics.

Pendullums – Are often used to regulate activity of various devices especially clocks. A
body suspended from a fixed point as it moves to and fro by the action of gravity
and momentum.

Perlite – Amorphous volcanic glass that has relatively high water content, formed by
the hydration of obsidian ( a naturally occuring volcanic glass formed as an
extrusive igneous rock.

Pest Control – Management and control of Agricultural pests and stresses natural and
low poisonous methods of removing pests.

Pendullum - An object with weight hung from a fixed point that swings freely back and
forth , as in a grand father clock.

Petal – Soft and colourful parts of the flowers which can range from dull to bright
coloured ones making up the Corrolla. Bright coloured petals attract insects and
their beautiful scent

Physical change – A change of state in matter from one form to another without
becoming a new substance, for example Adding heat to ice will melt it down to its
liquid state and with further supply of heat the liquid will change to gas which is
water vapour. On removing heat from gas it will condense to water and on
freezing the water will change to its soild state.

Physical factors – These are baioticor non-living factors in the environment that affect
the growth and development of organisms or biological communities such as
temperature, amount of light, rain, wind e.t.c.

Plants – They are green or yellow or red in colour , with green pigments called
chlorophyll , and range from phytoplanktons to large trees. They can make their
own food by the process of photosynthesis using water and carbon dioxide to
produce starch and oxygen.

Population – A group of organisms of the same kind that live together in a given area
or space.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 179

Protista – A diverse group of oraganisms and they are incellular organisms in the
Kingdom Protista.

Poisonous – A substance that causes injury, illness and death especially by chemical
means.

Population – Sum of all people or organisms of the same kind or groups or species
which live together in a given area and are capable of breeding.

Potential Energy – Objects that sre not moving has Poetial energy which may be
changed into Kinetic Energy when some force such as gravity acts on it to set it in
motion. Alarge amount of potential energy is converted.

Precipitation - Any product of condensation of the atmosphere water vapour that

falls under gravity. The forms of precipitation that include: rain, snow, hail and
e.t.c.

Pressure – It is the force acting over a given area or pressure I s equal to the force per
unit area.

Proboscis – A proboscis is an elongated appendage from the head of an animal or

invertebrate . In invertebrate the term refers to the tubular, flexible sucking
mouth parts that act like straws to draw up nectarine (Juice) from the nectars in
flowers, a good example a butterfly uses a proboscis to draw its food (nectarine)
from the flower’s nectar.

Producers – Plants are called producers and at the first level of the food chain or food
webs. They are also known as Primary producers. Green plants make their own
food by photosynthesis.

Product – Spieces formed from chemical reactions.

E.g. Carbon + Oxygen Carbon dioxide

(Reactants) (Product)

Propagate – Is to breed, grow and cultivate specimen of plant or animal species from
the parent stock.

Propagule – any plant organ or part such as seed as in mangrove plant are used to
germinate a new plant.

Protective shell – The hard protective outer case or shell of a mollusc (e.g. snail , kai)
or crustaceans ( e.g. prawns, crabs and lobsters).

Protists – Protists are eukaryotic organisms. They are tiny one-celled organisms with
one nucleus. Protists include diatoms, protozoa, blu-green algae, slime molds and
water molds.

Pubic hair – Also known as Pthirus pubic. They are found in most cases in teenagers
which are usually spread during sexual activity. This can be also spread by those
who have many sex partners.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 180

Pure substances – A pure substance or chemical substance is a material that has
constant composition (that is homogenous) and has consistent properties
throughout the sample e.g. Salt, water e.t.c.

Radiosonde – Is a battery powered remote sensor carried by a weather or ballon radar

to measure and calculate the following variables: altitude, pressure,
temperature, relative humidity, wind (both wind speed and wind direction)
cosmic ray readings and geographical positions.

Rain gauge – An instrument used by Meterologists and Hydrologists to measure

rainfallin a certain amount of time. It measures in millimeters.

Reactants – Substances that are present before the chemical changes occur. By rule,
the chemical symbols for the reactants are written on the left hand side of the
chemical reaction.

Example: C + O2 CO2
(REACTANTS) (PRODUCTS)

Reforestation - Refers to the establishment of forests on land that had recent tree
cover. It maay also be defined as the reestablishment of forest cover either
naturally(by naturalseedling, coppice or root succkers) or artificially (by direct
seedling planting).

Renal Artery – Renal is anything related to the kidney. Renal arteries carry blood from
the heart to the kidneys. The renal arteries are branched from the Aortaand
extend to each kidney and they carry large amounts of blood to be filtered.

Renal Vein – These are veins that drain the kidneys. They connect the kidney to the
inferior Vena Cava and they carry purified blood.

Renewable Energy – Energy that comes from the resources which are naturally
available for human use such as sunlight, rain, wind, tides, waves and
geothermal heat.

Reproduction – It is a biological process by which new individuals or offspring are

produced from their parents. There are two forms of reproduction and they are
asexual and sexual reproduction.

Respiration – Process by which most living things take in Oxygen and get rid of Carbon
dioxide. Respiration takes place in the cells of all living thing. Land animals use
their lungs while most aquatic (water) animals like fish use their gills.

Science – The intellectual and practical activity which covers the study of structures
and behaviour of the physical natural world through observation and
experiment.

Scientia – Knowledge, Science and especially based on demonstrable and

reproduceable data, knowledge itself is power.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 181

Semi – circular canals - They are part of the inner ear with cilia (hair –like structures)
and is filled with liquid. It senses movement as this is communicated to the brain.
Thus the brain learns how to keep the body balance.

Sepal – It is a part of the flower of the flowering plants. It is usually green in colour,
protects the flower in the bud and supports the flower (petals) when in bloom.

Sensitivity – The ability of sn organism to respond to external stimuli such as sunlight,

wind, rain, temperature ans e.t.c.

Senses – The Nervous system has a specific sensory system organ and humans have five
senses. The senses include: sight, hearing, taste, smell and touch.

Siphon – A tube used to carry or send liquid upwards from a reservoir and then down
to lower level of its own accord. Once the liquid has been forced into the tube by
suction or immersion flow continues without help.

Small bones – There are three small bones in the middle ear and they are: malleus (or
hammer), anvil (incus) and stapes (stirrup). They play an important use in the
sense of hearing by sending sounds to the inner ear.

Solidification – To make solid, make it hard or compact mass, change from liqiud state
to a solid state through freezing.

Soluble – Able to dissolve in water. For example salt can be dissolved in water.

Solute – A substance dissolved in another substance for instance salt is a solute which
can be dissolved in water.

Solution – A simple solution is the two substances that are evenly mixed together. One
of them is called the solute and the other is the solvent.

Solvent – A substance that dissolves a solute (chemically different liquid or solid or gas)
resulting in a solution.

Sound – In Physics, sound is vibration that spreads as a typical loud mechnical wave of
pressure and displacement through air or water.

Sounder - Reads the temperature of the air and clouds via the Weather Satellite.

Stigma – Stigma is the receiving part of the carpel in the female reproductive structure.
The stigma is sticky and sugary, receives pollen grain and allows it to germinate.

Stimulus – A thing that produces a functional reaction in an organ or tissue for example
Shoots respond to light and grows positively towards it.

Style – A slender stock that connects the stigma to the ovary. The pollen tube grows and
moves down the syle.

Sun Energy – Energy derived from the sun’s radiation as well as visible light.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 182

Sunshine Recorders – A device that records the amount of sunshine at a given place.
The results give information about the weather and climate of geographical.
place. These aer useful in Metereology, Science, Agriculture, Tourism and other
fields.

Sustainable – Able to be used without being completely consumed or destroyed and

able to last for a long time.

Syphyllis – It is sexually transmitted infection caused by the sprochate bacterium

Treponema pallidum. This has been caused by promiscuity, prostitution and
many sex - partners.

Termites- They are similar to ants and divide labour amongst castes. They feed on
dead plant material in the form of wood, leaf litter, soil or animal dung. They can
destroy structural buildings and crops of plantation forests.

Terrestrial Conservation – Protecting and safeguarding land through Biodiversity of

plants and animal species which are endangrered on land throug Science and
Data.

Thermometer – A device that measures temperature or temperature gradient. It is

often in a sealed glass tube that contains a column of liquid as Mercury that
expands and rises on heat and contracts or falls when cold.

Traditional Conservation – This is the saving of major ecological resources through

Traditional Ecological knowledge (TEK) or Traditonal Knowledge (TK). These
are Protected Areas (PAs) that need to be safeguarded for the future generation.

Trichomomoniasis – It is a sexual transmitted infection or disease that affect both men

and women and is caused by a single –ceeled protozoan parasite. Trichomonas
vaginalis . Women are the most affected although men can become infected and
pass it on to their sexual partners.

Tripod stand – It is a three – legged equipment commonly used to carry out

experiments in laboratories. It is used as a platform to hold or support glassware
while heating over a bunsen burner or methylated spirit burner.

Ureter – These are tubes made up of smooth muscle fibres that transports urine from
the kidney to the Urinary bladder.

Virus – They are many times smaller than bacteria and can reproduce inside the host
cells and make hundreds of thousands of copies of itself. Diseases caused by
virus include: influenza, cold, measles, mumps, rubella, chicken pox and AIDS
(acquired immune difficiency disease.)

Vibration – Is defined as one back and forth movement of an object, from one side to
the other and back again, for instance a wall clock pendullum.

Vacuum – It is a space empty of matter.

Waft – To pass or to cause to pass easily or gently through as if through air.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 183
Weather sattellite - Weather satellites carry two types of sensors: an imager and a
sounder. The former takes photographs of movements in the Earth’s
atmosphere while the latter reads the temperature of the air and the clouds via
the weather Satellite.

Wind mill – It is a mill that converts the wind energy into electrical energy. A machine
with blades or sails that is run by wind power.

Wind Energy – Describes the process by which energy is used to generate mechanical
power or electricity. The mechanical power can be used to pump water and
generate electricity.

Water energy – Production of enrgy though water carried out in large water power
plants. The energy produced by water can be used to produce electricity.

Weather – The state of the atmosphere of a place and time in relation to heat, dryness,
sunshine, wind and rain.

Windspeed – It is the windflow speed and is caused by air moving from high pressure
to low pressure system due to changes in temperature.

Wind Vanes – It is a tool used for measuring wind direction and was one of the first
weather instruments ever used.

Zygote – It is the first one-celled organism developed after fretilisation.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 184

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1. Basic Science Class7/Form 1, 1999, CDU, Ministry of Education.

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39. 2006 Encyclopedia Britannica, Inc.

MINISTRY OF EDUCATION | YEAR 7 BASIC SCIENCE 185