Science Grade 7 Mainstream Book

SCIENCE
Grade 7
C
SCIENCE GRADE 7
M
CM
MY
CY
CMY
Mauritius Institute of Education

under the aegis of
Ministry of Education, Tertiary Education,
Science and Technology
© Mauritius Institute of Education - 2021
ISBN: 978-99949-44-58-3 Based on the National Curriculum Framework: Grades 7, 8 & 9 (2017) - Nine-Year Continuous Basic Education
SCIENCE
Grade 7
i
Professor Vassen Naëck - Head Curriculum Implementation,Textbook Development and Evaluation
SCIENCE PANEL
MAURITIUS INSTITUTE OF EDUCATION

Dr Sarojiny Saddul-Hauzaree - Coordinator, Associate Professor, MIE
Dr Fawzia Bibi Narod - Associate Professor, MIE
Mr Mohun Cyparsade - Associate Professor, MIE
Ajeshwaree Douquia - Educator
Harrish Reedoy - Educator
Karuna Baguant - Educator
Maneeshah Ramkurrun - Educator
Maya Mohabeer - Educator
Nandini Sukhoo- Busawon - Educator
Sangeeta Allgoo - Educator
Vanesha Bhajun-Bockhoree - Educator
Design
Kamla Ernest - Senior Technician, MIE
Vedita Jokhun - Graphic Designer, MIE
© Mauritius Institute of Education - 2021
ISBN: 978-99949-44-58-3
Acknowledgements
The Science textbook panel wishes to thank:
- Dr Ravhee Bholah (Associate professor, MIE) and Dr Anwar Bhai Rumjaun (Associate professor, MIE) for vetting.
- Mangala Jawaheer (Lecturer, MIE) and Kamini Moteea (Lecturer, MIE) for proofreading.
- Prakash Roopun (Laboratory Technician, MIE) for taking some photos that have been used in the textbook.
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
ii
FOREWORD
As the first cohort to embark on the Nine Year Continuous Basic Education at
secondary level, we are pleased to offer you a new series of Grade 7 textbooks.
These textbooks have been designed in line with the National Curriculum
Framework (NCF) and syllabi for Grades 7, 8 and 9 − documents that offer a
comprehensive notion of learning and teaching with regard to each subject
area. These may be consulted on the MIE website, www.mie.ac.mu.
This set of textbooks aims at providing a smooth transition from Grade 6 so that
learners gradually get initiated into the requirements of secondary schooling.
As per the philosophy propounded by the NCF, the content and pedagogical
approach, as well as the activities, have been crafted to allow for an incremental
and continuous improvement of the learners’ cognitive skills. The content is
contextual and based on the needs of the Mauritian learners. Care has been taken
to provide the basics that should help every student develop key competencies,
knowledge, skills, attitudes and values that would make him or her a successful
learner for the grades beyond. The comments and suggestions of a variety of
stakeholders have been kept in mind. We are especially appreciative of those
made by educators who have been part of our validation panels, and whose
suggestions emanate from long standing experience and practice in the fiel .
The production of this series of textbooks, within a relatively short period of time,
has been a challenge to the writers who have invested a considerable amount
of time, effort and energy into the process. I would therefore wish to thank all
those who have been part of the whole process for the time they devoted to
it and their perseverance. The panel coordinators are to be commended for
their leadership and insistence on maintaining the standard and quality of
the textbooks, while ensuring that the objectives of the National Curriculum
Framework are translated in the content.
Every endeavor involves a number of dedicated, hardworking and able staff

whose contribution needs to be acknowledged. Professor Vassen Naeck, Head
Curriculum Implementation and Textbook Development and Evaluation, had
the very demanding task of ensuring that all panel leaders are adequately
guided with respect to the objectives of the NCF, while ascertaining that the
instruction designs are appropriate for the age group being targeted. I also
have to acknowledge the efforts of the Graphic Artists and the Graphic Unit for
putting in much hard work to ensure that MIE publications have a distinctive
quality that singles them out. My thanks go equally to the support staff who
have worked hard to ensure that every one receives the necessary support and
work environment that is conducive to a creative endeavor.
I am thankful to all those who provided the support, both within and outside the
MIE, and to the Ministry of Education, Human Resources, Tertiary Education and
Scientific Research for giving us the opportunity to be part of the whole reform
process.
Dr O Nath Varma
Director
Mauritius Institute of Education
iii
PREFACE
The Grade 7 Science textbook has been designed and prepared in line with
the National Curriculum Framework (NCF, 2017) and the Teaching and Learning
Syllabus (TLS, 2017) for Science. It has been constructed over nine units to
address the content of the NCF and the TLS for Science. In line with the NCF and
the TLS for Science, the textbook aims at ensuring a smooth transition from
Grade 6 to Grade 7. Thus, most of the concepts addressed in the textbook are
built upon concepts learnt up to Grade 6 level.
The textbook has been conceptualised in such a way that it includes a number
of inquiry-based activities and tasks for learners. These activities are expected
to enable learners to build understanding of the Science concepts (in line with
the constructivist approach) and also to develop the necessary inquiry skills,
attitudes and values as per the NCF. Pupils must be actively engaged in these
activities and encouraged to manipulate specimens, materials and simple
equipment safely under supervision. In so doing, educators must support
learners to explore the science content and help them to develop the necessary
inquiry skills, attitudes and values pertaining to science. Though questions
are incorporated within the activities, educators are encouraged to prompt
learners with additional questions while implementing the activities.
In addition to the activities, the textbook include other important features that
would support science learning and enhance curiosity which is an important
attitude for learning science. Pupils will easily relate to these features as they
have come across these features in lower grades.
The “What I have learnt” section summarises the concepts learnt through each
activity.
The “Find out” feature throughout the textbook aims at encouraging pupils to
look for information beyond the scope of the textbook. This activity is intended
to help pupils develop the habit of looking for information from various sources
and to familiarise them with other sources of information.
The “Did you know” section has been included to trigger pupils’ interest and
curiosity about Science. This section not only provides pupils with interesting
information related to the concepts being addressed but it also helps to stretch
their imagination further.
The “Dictionary corner” has been included to help pupils understand new
terms or terms that may be difficult or them.
A “Concept summary” and “Key concepts” has also been provided at the end
of each unit to summarise all the key concepts learnt. In some cases, the key
concepts have been presented in the form of graphic organisers and concept
maps to have a more visual impact and to promote meaningful learning.
The “End-of-Unit Exercises” are to be used by educators for formative assessment

purposes. They would provide educators with opportunities to assess learners’
iv
understanding of the concepts addressed in the units and allow them to
provide necessary feedback and support to the pupils. This section includes a
variety of exercises, such as fill-in-th -blank exercises, multiple choice questions
and structured questions amongst others. It is also important for educators
to encourage learners to justify their answers as and when appropriate as this
would encourage thinking and deeper conceptual understanding. Educators
are also encouraged to develop more assessment exercises to test learners’
understanding and provide timely and appropriate feedback for improving
their performance.
In the conceptualisation of the textbook, care has also been taken to

incorporate learner-centred strategies like concept cartoons, role-play, project-
based learning and concept-mapping to actively engage the learners in the
teaching/learning process. In addition, the authors have also ensured that the
applications of the science concepts learnt in real life situations are highlighted.
In line with the NCF and TLS for Science, the textbook also addresses the issues
of Science, Technology and Society. This is achieved through activities, project-
work and discussions which help learners to appreciate how Science and
Technology have benefi ed the society.
Last but not least, it is expected that the educators use the textbook to devise
and plan interactive lesson plans that would support the teaching and learning
of science. Pupils must be given ample time to actively engage in the activities,
discuss with their friends and teacher and think before writing down their
answers or communicating their findings in different ways. It is sincerely hoped
that the textbook would help to motivate learners and arouse interest for
learning science.
Wish all pupils an enriching and enjoyable learning journey in science.
The Science Panel
v
TABLE
OF
CONTENTS
UNIT 1
MEASUREMENT IN
SCIENCE
Pg 1-32
UNIT 2
CELLS AND
CHARACTERISTICS
OF LIVING THINGS
Pg 33-58
UNIT 3
EVERYTHING IS
ABOUT MATTER
Pg 59-94
UNIT 4
ELEMENTS,
COMPOUNDS
AND MIXTURES
Pg 95-128
UNIT 5
SOLAR SYSTEM
AND ENERGY
Pg 129 -160
UNIT 6
ECOSYSTEM
Pg 161-196
UNIT 7
AIR
Pg 197-222
UNIT 8
BIODIVERSITY
Pg 223-254
UNIT 9
ELECTRICITY
Pg 255-274
vi
Unit
Measurement in Science 1
Learning Outcomes
At the end of this unit, you should be able to:

• Measure length using a measuring tape and a metre rule
• Use measured quantities to calculate area and volume of regular objects
• Measure the volume of a liquid using a measuring cylinder
• Determine the volume of irregular objects using the displacement method
• Measure time using a stopwatch
• Use a stopwatch to measure the time period of a simple pendulum
• Appreciate the use of light years for expressing distance between Earth and the stars
• Measure mass using a digital balance
• Measure temperature using a mercury thermometer and a digital thermometer
• Demonstrate a simple understanding of fundamental physical quantities
• Express physical quantities such as length, mass, volume, temperature, area and time
in the appropriate SI units
• Appreciate the importance of data logging
Most of you are already familiar with the different types of measurements people take every
day. In primary school, you have used your ruler to measure length and compared your
height with that of your friends. This unit will introduce you to the ideas of measurement and
observation which are fundamental to all aspects of science. You will learn to make simple and
basic measurements.
ACTIVITY 1.1 - Identifying different types of measurements
Ever since you were a child, you have seen people around you taking measurements. In Activity
1.1, you will identify different types of measurements derived from your daily experience.
1. Observe the pictures (a) to (f ) in Figure 1. Write down the types of measurements you can
see. (a) has been done for you.
(a) time (b) (c)

__________________________ __________________________ __________________________
1
Unit 1 • Measurement in Science
(d) (e) (f )
__________________________ __________________________ __________________________
Figure 1
DID YOU KNOW…

WHAT I HAVE LEARNT
The ancient methods

• Measurement forms an integral of measurements were:
part of our life. We measure length, the hand, cubit, foot and
height, width, volume, mass, time, pace.
temperature and other things.
Measurement of Length
ACTIVITY 1.2 - Choosing instruments and appropriate units to

measure length
Materials you will need:
• 30 cm ruler, 50 cm laboratory rule, 100 cm laboratory rule, measuring tape
measuring tape ruler
50 cm laboratory rule 100 cm laboratory rule
2
Procedure:
1. Observe the four measuring instruments given to you.

2. Discuss in groups to select the appropriate measuring instruments and units and then
complete the table below.
Measurement Name of selected instruments Units
Length of pencil
Length from wrist to
elbow
Length of your shortest nail
Width of classroom door

Length from your waist to
foot
Length of whiteboard
KEY WORDS
TEST YOURSELF
• measurement
• division
After carrying Activity 1.2, answer the following questions: • instrument
• laboratory
1. What is the smallest division on the metre rule?
_____________________
2. Give which unit you will use to express the following:

(i) Height of a door: _____________________
(ii) Length of a paper clip: _____________________
(iii) Thickness of a dictionary: _____________________
3. Give the unit you will use to express the distance

between Mahebourg and Centre de Flacq. Explain
your choice.
3
WHAT I HAVE LEARNT
• Shorter lengths are measured using a half-metre rule and ruler and are expressed
in millimetres (mm).
millimetres (mm)
A half - metre rule
• Small lengths are also measured using a metre rule and are expressed in centimetres
(cm).
4.2 m 100 cm
A metre rule
A measuring tape
• Large lengths (more than one metre) are measured using a measuring tape and are
expressed in metres (m).
• Very large lengths are expressed in kilometres (km).
DID YOU KNOW…
Light year is another unit of measuring

distance. To measure distances from the Earth
to the stars, scientists use the light year as a Light year
unit of distance.
One light year is the distance travelled by

light in one year.
4
Measurement of Area
ACTIVITY 1.3 - Learning about area
After studying length, we can now move on to area.
(a) Observe each of the following pictures that are related to area.
Placing bricks on a rectangular wall Cultivated land in hectares
Length and width of a carpet Plan of a house in m2
Painting the surface of a room Tiles in cm2
(b) Find out the area of the smallest and largest districts of the Republic of Mauritius. Express
them in the appropriate unit.
Area is the measure of the extent of a surface.
Some units in which area is measured are the cm2, m2and km2.
5
Calculating the area of regular shapes
You learnt how to calculate the area of regular shapes in primary school.
• A regular object is one that has a defini e size and shape.

• The area of a regular shape is calculated using a mathematical formula.
• Units always follow the quantity measured.
TEST YOURSELF
Calculate the area of the following figu es.
9 cm 4 cm
8 cm
3 cm 4 cm
12 cm
ACTIVITY 1.4 - Calculating Area
Materials you will need: Laboratory metre rule, measuring tape
measuring tape
100 cm laboratory rule
Procedure:
1. Take the metre rule and measure the length and width of your Science book.
Length = _____________________ cm Width = _____________________ cm
2. Using the measuring tape, measure the length and width of your classroom.
Length = _____________________ m Width = _____________________ m
6
3. In Science, we often record our measurements in tables. Record your values in the table
below. Calculate the area in each case and express it using appropriate units.
Objects Length Width Area

Science Book
Classroom
Measuring volume
After studying length and area, we can now move on to volume. At primary school, you learnt
that volume can be calculated by measuring the height, length and width.
Height
h
idt
W
Length
ACTIVITY 1.5 - Teacher Demonstration: Learning about volume of a solid
Materials you will need: 100 marbles, a small plastic container
Procedure:
1. Fill the container with marbles.

2. Explain why there is a large number of marbles that can be put inside
the container.
_____________________________________________________________________________________________________________________
3. What do you conclude?

_____________________________________________________________________________________________________________________
The volume of a solid is the amount of space it occupies .
7
ACTIVITY 1.6 - Learning about volume of a liquid
Materials you will need: 1 large cup, 1 small cup, water
Procedure:
1. Fill the small cup completely with water.

2. Now, pour carefully the same amount of water into the large cup. A B
3. Observe the level of water in the large cup.
4. Was the amount of water that filled the small cup enough o fill the la ge cup?
_____________________________________________________________________________________________________________________
5. Using the idea of space occupied by the liquid define olume.

_____________________________________________________________________________________________________________________
6. Which cup has a smaller volume? _____________________
7. What can you deduce about the volume of a hollow object?

_____________________________________________________________________________________________________________________
Volume is the amount of space a liquid occupies.
WHAT I HAVE LEARNT
The amount of water that filled the small cup is not enough to fill the large cup. Therefore,
the small cup has smaller volume.
DID YOU KNOW…

WHAT I HAVE LEARNT
Gas also occupies space.
Volume is the amount of space occupied by a solid and a
liquid.
KEY WORDS
• light year
• size
• shape
• area
Solid Liquid • volume
• unit
8
Volume of liquid
We have learnt that when a liquid is poured into a vessel, the liquid occupies space.
In the laboratory, the volumes of liquids can be measured using a graduated measuring
cylinder.
The measurement marks on the side of a measuring cylinder are called graduations. The
volume is measured in cm3 or ml.
When a liquid is poured in a vessel, the top of the liquid forms a slight curve. This curve is called
meniscus.
Meniscus
The volume of a liquid is obtained by directly reading at the bottom of the meniscus (often
called lower meniscus) on the scale.
The volume of the liquid in the measuring cylinder shown below is 67 ml.
9
How to measure a large volume of liquid?
ACTIVITY 1.7 - Measuring a large volume
Instruments needed: Measuring cylinder, graduated conical flas
Procedure:
V V
Measuring cylinder Graduated conical flas
1. Pour the liquid into a measuring cylinder or a graduated flas .

2. Read the volume V directly.
How to measure a small volume of liquid?
ACTIVITY 1.8 - Measuring a small volume
Instruments needed: Burette, pipette
Procedure:
1. Fill the liquid into a burette or fill the liquid into a pipette by means of a small rubber pump.
2. Read the volume of the liquid in the burette and the pipette.
10
Burette Pipette
ACTIVITY 1.9 - Measuring volume of water
Materials you will need: Measuring cylinder, water
Procedure:
1. Observe and draw the measuring cylinder in the space below.

2. Pour some water into the measuring cylinder.
3. Draw the level of water and the position of your eyes to read the volume of water. Record
the volume of water present in the measuring cylinder.
Volume of water = ______________________________________ cm3.
11
Volume of regular shapes

You have learnt how to calculate volume of regular shapes.
Observe the regular shapes below. Write down their formula to calculate volume (V).
Object
Formula V= V=
ACTIVITY 1.10 - Calculating the volume of a regular solid
Materials you will need: Block of wood, ruler
Procedure:
1. Use your ruler to measure the length, breadth, and height of the wooden block.
2. Record the measurements below.
Length Breadth Height
…………………………………………cm …………………………………………cm …………………………………………cm
3. Calculate the volume of the block of wood. Volume = ______________________________ cm3.
Volume of irregular shaped bodies
An irregular object is one which does not have a

definite shape. Examples are given.
We cannot take direct measurements and we cannot calculate its volume using a given formula.
In this case, the displacement method is used.
In Activity 1.11, you will learn how to measure the volume of an irregular object.
12
ACTIVITY 1.11 - Determining the volume of an irregular solid
Materials you will need: Stone, 110 cm3 measuring cylinder, water, a string
Procedure:
1. Pour 30 cm3 of water into the measuring cylinder.

Record the initial volume of water as V1.
V1 = _________________ cm3
2. State one precaution you need to take.

___________________________________________________________________________________________________________________
3. Tie the string to the stone and immerse it completely into the water.
Why should the stone be put slowly into the cylinder?
____________________________________________________________________________________________________________________
4. Observe the new level of water. Record the final olume of water as V2.
V2 = _________________ cm3
5. Has the stone displaced the water?

____________________________________________________________________________________________________________________
13
6. What do you conclude?

_____________________________________________________________________________________________________________________
7. What is the volume of the stone? ________________________________
When the stone is immersed, it displaces water which is equal to the volume of the stone.
DID YOU KNOW…

WHAT I HAVE LEARNT
The idea of using displacement of a liquid to
• The volume of a regular object can find the volume of a solid was discovered by
be obtained by calculation using a Archimedes about 2200 years ago.
mathematical formula.
• The displacement method is used to

determine the volume of an irregular
object.
Volume of water displaced
Measurement of Time
To measure time, we use clocks or watches. Time is expressed in different units such as seconds,
minutes and hours.
Other larger units for time are day and year.
The instruments used to measure time are shown below:
Clock Watch Stopclock
14
Digital stopwatch Simple pendulum Analogue stopwatch
TEST YOURSELF
1. Which unit of time will you use to express the following events?
(a) Time for a football match: _______________________________________________________
(b) Time for lunch at school: _______________________________________________________
(c) Time for easter holidays: _______________________________________________________
(d) Time you spent in primary school: _______________________________________________________
(e) Time a frog takes to make 1 hop: _______________________________________________________
2. Name one school activity where you will use either analogue or digital stopwatch.
_________________________________________________________________________________________________________________
DID YOU KNOW…
The oldest measuring instrument for time was the sundial, first
used by the Egyptians. Time was read depending on the length
of the shadow. The sundial depends on the movement of the
sun. As the sun moves from east to west, the shadow formed
predicts the time of the day.
sundial
15
DID YOU KNOW…

WHAT I HAVE LEARNT
A mobile phone also features
• Time is measured with the following instruments: a stopwatch to measure
Clock, stopclock, watch, analogue stopwatch, digital short intervals of time.
stopwatch and simple pendulum
• An athlete takes 13 seconds to cover

a 100 m race.
• A car can take around 15 minutes to

travel from Rose-Hill to Reduit.
KEY WORDS
• An aeroplane takes about 12 hours to

fly from Mauritius to France non-stop. • graduated conical flas
• meniscus
• measuring cylinder
• burette
The analogue stopwatch and the digital stopwatch are • pipette
commonly used in the school laboratory to measure short • pendulum
time intervals ranging from a few seconds to a few minutes • irregular
ACTIVITY 1.12 - Group work: Reading the analogue stopwatch
You will be required to work in groups of 3-4 students.
Instrument needed: analogue stopwatch
Procedure:
1. Observe carefully the stopwatch given to you.

2. Identify (i) the start/stop button(s)
(ii) the second hand
(iii) the minute hand
3. Press the start button. Observe how many complete turn(s) the second hand must make
to measure 1 minute. _________________________________
4. At the instruction of the teacher, record your time. _________________________________
The analogue stopwatch has the minute scale in the small circle, and the second scale in the
larger circle.
The second hand measures 60 seconds for each complete turn.
16
ACTIVITY 1.13 - Group work: Reading the digital stopwatch
Instrument needed: digital stopwatch
Procedure:
1. Observe carefully the stopwatch.

2. Identify the start/stop/reset mode button on your digital stopwatch.
3. Your teacher will show you the counter for (i) second (ii) minute.
4. Press the start button. How is the time being displayed in the stopwatch? ___________________
5. Note how many seconds it takes for the minute counter to increase by one. _____________________
6. At the instruction of the teacher, practise using the start/stop button(s) and record the time.

Time: -----------------------------------------------------
Now, answer the questions below.
(a) Read the times on the analogue stopwatches and write them down.
_____________________________________ _____________________________________ _____________________________________
(b) Write down the readings displayed by the digital stopwatches in minutes and seconds.
_____________________________________ _____________________________________ _____________________________________
17
WHAT I HAVE LEARNT
• An analogue stopwatch has the minute scale and the

second scale.
• A digital stopwatch shows time in minutes, seconds

and centiseconds. Every time the counter for seconds
reaches 60, the counter for minutes increases by one. minute second centisecond
The Simple Pendulum

Tick-tock, tick-tock is the ticking sound of clocks.
Ancient clocks had a long swinging rod inside it called a pendulum. It moved to and fro.
In the laboratory, one of the most common to-and-fro motion

is that of a simple pendulum.
A simple pendulum is made up of a long string that has a bob

attached at the bottom and it is held fi ed at one end. It can,
therefore swing back and forth when moved a little sideways .
ACTIVITY 1.14 - Teacher Demonstration: The oscillation of a

simple pendulum
Material you will need: Simple pendulum
Procedure: string
1. The apparatus is set up as shown.

2. Displace the bob sideways and release it.
bob
3. Observe how the bob moves.
(i) Is the motion repetitive? __________________________________
stand
(ii) What is an oscillation?
_____________________________________________________________________________________________________________________
18
WHAT I HAVE LEARNT
When the bob is released, it swings and the to-and-fro

motion is referred to as an oscillation.
The time taken by the simple pendulum to complete one

oscillation is known as the time period.
DID YOU KNOW…
Galileo Galilei (1564-1642), an Italian scientist, was the first one to discover that a pendulum always
takes the same time to make one complete oscillation.
ACTIVITY 1.15 - Teacher Demonstration: Calculating the time period
Materials you will need: A metre rule, piece of string about one and a half metres long,
stand with clamp, stopwatch, bob.
Procedure:
1. Tie the string to the bob and adjust the length of the pendulum
to 100 cm. The length is measured from the centre of the bob to
the point of suspension.
2. Fix the string to the rigid support.
3. Displace the bob sideways and release it.
4. Record the time for 15 oscillations. Record your observations in
the table below.
Observation number Time for 15 oscillations (s) Time period (s)
5. Calculate the average time period in seconds.

Time Period = ____________________________ s
19
Measurement of Mass
ACTIVITY 1.16 - Using an electronic balance
Materials you will need: Identical iron cube and wooden cube, electronic balance
Electronic balance Iron cube Wooden cube

Procedure:
1. Measure the length, width and height of the two cubes. Record your values in the table.
Object Length (cm) Height (cm) Width (cm)
Iron cube
Wooden cube
2. Are the iron and wooden cubes of the same size?

____________________________________________________________________________________________________________________
3. The balance scale is set to zero by pressing the tare button.

4. The iron cube is placed onto the balance.
5. Record the value together with its unit. ________________________
6. The wooden cube is placed onto the balance.
7. Record the value together with its unit. ________________________
8. What can you deduce about the difference in the values recorded. Which cube is heavier?
____________________________________________________________________________________________________________________
Mass is a measure of the amount of matter in a body.
The mass of the iron cube is greater than the mass of the wooden cube because there is more
matter in the iron than in the wood. Thus, we can define mass as the amount of matter or
material/ substance it contains.
In everyday life, the mass of objects is measured in different units.
20
ACTIVITY 1.17 - Finding out the units used to measure mass
There are food and other products that are sold by their mass. Find out their units.
Write them below.
______________________________________________________________________________
The units of mass are: gram (g), milligram (mg) and kilogram (kg).
Large masses are measured in tons (t).
ACTIVITY 1.18 - Measuring mass using an electronic balance
Instrument needed : Electronic balance
Procedure:
1. Use the electronic balance to find the mass of the obje ts given below. Include the units.
pencil …………….....
Science …………….....
pair of …………….....
plastic …………….....
case book scissor cup
box of
wooden bottle of
beaker ……………..... paper ……………..... ……………..... …………….....
cube water
clips
KEY WORDS
WHAT I HAVE LEARNT
• stopwatch
• Mass is a measure of the amount of matter or substance • analogue
in a body. • digital
• An electronic balance is used to measure mass. • oscillation
• Units of mass: mg, g, kg, ton. • time period
• balance
• mass
21
ACTIVITY 1.19 - Finding out about temperature
(i) Observe each picture and predict whether it is cold or hot.
________________________ ________________________ ________________________
________________________ ________________________ ________________________
(ii) What is temperature? Define it using the erms hot and cold.
____________________________________________________________________________________________________________________
Temperature refers to the degree of hotness or coldness of a body.
The Thermometer
A thermometer is used to measure temperature. The degree celsius (oC) is the commonly used
unit to measure temperature.
Liquid-in-glass thermometer
The liquid found inside the thermometer is

either mercury or coloured alcohol.
When the temperature is taken, the bulb is

allowed to remain in contact with the object
for a minimum of one minute before taking
a reading.
The temperature is read from the centre of

the upper surface of the mercury.
22
Digital thermometer
A digital thermometer is an electronic thermometer that

measures temperature more accurately. It can detect small
changes in temperature. A digital clinical thermometer is
used to measure the human body temperature. The normal
body temperature is 37 oC.
Digital thermometer
DID YOU KNOW…
• The temperature of the Sun is measured from the colours of the

light it gives out. By knowing the colour of light that is given out,
scientists work out its temperature.
ACTIVITY 1.20 - Measuring Temperature
Materials you will need: A laboratory thermometer
Procedure:
1. Observe the thermometer. Draw the thermometer indicating the highest temperature and
lowest temperature on the scale. State the unit in which temperature is measured.
2. Use the thermometer to measure the following temperatures:
(a) room temperature (b) surface of your skin (c) tap water d) melting ice
Air: _____________________ Skin: _____________________ Water: _____________________ Ice: _____________________
Temperature tells us how hot or cold something is.
23
WHAT I HAVE LEARNT
• Temperature tells us how hot or cold something is.

• Temperature is measured in degree Celsius (oC).
• A mercury-in-glass thermometer is used to measure temperature.
• A digital clinical thermometer is used to measure body temperature.
• The normal body temperature is 37 oC.
ACTIVITY 1.21 - OPTIONAL ACTIVITY
Teacher Demonstration: Using data logger to investigate how temperature

of hot water falls from its boiling point with time
Materials you will need: Beaker, water, temperature sensor, interface, computer software,
projector
Procedure:
1. A temperature sensor is placed in the liquid as soon as the burner is switched off.
2. The sensor is connected to an interface box linked to the computer as in figu e 2.
3. The data logging software is set to take readings every 100 seconds for 25 minutes (called
the logging period).
Boiling water Interface box Computer

Figure 2: An experiment to investigate cooling of water
4. The data can be recorded in the table below.
Time/s 0 100 200 300 400 500 600 700
Temperature
Time/s 800 900 1000 1100 1200 1300 1400 1500
Temperature
24
(i) Describe the temperature as the experiment proceeds.

(ii) Sketch the graph as displayed on the projector screen.
(iii) Suggest the name of the graph that was created by data logging.
The data logging software shows the readings in a table. The data can be analysed using graph
tools. The graph created using data logging is called a cooling curve. This graph has time
running along the X axis and temperature along the Y axis. It represents the rate at which the
water cools, that is, the temperature falls.
What is a Physical Quantity?

A physical quantity consists of a numerical magnitude and a unit. In the previous sections,
all the measurements comprised a numerical magnitude and a unit. Examples of physical
quantities are: length, area, volume, mass, time and temperature.
What is a Fundamental Quantity?
A fundamental quantity is a physical quantity whose magnitude is obtained only from direct
measurements by using a measuring instrument.
Examples: (i) To obtain the length of your science book, you will need a ruler.
(ii) To know the temperature of a liquid, you will need a thermometer.
What are SI units?

It is important to be familiar with SI units not only in the science laboratory but even in your
daily life.
The International System of Units (SI) is a system of units used in many parts of the world
and enables scientific measu ements to be made in a standard way.
The system is based on seven fundamental units. We use certain symbols to represent these
units.
25
The table below shows the seven fundamental quantities and their corresponding SI units.
Fundamental Quantity Name of base unit Symbol for unit
Length metre m
Mass kilogram kg
Time second s
Temperature kelvin K
Amount of substance mole mol
Electric current ampere A
Luminous intensity candela cd
Prefixes
Measurements that are too big or too small are expressed using prefixes. It is important to be
familiar with the common prefi es. Some commonly used prefi es are shown below.
Prefix Symbol Power
kilo k 103
deci d 10-1
centi c 10-2
milli m 10-3
Complete the following with the appropriate symbol or

power KEY WORDS
(a) 5 ______ g = 5000 g
(b) 3 ms = 3 x ______ s • temperature
• thermometer
(c) 7 ______ m = 7 x 10-2 m • bulb
(d) 1 ( ______ )2 = 10-4 m2 • physical quantity
• fundamental quantity
• symbol
• prefi
• SI units
26
Summary of unit
• A physical quantity is a quantity that can be measured and that consists of a magnitude
and a unit.
• SI units are used as the standard system of measurement and allow scientists to
compare data and communicate with one another about their results.
• Prefi es are added to the SI unit to form larger or smaller units.
Physical Quantity SI units Other units Instruments used

Millimetre (mm)
Metre rule,
Length Metre (m) Centimetre (cm)
measuring tape
Kilometre (km)
Litre(l), millilitre(ml),
Measuring cylinder,
Volume Cubic metre (m3) cubic centimetre
burette, pipette
(cm3)
Gram (g), milligram Electronic balance,
Mass Kilogram (kg)
(mg), tons (t) beam balance
Hour (h), minute Stopclock,
Time Second (s)
(min) stopwatch
Temperature Kelvin (K) Degree celsius (oC) Thermometer

• Area is a measure of the extent of a surface.
• Volume of regular objects can be calculated using formulae.
• Volume of irregular objects is found by the displacement method.
• Stopclocks and stopwatches measure short intervals of time.
• Mass is a measure of the amount of substance in a body.
• Temperature is a measure of how hot or cold an object is.
27
Concept Summary • Unit 1 • Measurement in Science
Instruments such as
metre rule, measuring tape
Electronic
balance can be measured
by using
can be measured Length SI unit Metre (m)
by using
Area can be Area =
Kilogram (kg) SI unit Mass calculated Length x Width
Physical
quantities
Kelvin (K) SI unit Temperature SI unit Metre
Volume cube (m3)
can be measured of
by using
Time
Regular Irregular
Digital Mercury-in-glass can be measured shape shape
thermometer thermometer by using
can be can be
Clock, stopclock, analogue calculated found by

stopwatch, digital stopwatch,
simple pendulum
Volume =
length x Displacement
based on breadth x width method
To-and-fro motion
called oscillation
28
WORK OUT
Multiple-choice questions
1. A long thread is wound around a ruler as shown in the diagram below. Given that the thread
makes 12 turns around the ruler, calculate the diameter of the thread.
1.8 cm 7.8 cm
A 9.6 cm B 0.6 cm C 0.5 cm D 7.8 cm
2. 1 ml is equal to ________
END OF UNIT EXERCISES

A 1 dm3 B 1 cm3 C 10 dm3 D 10 cm3
3. What is the correct volume of the liquid in the measuring cylinder?

A 22 ml
B 20 ml
C 21.5 ml
D 21 ml
4. Which of the following is a unit of mass?

A kg/m3 B K C mg D m3
5. Which of the following is the largest unit of time?

A year B days C hour D week
6. Which of the following is used as a thermometric liquid?

A water B oil C glycerin D mercury
7. The maximum temperature a digital clinical thermometer can measure is

A 32 oC B 42 oC C 110 oC D 37 oC
8. Which of the following is incorrect?

A 10 mg = 0.01 g C 1000 g = 1 kg
B 1g = 100 mg D 0.1 kg = 100 g
29
9. It takes 14.0 s for a pendulum to swing from X to Y and back again 10 times. What is the time
period of the simple pendulum?
A 1.4 s
B 140 s
C 7s
D 28 s
X Y
Short-answer questions
1. Convert the following:

(a) 7.3 km = _________m (b) 32 mm = _________m (c) 0.75 kg = _______g
(d) 0.02 g = _________mg (e) 2h 25 min = _________min (f ) 4 cm2 = _______mm2
2. (i) What is the length of the ribbon?
cm
(ii) The diagram shows how the diameter of a tree might be measured.
tree
Metre rule
0 10 20 30 40 50 60 70 80 90 100
cm
20 cm 85 cm
Calculate the diameter of the tree.
30
3. A student wishes to measure the area of a copybook. He uses a ruler to measure the length
and the width of the copybook. He notes down the following values in his copybook:
Length of copybook = 20.0 cm
Width of copybook = 15.0 cm
20.0 cm
15.0 cm
(a) What do you understand by the term 'area'?

(b) Using the values given above, calculate the area of the copybook in
(i) cm2 _____________________ (ii) m2 _____________________

4. The diagram below shows a cube.
(a) Convert the length of 3 cm into metre.

(b) Calculate the volume of the cube in
(i) cm3.
(ii) m3.
5. (a) Read the volume of water in the measuring cylinders. One measurement has already
been done for you.
(i) ml
(ii) ml
(iii) ml
(iv)
ml
30 50 100 500
40 400
75
20
30 300
50
20 200
10
25
10 100
14 ml
_____________ _____________ _____________ _____________
31
(b) A measuring cylinder contains some water. When a stone is put in the water, the level
rises.
100 100
90 90
80 80
Before After
70 70
60 60
50 50
40 40
30 30
20 20
10 10
(i) How does the meniscus affect the reading of the correct volume?
(ii) What is volume of the stone?
6. (a) In the following sentences tick the word ‘minutes’ or ‘seconds’ as appropriate.
(i) The smaller pointer of an analogue stopwatch shows the number of minutes/second.
(ii) The longer pointer of an analogue stopwatch shows the number of minutes/second.

(b) The stopwatch below shows the reading taken during a science experiment.
(i) Write down the reading displayed by the stopwatch in

minutes and seconds.
Time displayed = _______________ minutes and
_______________ seconds
(ii) Write down the same value of time in seconds only.

Time displayed = _______________ seconds
7. Project work
For this assignment, you will practise recording and paying attention to the units of
measurements of common household items. Look around your house at the items of daily use.
Observe the packing details related to measurement.
Make a list of 10 items in your house on which the unit of measurement is indicated.
Below is an example of how you should construct your data table.
Item Types of Measurement Unit

Bottled water volume litre
32
Unit
Cells and Characteristics 2
of Living Things
Learning Outcomes

• Observe and recognise the different parts of a cell using microscope
• Draw a labelled diagram of a typical animal cell and a plant cell
• Compare the differences in structure of animal and plant cells
• State the major functions of: cell membrane, cytoplasm, nucleus, central vacuole and cell
wall
• Give the correct sequence of organisation from cell to organism using examples in
animals and plants
• State that all living organisms are made of cells
• Demonstrate a simple understanding of the basic characteristics of living things
CELLS
All living beings are made up of one or more cells. A cell is not visible with the naked eye.
It can be seen only with a microscope. There are many different types of microscopes used
in the biology laboratory. The most commonly used in the school laboratories, are the light
microscopes.
When an object is observed under a microscope, it appears bigger. A microscope is therefore

used to enlarge the image of an object so that the object is seen more clearly.
ACTIVITY 2.1 - Observing onion peel using a light microscope
A light microscope Onion peel A small and thin piece

of onion peel on a slide
3333
Unit 2 • Cells and Characteristics of Living Things
Instructions to be carried out by the teacher:

• A small piece of the peel of a fles y onion scale leaf is removed and placed on a microscope
slide.
• A few drops of iodine solution are added before applying a cover slip.
• The excess solution is dried off with a pie e of fil er paper.
• A simple demonstration of how the light microscope works is shown by teacher.
• The slide is then observed under a light microscope.
Observations
The picture above shows the onion skin as observed under a light microscope.
Observe the picture above carefully and answer the following questions:
(i) What colour are the structures in the picture?

______________________________________________________________________________
(ii) What colour is the iodine solution?
______________________________________________________________________________
(iii) Why do you think the iodine solution was added to the onion peel?
______________________________________________________________________________
(iv) State how the structures making the onion peel are different from one another?
______________________________________________________________________________
______________________________________________________________________________
(v) Draw any one of the structures from the picture shown above. Use a pencil to show different
parts of the structure.
34
Conclusion:
The structure you drew above is a plant cell. It has a defini e shape and it forms the basic
structural unit of the onion peel. After having observed plant cells in Activity 2.1, we will now
move on to an animal cell.
ACTIVITY 2.2 - Teacher Demonstration: Observing cheek cells under a

light microscope
Methylene blue solution in small reagent bottle is shown to the students. Students should
know that this solution is used for preparation of cheek cells for observation under a light
microscope. A cheek cell is an example of an animal cell.
Observations
The picture below shows cheek cells as seen under a light microscope.
Observe carefully the picture of human cheek cells as seen under light microscope. Cheek
cell is an example of an animal cell.
(i) What colour are the cheek cells?

______________________________________________________________________________
(ii) Why do you think the cheek cells are of this colour?
______________________________________________________________________________
(iii) Do the cells have the same shape?
______________________________________________________________________________
35
(iv) Draw any one of the cells below. You may use different coloured pencils to show different
parts of the cell.
ANIMAL AND PLANT CELLS
KEY WORDS
cell membrane cytoplasm nucleus central vacuole chloroplast
After observing and drawing a plant cell and animal cell, we conclude that cells are made of
different parts.
Figure 1 shows a labelled drawing of a typical animal cell and Figure 2 shows a labelled drawing
of a typical plant cell. Different parts of both cells are shown below.
nucleus cytoplasm
cell wall
cytoplasm cell membrane
nucleus (pressed close to
cell wall)
vacuole
(contains a fluid
chloroplast called cell sap)
cell membrane
Figure 1 Figure 2
36
Differences between a plant cell and an animal cell
There are parts of a cell that are common to both plant and animal cells. A plant cell differs from
an animal cell in different ways.
ACTIVITY 2.3 - Comparing a plant and an animal cell
Students are paired up to discuss the questions below.
Observe Figures 1 and 2 carefully before answering the questions below.
(i) Name the parts of an animal cell.

______________________________________________________________________________
(ii) Name the parts making a plant cell.
______________________________________________________________________________
(iii) List the parts that are common to both.
______________________________________________________________________________
(iv) Give three examples of structures present only in a plant cell.
______________________________________________________________________________
(v) Fill in the table below to show the differences between a plant cell and an animal cell. Write
present or absent where appropriate. The first di erence is given.
Features Animal Cell Plant Cell
Shape of cell Irregular Defini e
Chloroplast
Central vacuole
Cell wall
(vi) Complete the Venn Diagram below to show the different parts of plant and animal cells.
Animal cell Plant cell
37
FUNCTION OF CELL PARTS

You have learnt earlier that cells are made of different parts. Now, we shall look into the
importance of each part for the proper functioning of a cell.
Table 1 gives the different parts of a cell, their description and functions.
Table 1
Part of cell Description Function

• Controls the movement of
• A thin boundary surrounding
Cell membrane substances into and out of the
the cytoplasm
cell
• Many chemical reactions occur
Cytoplasm • Jelly-like substance
here
• Controls cell activities
Nucleus • Contains the genetic material
• Plays a role in heredity
• Sac-like structure occupying a
• Stores water, food , salts and
Central vacuole large space in the cell. The fluid
sometimes even wastes.
inside is known as cell sap.
• Contains the green pigment
Chloroplast • Traps light for photosynthesis
chlorophyll
• Rigid structure surrounding cell • Gives support, protects and
Cell wall
membrane in plant cells gives shape to the plant cell
TEST YOURSELF
(a) Fill in the blanks using words from the list below.
cell membrane controls cell sap chloroplasts

photosynthesis shape support
Both plant cell and animal cell have a nucleus that ______________________ all the cell
activities. In addition to the ______________________ which is a thin boundary around the
cytoplasm of the cell, plant cells also have a rigid cell wall. The presence of cell walls in plant
cells gives ______________________ and ______________________ to the cell.
A solution of water, food and salts in the vacuole is known as ______________________.

The green parts of plants have cells containing many ______________________capturing light
for the process of ______________________.
38
(b) Column A contains a list of parts of a cell and column B contains small phrases that describe
each part. Match the column A with the appropriate description from column B.
Column A Column B
Chloroplast Has the genetic material
Cell membrane Present in cells which carry out photosynthesis
Nucleus Region where chemical reactions take place
Cytoplasm Controls movement of substances across
Cell Wall Gives a defini e shape to plant cell
(c) For the each of the following multiple choice questions circle the correct answer.
(i) What part of a cell controls most of the cell activities and contains the genetic information?
A chloroplast B cell membrane C cytoplasm D nucleus.
(ii) What is a cell wall?

A a substance made of water, salts and food
B part of a cell that carries out photosynthesis
C a rigid cover giving support to plant cell
D a thin barrier around the cell.
(iii) In which part of a cell are waste susbstances sometimes stored?

A cytoplasm B vacuole C chloroplast D cell wall
(iv) In which part of a cell are many useful substances produced?

A cell wall B cytoplasm C vacuole D chloroplast
(d) Many substances leave and enter a cell. Which part of the cell controls movement of
these substances?
______________________________________________________________________________
39
WHAT I HAVE LEARNT
• Microscopes are used to observe plant and animal cells.

• To observe cells under the microscope, stains such as iodine and methylene blue
solutions are used.
• Iodine is used to stain plant cells.
• Methylene blue solution is used to stain animal cells.
• Plant cells and animal cells have different shape. Stains are used in the preparation of
cells for observation under the light microscope. Without stains, we would not be able
to distinguish the different parts making the cells.
• Cell is the basic structural unit of life.
• Cells are made of different parts mainly cell membrane, cytoplasm and nucleus.
• In addition the above, plant cells also have chloroplasts, cell wall and central vacuole.
PROJECT WORK DID YOU KNOW…
Be creative: Making of a poster Robert Hooke ( 1635-1703) was

Make a large poster showing diagrams of animal and plant the first scientist to use the
cells with clear labels. Write down the function of each part word 'cell' to describe a
of the animal and plant cells on the poster. basic unit of life.
CELLS, TISSUES, ORGANS AND ORGAN SYSTEM
KEY WORDS
Tissues Organs Organ systems Organism Multicellular Unicellular
In the earlier part of this lesson you learnt that cells form the basic structural unit of life. Now
you will explore how cells are arranged into tissues, how tissues make organs, how organs
make systems and how systems constitute of the body of animals and plants.
40
ACTIVITY 2.4 - Defining a tissue, an organ and an organ system.
Figures 3 and 4 show the level of arrangement of a cell and a tissue respectively.
Figure 3 Figure 4
What does Figure 3 represent? Figure 4 is an example of tissue. How would

_____________________________________ you describe the structure above?
_____________________________________
Figure 5 below shows the arrangement of cells into tissues that make up the stomach. Each
block in the diagram represents a different tissue. The stomach is an example of an organ in
man.
Figure 5
Observe Figure 5 and using the information given to you, define an o gan.
An organ is ____________________________________________________________________
______________________________________________________________________________
41
ORGAN SYSTEM
Figure 6 below represents the digestive system. It is an example of an organ system in man.
Different parts of the system have been named and each part is an organ. You see that the
stomach is an organ of the digestive system.
Liver
Stomach
Small intestine Large intestine

Rectum
Anus
Figure 6
Study Figure 6 carefully and explain what is an organ system.
An organ system is ______________________________________________________________

______________________________________________________________________________
• Tissue is a group of similar cells grouped together to carry out a common function .
• Many different tissues combine together to form an organ that performs a particular
function.
• Groups of organs work together to form an organ system to carry out specific
activities.
42
ACTIVITY 2.5
An example of cellular organisation in plants is given Figure 7 below.
A B C D
Figure 7
Observe Figure 7 and answer the questions below.
(i) Which of the letters above represent:

• a tissue ____________________________
• an organ ____________________________
• an organ system ____________________________
(ii) List the different organs of plants.

_____________________________________________________________________________
_____________________________________________________________________________
(v) Name the organ system represented in Figure 7 above.
_____________________________________________________________________________
_____________________________________________________________________________
(iv) Give another example of an organ system in plants.

_____________________________________________________________________________
_____________________________________________________________________________
43
UNICELLULAR AND MULTICELLULAR ORGANISMS

Unicellular organisms
Any living thing is known as an organism. The prefix “uni” means one. Therefore, a unicellular
organism has one cell and is capable of living independently. Since the organism consists of
only one cell, it can be seen only with the help of a microscope. A few examples of unicellular
organisms are shown below.
Examples of unicellular organisms
Bacteria Amoeba Algae
Multicellular organisms
The prefix ‘’multi” means many. Therefore, multicellular organisms are made up of more
than one cell. Multicellular organsisms are visible to the naked eye. All plants and animals are
examples of multicellular organisms. Cellular organisation occurs in multicellular organisms.
Examples of multicellular organisms
44
WHAT I HAVE LEARNT
• Tissues are made up of several cells of the same type carrying out a common function.
• Organs are made up of many different tissues working together for a particular function.
• An organ system has many organs that work together to perform more than one
function.
• An organism can be unicellular or multicellular.
• Unicellular organisms have a single cell.
• Multicellular organisms show the cellular organisation ranging from cells to tissues to
organs and to organ systems. These organisms can then carry a range of life activities.
CHARACTERISTICS OF LIVING ORGANISMS
KEY WORDS
Movement Nutrition Respiration Growth Reproduction Growth Sensitivity
When you take a look at the world around, you will see that there are different characteristics
that can be used to determine if something is living or non-living.
In primary school you learnt about some of the characteristics that all living things have. They
are movement, nutrition and reproduction.
Now you will learn about four other characteristics: respiration, sensitivity, growth and
excretion.
The mnemonic below will help you remember the seven characteristics of all living things.
(MRS RENG)
M R S R E N G
Movement Respiration Sensitivity Reproduction Excretion Nutrition Growth
45
Movement
Animals can move their entire body from one place to another as well as parts of their body.
The movement of the entire body is also known as locomotion. Many animals have organs that
help to bring about locomotion. For example, mammals have legs to walk, run and jump.
Recall what you learnt in primary school and answer the questions below.
(i) Give a few examples of movement in animals?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
(ii) Why is movement important in animals?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
Plants are fi ed to the soil, so they cannot move from one

place to another. However, plants show movement of some
parts. One example of movement in plants is the bending of
the shoot towards a source of light as shown in Figure 8.
Figure 8
(iii) Figures 9, 10, 11 and 12 show different types of movement by different parts of plants.
Look carefully at the pictures and write down the type of movement illustrated by each
in the space provided.
Figure 9 Figure 10
_____________________________________ _____________________________________
46
Figure 11 Figure 12
_____________________________________ _____________________________________
Nutrition
All living things need food that provides important nutrients for various body functions. There
are different ways by which they obtain food.
Animals and most unicellular organisms obtain ready made food from their environment.
How do animals obtain their food?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
Plants and algae can make their own food by the process of photosynthesis. They use materials
such as carbon-dioxide and water from their surroundings and in presence of light energy they
convert these materials into food.
(i) State three ways how nutrition is important to living things.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
Reproduction
Living things can produce new individuals of their same kind or species. When organisms
reproduce, their species will not become extinct and they will continue to survive.
There are different ways by which living things reproduce.
47
(i) Look carefully at Figures 13, 14, 15 and 16 and state how these living organisms reproduce.
Figure 13 Figure 14
_____________________________________ _____________________________________
Seed
Fruit Young
plant
Mature
Flower plant
Figure 15 Figure 16
_____________________________________ _____________________________________
(ii) Write down two ways by which a plant can reproduce without seed formation.
_____________________________________________________________________________
______________________________________________________________________________
Respiration
Food supplies living things with energy. Respiration is the process of breaking down of food to
release energy. This process usually occurs in the presence of oxygen in the cells of the body.
Carbon-dioxide is produced during the process and it is harmful to the body. Water is also
produced during respiration.
Complete the word equation that represents the process of respiration below.
Food + ____________________ Carbon dioxide + ____________________
48
If you refer again to the definition of respiration, you will see that food combines with oxygen to
release energy. Living things obtain oxygen from their environment and give off carbon-dioxide
into the environment. The exchange of gases between living things and their environment is
known as breathing.
Mammals breathe in oxygen and breathe out carbon dioxide through their lungs.
(i) How does an aquatic organism such as fish b eathe?

_____________________________________________________________________________
(ii) Give three importance of energy to animals.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
(iii) Give two importance of energy to plants.

_____________________________________________________________________________
_____________________________________________________________________________
Excretion
Living things produce useful substances during chemical reactions in the cells. Other substances
are also produced and are known as wastes. When these waste substances accumulate in the
cells, they may become harmful. Therefore, living things must get rid of these wastes produced
during chemical reactions in the cells. The removal of such toxic wastes from living things is
known as excretion.
You learnt that carbon dioxide is produced during respiration. It is a waste substance which is
given off during the process of breathing out. Lungs are therefore excretory organs. There are
other waste substances produced by living things. One example is urea.
Kidneys fil er urea from the blood. Urea along with water and salt are removed from the body
in the form of urine. Urea is also present in sweat, which is produced by the skin.
49
(i) Complete the Table 2 below by stating the excretory organs and the waste substance that
they remove from the living things.
Table 2
Excretory organs Waste substance removed
1. __________________________________ __________________________________
2. __________________________________ __________________________________
3. __________________________________ __________________________________
Plants also produce waste substances.
Where are waste substances stored in a plant cell?
_____________________________________________________________________________
DID YOU KNOW…
Wastes accumulate in cells of the leaves and as the leaves grow old they are shed off y the plants.
Sensitivity
All living things have the ability to detect or sense changes in their environment and bring
about appropriate changes or response. Animals have specialised organs to detect changes in
their environment. A change in the environment that is sensed by living things is referred to as
a stimulus.
(i) Rearrange the correct order of the sequence below to illustrate how living things show
sensitivity.
detected by sense organ response by living organism stimulus
____________________ _______________________ ________________
50
A few examples of stimuli that animals can detect are light, sound and chemicals.
(ii) Complete Table 3 below by filling in the stimulus or stimuli that correspond(s) to the
different sense organs from the list below.
touch pressure temperature pain chemicals light sound
Table 3
Sense organs Stimulus/ Stimuli
Eyes
Ears
Skin
Tongue
Nose
Plants also show sensitivity. Let us once more look at Figures 8 and 9. We have learnt about the
different types of movement that a plant can make. The movement of the shoot towards light
is possible because of the sensitivity of the shoot to light.
(iii) If a root grows down in the soil, according to you to what stimulus is the root sensitive to?
_____________________________________________________________________________
(iv) In Figure 9, what stimulus is causing the leaves to close?
_____________________________________________________________________________
(v) Name other forms of sensitivity that a plant shows.
_____________________________________________________________________________
_____________________________________________________________________________
51
(v) Figure 17 shows a unicellular organism responding to a stimulus. Observe the picture below
carefully and state the stimulus that causes the organism to move away.
_____________________________________________________________________________
Figure 17
(vi) Why is it important for such a microscopic organism to show sensitivity?

_____________________________________________________________________________
_____________________________________________________________________________
Growth
All living organisms have the ability to grow. The process of growth however is different in
many living things.
Figures 18 and 19 below represent a unicellular organism at different stages of its life. You can
observe that the organism has grown bigger.
Figure 18 Figure 19
Early stage Later stage
In humans, increase in size is accompanied by change in the physical form and this change is
known as development.
Plants also show growth and they grow continuously throughout their life. They keep increasing
in size as they grow older.
How is growth in plants different from growth in man?

_____________________________________________________________________________
_____________________________________________________________________________
52
WHAT I HAVE LEARNT
The seven characteristics of all living organisms are: movement, reproduction, sensitivity,
respiration, excretion, nutrition, growth.
• Movement in animals involves the displacement of the entire body from one place to
another. It is also known as locomotion. Movement in plants is restricted to only certain
parts.
• Reproduction gives rise to new individuals of same kind or species. There are different
types of reproduction in animals such as giving birth or laying of eggs. Plants reproduce
mainly by seeds. In unicellular organisms, the cell divides to give rise to two small cells
that are independent living organisms.
• Sensitivity is the ability to respond to a stimulus.
• Respiration is the breaking down of food to liberate energy.
• Excretion is the removal of (toxic) waste substances produced during chemical reaction
in the cells, from the body.
• Nutrition provides living organisms with food (nutrients) that are important for various
body functions.
• Growth is an increase in size in organisms.
Summary of unit
• A microscope is an instrument used to view very tiny objects that cannot be seen with
the naked eye. They make the objects appear bigger.
• The type of microscope used in the laboratory is the light microscope.
• Cells can only be seen with the help of a microscope.
• Cells need staining for them to be seen clearly under the microscope.
• Methylene blue is commonly used to stain animal cells while iodine is used for plant
cells.
• Cells are made up of many parts. Both animal and plant cells are made of several parts
namely cell membrane, cytoplasm, nucleus. In plant cells there are other parts such as
vacuole, chloroplasts and cell wall.
• Each part has a specific function. Cell membrane controls substances entering and
leaving a cell; cell wall gives shape to plant cells; cytoplasm is the region where many
chemical reactions take place; nucleus contains the genetic material which controls
all the activities of the cell; vacuole stores water, food and salts; chloroplasts contains
chlorophyll to trap sunlight for photosynthesis.
• The cell is the basic unit of life that is all living organisms are made of, either a single
cell or many cells. Unicellullar organisms consist of a single cell whereas multicellular
organisms consist of many cells.
• In many multicellular organisms, there is cellular organization where cells are grouped
together to form tissues, many tissues together form organs and several organs work
together to form an organ system.
53
Concept Map • Unit 2 • Cell, Cell Structures and Characteristics of Living Things
organ system
grouped together
cell wall
organs
central vacuole have
arranged together shapes
and sizes
chloroplasts tissues
only in plants
grouped together
as vary in
unicellular
some differences
Plants
consist of one cell
CELLS
basic units living
have in are of organisms
are consist of many cells
Animals
structures in common microscopic multicellular
meaning
cell membrane nucleus cytoplasm seen under microscope
54
WORK OUT
1. Fill in the blanks by choosing the words from the list below.
animal multicellular tiny one transparent iodine microscope
Cells are _________________ structures that can only be seen under a _________________
Unicellular organisms are made up of only ________________ cell, whereas ________________
organisms consist of many cells. Cells are _________________ and therefore they must be
stained so as to see their structures more clearly. The most common stain for plant material is
_________________, whereas methylene blue is used for _________________ cells.
2. Tick the appropriate box.

True False
(a) Cells are the basic structure and function of living things.
(b) All cells have cell membrane, cytoplasm and cell wall.
(c) Chloroplasts are important for plant to make their food by photosynthesis.
(d) Nucleus has genetic material that can be passed on from one generation
to another.
3. Multiple choice Questions: Circle the correct answer.
(i) Cells cannot be seen directly with our naked eye because
A organisms are generally unicellular.
B cells are microscopic.
C cells are grouped into tissues.
D cells are composed mainly of water.
(ii) The following structures are present in an animal cell:

A Cell wall, cell membrane, nucleus, chloroplast
B Cell wall, nucleus, cell membrane, cytoplasm
C Cell membrane, vacuole, nucleus, cytoplasm
D Cell membrane, nucleus,cytoplasm
(iii) Choose the correct statement with respect to unicellular organisms.

A In unicellular organisms, tissues work together to perform different functions.
B Unicellular organisms do not require food.
C Unicellular organisms respire and reproduce.
D Unicellular organism cannot move.
55
(iv) Another term used for living thing is ____________________________.

A organ B organism C tissue D organ system
(v) Green colour of leaves is due to presence of the pigment ____________________________.

A chloroplast B vacuole C chlorophyll D genes on nucleus
(vi) Which of the following is not an example of response to stimulus?

A Watering in mouth when we see delicious food items
B Closing of leaves of mimosa plant when touched
C Shutting our eyes when an object is suddenly thrown in our direction
D A chick hatching out of an egg.
(vii) Which of the features of living things can be viewed using a microscope ?
A Living things grow
B Living things adapt to their surroundings

C Living things are made up of cells
D Living things use energy
(viii) Although organisms die, their kind continue to live on earth. Which characteristic of living
organisms makes this possible?
A Respiration B Reproduction C Excretion D Movement
Structured questions
1. (a) List the structures that are common to both plant and animal cells.
(b) State three differences between a plant cell and an animal cell.
(c) Write down the function(s) of the following: cell wall, cell membrane, vacuole.
(d) Write down two functions of the nucleus.
(e) Give one example of unicellular organism.
(f ) Classify the following terms into cells, tissues, and organs and write in a tabular form
given below.

red blood cell nerve cell blood muscle brain heart hand
cell Tissue Organ
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
56
2. The passage below gives information about different tissues, organs and organ systems in
living organisms. Read the passage carefully.
There are many different types of cells in our body. Cells of the same type are grouped together
to carry out a function. For example, muscle tissue is made up of many muscle cells. Many
different tissues are assembled together to give rise to an organ.
Our body has many organs that perform specific functions; for example our eyes allow us
to see, our heart pumps blood around our body and there are many other organs working
independently.
Our digestive system helps the body to get nutrients from food that is eaten. The food has to
pass through different organs along the system. Kidneys form part of our excretory system.
They remove waste products that would otherwise harm the body.
Plants are composed of several organs such as root, stem, leaves sometimes fl wers. There
are only two organ systems, one found above the ground and the other below the ground
absorbing water and salts from the soil.

Answer the following questions.
(i) Which statement supports the fact that muscle is a tissue?

(ii) What is an organ? Give two examples of an organ in man and another two in plants.
(iii) List any two organ systems in man.
(iv) According to you which organ system in plants absorbs water and salts from the soil?
(v) Why is it necessary for the two systems in plants to work together?
(vi) Name the organ that has the following functions in your body:
• Enable us to hear ________________________________________
• Enable us to think ________________________________________
• Allow exchange of gases between the body and our environment
________________________________________
3. A fish reacts when the glass on one side of an aquarium tank is tapped with a finge . What
characteristic of living organisms does this demonstrate?
4. The picture below shows three characteristics of living things. Name them.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
57
5. Complete the Table 4. Give one example of an organ and one function of the organ system.
Table 4
Organ Systems Organ Function of the organ system
Respiratory System
Excretory System
Nervous System
Digestive System
Circulatory System
Locomotory System
6. The diagram below shows a germinating seed. Part A develops into the shoot system and
Part B into the root system.
(i) Name the stimulus to which:

A A responds ____________________________________
___________________________________________________
B B responds ____________________________________
___________________________________________________
(ii) State the importance of the direction of the growth of part:

A: _____________________________________________________________________________________________________________
B: _____________________________________________________________________________________________________________
7. Further Task: Group project (Poster presentation)
You are required to work in groups of three to fi e students and conduct a search on the
following:
• The History of Microscope: When was it discovered? Who invented it? How was it
invented?
• The Evolution of Microscopes: types of Microscopes.
• How microscopes have been useful in the life of human beings.
Use your findings o make a poster to illustrate these ideas.
58
Unit
Everything is about matter 3
Learning Outcomes

• Recognise that everything around us (living and non-living) is made up of matter
• State that matter has mass and occupies space
• Investigate the properties of the three states of matter
• Compare and contrast the properties of the three states of matter
• Infer that matter is made up of tiny particles
• Use illustrations and models to represent and explain the arrangement and movement
of particles in each of the three states of matter
• Investigate how changes of states of matter are brought about by increase or decrease
in temperature
• Infer that matter can undergo changes through simple investigations
• Demonstrate an understanding of physical and chemical changes
• Infer that a physical change does not lead to the formation of new substance(s)
• Identify chemical change as a change which leads to formation of new substance(s)
• Compare and contrast physical and chemical changes through simple experiments
• Explain why changes of states are physical changes
In lower grades, you learnt about air, water, materials, living and non-living things. Have you
ever thought what are these made up of? In this unit, you will learn that they are all made up
of something called matter. You will also learn about the different states in which matter exists
and what matter is made up of.
What is matter?
Your body, your pet, your mobile phone all have one thing in common – they are all composed
of matter. But a beam of light is not matter. Therefore, it is important that you are able to
differentiate between matter and non-matter. Activity 3.1 will help you to distinguish between
matter and non-matter.
5959
Unit 3 • Everything is about matter
Activity 3.1 - Distinguishing between matter and non-matter
1. Table 1 shows some examples of matter and non-matter. Study the examples and discuss
with your friend and answer the questions which follow.
Table 1
Examples of Matter Examples of Non-matter
Food Rainbow
Trees Sound
People Gravity
Plastic
Light
Air
Heat
Water Time
60
2. State whether the following statements about matter are TRUE or NOT ALWAYS TRUE or
FALSE? Explain your reasoning.
• Matter can be seen. ____________________________________________________________________________________
Reasoning: __________________________________________________________________________________________________
• Matter can be touched. ___________________________________________________________________________________

Reasoning: __________________________________________________________________________________________________
• Matter can be living or non-living. ______________________________________________________________________

Reasoning: __________________________________________________________________________________________________
• Matter can be a solid, liquid or gas. _____________________________________________________________________

Reasoning: __________________________________________________________________________________________________
• Only natural things are made up of matter. __________________________________________________________
Reasoning: __________________________________________________________________________________________________
3. In Unit 1, you learnt about mass and volume. You measured the volume and mass of
a wooden cube and water. Both wood and water are made up of matter. Based on your
observations, do you agree with the following statements?
• Matter has mass. ___________________________________________________________________________________________

• Matter has volume. ________________________________________________________________________________________
4. Write a definition or matter.

_____________________________________________________________________________________________________________________
5. "Everything around us is made of matter." Do you agree with that statement? Justify your
answer.
_____________________________________________________________________________________________________________________
6. Why are sound and light not considered to be made of matter?

_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
From this activity, you have learnt that everything around us that has mass and volume is
made of matter.
Matter is defined as anything which has mass and occupies space (has volume). Matter
can be solid, liquid or gas.
Since air is made of matter, it should also have mass and volume. But how can we say air is
matter if we do not see it? Activities 3.2 & 3.3 will help you understand why air is matter.
61
Activity 3.2 - Showing that air occupies space

You will work in groups of four to carry out this activity.
• A trough filled with ater, a plastic cup, dry tissue paper
Procedure:
1. Place some crumpled dry tissue paper down into a plastic cup in such a way that it stays in
place when the plastic cup is turned upside down.
2. Now carefully put the glass upside down into the trough of water till it is entirely under
water.
3. Take out the plastic cup and observe the tissue paper. Is it wet?
____________________________________________________________________________________________________________________
4. (a) Apart from the tissue paper, what did the plastic cup contain?
____________________________________________________________________________________________________________________
(b) Why was the tissue paper not wet when the plastic cup was put upside down in the
water?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
5. What can you conclude from your observations?

____________________________________________________________________________________________________________________
Conclusion:
The tissue paper remained dry showing that water did not enter the cup. This is because the
space inside the cup was occupied by air and there was no place for water to enter.
From this activity, you have been able to infer that air occupies space. In the next activity, you
will investigate whether air has mass.
Air occupies space and thus has volume.
62
Activity 3.3 - Showing that air has mass
You will work in groups of four to carry out this activity.
• A hanger, clothes pegs, balloons, 2 pieces of string of equal length, a retort stand and clamp
Procedure:
1. Clip an empty balloon on each end of the hanger using a clothes peg as shown below.
Support the hanger using the clamp as shown below.
clamp
clothes peg
hanger
balloon
balloon
retort stand
What do you observe? Note down your observation below.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
2. Remove the balloons. Tie a balloon with a piece of string. Clip it again on the hanger using
the clothes peg.
3. Infl te the other balloon and tie it using the second piece of string. Clip the infl ted balloon
on the other side of the hanger using a clothes peg.
4. Support the hanger on the clamp again. What do you observe now? Note down your
observation below
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
5. Explain your observation in 4.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
63
Conclusion
Since the hanger tilts slightly on the side of the infl ted balloon, it shows that the infl ted
balloon is heavier than the empty balloon. When the balloon is infl ted, it is filled with air which
increases the mass of the balloon. This shows that air has mass.
Air has mass.
KEYWORDS
WHAT I HAVE LEARNT • matter
• mass
• Everything around us is made of matter. • volume
• Matter has mass and occupies space (has volume).
• Air has mass and occupies space. Therefore, air is also
made of matter.
States of matter
You have learnt that water, which is made of matter, has mass and occupies space. Water exists
as a liquid at room temperature. In lower grades, you learnt that water can also exist as ice
(a solid) or steam (a gas). Have you noticed the states in which other materials exist at room
temperature? In Activity 3.4, you will investigate about the states of a few other materials.
DICTIONARY CORNER
Room temperature: a
comfortable temperature
that is not too hot or too
cold. In science, room
temperature is 25oC
Ice Water Steam

(solid) (liquid) (gas)
64
Activity 3.4 - Classifying different materials
1. Figure 1 shows different materials at room temperature.
Stone Juice Oil
Apple Cooking gas Petrol
Oxygen Diamond Nitrogen
Tea Carbon dioxide Wood

Figure 1
2. Study Figure 1 and draw a table in your copybook to classify the materials according to the
state in which they exist at room temperature.
3. What are the three states in which the materials can exist?
(i) ________________________________________________________________________________________________________________
(ii) ________________________________________________________________________________________________________________
(iii) ________________________________________________________________________________________________________________
Conclusion
Oil, juice, petrol and tea are in the liquid state. Stone, apple, diamond and wood are in the solid
state. Cooking gas, oxygen, nitrogen and carbon dioxide are in the gas state.
65
You have been able to classify the different materials as solid, liquid or gas. These materials are
all made of matter.
WHAT I HAVE LEARNT
Matter can exist as solid, liquid or gas. These are called the three states of matter and they
have different properties.
Activities 3.5, 3.6 and 3.7 will help you to investigate the properties of solid, liquid and gas
respectively.
Activity 3.5 - Investigating the properties of a solid
You will work in pairs to perform this activity. DICTIONARY CORNER
Materials you will need : Property:

• a stone and a piece of wood a word used to describe
a material or object and
tells us something about
Procedure: how it is.
1. Hold the stone in your hands and observe its shape.
2. Now place the stone on the table and observe its shape again. Does the shape change?
Does the stone fl w? ______________________________________________________________________________________
3. Place the stone on the floo . Does the shape change? Do you notice a change in the space
it occupies? _________________________________________________________________________________________________
4. Squeeze the stone between your palms. Does the shape change? Does the volume change?
____________________________________________________________________________________________________________________
5. Repeat steps 1 to 4 with the piece of wood and note down your observations in your
copybook.
Conclusion:
The following statements can be used to conclude your findings of this activity. Tick either “Yes”
or “No” in Table 2 to conclude about the properties of a solid. As you have seen in Activity 3.4,
both stone and wood are solids.
Table 2
Property Yes No DICTIONARY CORNER
A solid has a fi ed shape Compress:

decrease volume by
A solid has a fi ed volume applying pressure
A solid can fl w
A solid can be compressed
66
Activity 3.6 - Investigating the properties of a liquid

You will work in groups of four in this activity.

• Coloured water provided in a beaker, a conical flas , a 100 cm3 measuring cylinder, a volu-
metric flas , a plastic syringe
Procedure:
1. Observe the shape of the coloured water

in the beaker. What can you say about the
shape of the water?
_______________________________________________________
_______________________________________________________
2. Pour 100 cm3 of the coloured water into

the measuring cylinder. Observe the
shape of the water in the measuring
cylinder.
_______________________________________________________
_______________________________________________________
3. Transfer the 100 cm3 the coloured water

from the cylinder into the conical flas .
Observe the shape of the water in the
conical flas .
_______________________________________________________
_______________________________________________________
67
4. Now transfer the coloured water back into the measuring cylinder again. Record the volume
of water in the measuring cylinder. Note down the volume below.
____________________________________________________________________________________________________________________
5. Draw some water into the syringe. Close the end of the syringe with one finge . Press the
plunger. Does the volume of water change? Can the liquid be compressed?
____________________________________________________________________________________________________________________
6. Based on your observations, answer the questions which follow:

(a) Does water fl w? Justify your answer.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(b) What can you conclude about the shape of water in the different glassware? Does the
shape of water change?
____________________________________________________________________________________________________________________
(c) What can you conclude about the volume of water from steps 2 to 4?
____________________________________________________________________________________________________________________
Conclusion:
The statements in Table 3 can be used to conclude your findings of this activity. Tick either “Yes”
or “No” to conclude about the properties of a liquid.
Table 3
Property Yes No
A liquid has a fi ed shape.
A liquid has a fi ed volume.
A liquid can fl w.
A liquid can be compressed.
In Activity 3.6, you investigated about the properties of a liquid. You have been able to conclude
that a liquid has a fixed volume but no fixed shape. A liquid can flow. A liquid cannot be
compressed.
In Activity 3.7, you will investigate about the properties of a gas.
68
Activity 3.7 - Investigating the properties of a gas
You will work in groups of four in this activity.

• Balloons of different shapes and a syringe
Procedure:
1. Blow into the balloons to infl te them and tie their ends tightly.
2. What do the infl ted balloons contain? ____________
3. Observe the shapes of the balloons. Do all the balloons have the same shape?
_____________________________________________________________________________
4. (a) Draw air into the syringe. Record the volume of air in the syringe in Table 4.
(b) Close one end of the syringe with a finge . Press the plunger of the syringe and hold it.
Record the volume of air in the syringe in Table 4.
Table 4
Initial volume of air in syringe / cm3
Volume of air in syringe when the plunger is pressed / cm3
69
5. Figure 2(a) shows a gas jar in which a brown gas is placed. The gas jar is covered with a glass
plate and left on the table for a period of time. Figure 2(b) shows the gas jar after 10 minutes
and Figure 2(c) shows the gas jar after 1 hour.
Observe the figu es carefully and answer the questions which follow.
Describe what is observed to happen in the gas jar
(a) after 10 minutes: ___________________________________________________________________________________________
(b) after 1 hour: _________________________________________________________________________________________________
2 (a) 2 (b) 2 (c)

Figure 2
6. After completing parts 1 to 5, discuss with your friends and answer the questions below.
(a) Does a gas have a fi ed shape? Justify your answer.
____________________________________________________________________________________________________________________
(b) Can a gas be compressed? Justify your answer.

____________________________________________________________________________________________________________________
(c) Does a gas have a fi ed volume? Justify your answer.

____________________________________________________________________________________________________________________
(d) Does a gas fl w? Justify your answer.

____________________________________________________________________________________________________________________
Conclusion:
The statements in Table 5 can be used to conclude your findings of this activity. Tick either “Yes”
or “No” to conclude about the properties of a gas.
Table 5
Property Yes No
A gas has a fi ed shape.
A gas has a fi ed volume.
A gas can fl w.
A gas can be compressed.
In Activity 3.7, you investigated about the properties of a gas. You have been able to conclude
that a gas has no fixed volume and no fixed shape. A gas can flow and it can be compressed.
A gas usually fills the ontainer in which it is placed.
70
WHAT I HAVE LEARNT
• Matter exists in 3 states: solid, liquid and gas.

• A solid has a fixed volume and fixed shape. It does not fl w and cannot be compressed
• A liquid has a fi ed volume but no fi ed shape. The liquid takes the shape of the container
in which it is placed. It fl ws but cannot be compressed
• A gas has no fi ed shape and no fi ed volume. It fills the container in which it is placed.
A gas can fl w and can be compressed
DID YOU KNOW? KEY WORDS
A powder is a solid even if it does not have a • states of matter • shape

fi ed shape. It is composed of a large number • solid • volume
of very fine solid pie es. • liquid • flow
• gas • compress
You have learnt about the properties of solids, liquids and gases.
• Have you asked yourself why solids keep their shape but liquids and gases fl w?
• Do you know why a liquid has a fi ed volume but a gas fills the container in which it is
placed?
To be able to answer these questions, you have to look deep inside each state of matter and
understand what matter is made of.
What is matter made of?

The following conversation between four friends Jane, Meera, Ali and Kevin is about what matter
is made of. Read the conversation carefully and answer the questions that follow.
Jane: Did you know that all matter is made of very small particles?
Kevin: It is a bit hard to believe because I have never seen these
particles you are talking about.
Jane: This is because the particles of matter are so tiny that we

cannot see them with our naked eye.
71
Meera: How small are they? Are they smaller than a speck of dust?
Ali: Yes. They are too small to be seen even with a strong
microscope.
Kevin: Now, I am confused. How can we say that particles of matter

exist if we cannot see them?
Ali: By using special microscopes and other scientific instruments,

scientists have collected evidence that matter consists of very tiny
particles.
Jane: I will give you an example which provides an evidence for the
existence of particles of matter. When someone wearing a strong
perfume enters a room, you can soon smell the perfume, right?
Meera: Yes. Even if the person is standing at a different part of the

room, we can smell the perfume at the other side. But how
does this show that matter is made of particles?
Jane: We can smell the perfume because the particles of the perfume
reach our nostrils.
Kevin: You mean that the particles of the perfume have moved in air?
This implies that particles of matter can move.
Jane: Yes, you are right. Matter is made up of tiny particles which
move continuously.
72
1. Why was Kevin doubtful when Jane stated that matter is made of particles?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
2. Why are scientists convinced that particles of matter esixt though they cannot be seen?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
3. The movement of the particles of perfume in air provides evidence for the existence of par-
ticles in matter. In which state of matter is the perfume in air? Explain your reasoning.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
4. Describe another similar evidence which you have encountered in everyday life.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
DID YOU KNOW?

WHAT I HAVE LEARNT
The smallest particle of
Matter is made up of very tiny particles which cannot be matter is called atom.
seen with our naked eye.
By using special instruments, scientists have been able to

collect evidence about the existence of particles of matter.
In addition, smelling the fragrance of a perfume without
seeing the perfume shows that the particles of the perfume
have reached our nostrils by moving in air.
In Activity 3.8, you will carry out an experiment to investigate about the particles in a solid.
Activity 3.8 - Investigating the particles of matter in a solid

Materials you will need: DID YOU KNOW?
• Beaker, water, potassium permanganate crystals
Potassium permanganate
Procedure: is a dark solid which
1. Fill 3/4 of the beaker with water. Observe the colour of water. forms a purple solution
Note your observation: ______________________________________________ when mixed with water.
2. Drop one potassium permanganate crystal into the water.
3. Observe what happens to the water in the beaker (i) immediately after, (ii) after 5 minutes,
(iii) after 10 minutes. Write your observations below.
____________________________________________________________________________________________________________________
73
Observations
(i) Immediately after the potassium permanganate crystal is dropped in the water:
____________________________________________________________________________________________________________________
(ii) After 5 minutes:

____________________________________________________________________________________________________________________
(iii) After 20 minutes:

____________________________________________________________________________________________________________________
4. Leave the beaker in a safe place in the laboratory and observe the water again after one day.
Write your observation below.
After 1 day:
____________________________________________________________________________________________________________________
Immediately after 5 mins after 20 mins after one day
The water is colourless before adding the crystal. A purple is spot is formed at the base of the
beaker as the crystal dissolves in the water. The purple colour spreads and fills the base of the
beaker after 5 minutes. The purple colour then rises slowly until the whole beaker of water
becomes purple after one day.
5. The diagram below shows what happens to the particles of potassium permanganate when
the crystal is added to the water. Study the diagram carefully and answer the questions
which follow:
Potassium permanganate crystal
Time
74
(a) Describe the arrangement of the particles in the solid crystal.

____________________________________________________________________________________________________________________
(b) What happens to the particles of potassium permanganate when the crystal is dropped in
water?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(c) Use your answer to (b) to explain why the purple colour spreads in the water.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
DID YOU KNOW?

WHAT I HAVE LEARNT
The spreading of particles
of one substance
• The particles in the solid crystal are arranged close
into another is called
together in an orderly way. When the solid dissolves
diffusion.
in water, the particles are separated and spread
throughout the liquid water.
You have now learnt that all matter is made up of very tiny particles which move continuously.
In the next activity, you will investigate about the arrangement and movement of particles in
the 3 states of matter.
Activity 3.9 - Role play: Investigating about the arrangement and

movement of particles in solids, liquids and gases
In this activity, you and your friends will pretend to be particles of matter. You are going to
behave in the same way that particles do in a solid, a liquid and a gas. Such an activity is called
a role play.
Instructions:
1. Divide the class into 3 groups and name the groups SOLID, LIQUID and GAS.
2. Each group will perform one at a time to show the behaviour of particles in each state.
The other groups will observe carefully the role play in order to answer the following
questions.
75
3. Particles in the solid: Performance by group "SOLID"
The members will stand as closely as possible to one another in a fi ed space, in neat rows. You
can move (or vibrate) your body, but your position must remain fi ed. No member will move
from their position.
Based on your observations, answer the following questions.

(a) How are the particles arranged in a solid?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(b) Describe the movement of the particles in the solid.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
4. Particles in the liquid: Performance by group "LIQUID"
Members will stand close to each other in clusters (or small groups) in a fi ed space. Leave a few
gaps between the clusters. Move around but stay in contact with each other all the time within
the fi ed space.

a) How are the particles arranged in a liquid?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
b) Describe the movement of the particles in the liquid.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
5. Particles in the gas: Performance by group "GAS"
Members will stand far apart from each other. Move quickly in all directions throughout the
classroom. You can also run but be careful not to trip and fall down. If you happen to collide
with another particle, you must move away from each other immediately.

a) How are the particles arranged in a gas?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
b) Describe the movement of the particles in the gas.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
76
6. Diagrams A, B and C represent particles in each of the 3 states of matter. Based on your
observations, identify which state of matter is represented by each diagram. Explain your
reasoning.
A: __________________________________________________________________________________________________________________
B: __________________________________________________________________________________________________________________
C: __________________________________________________________________________________________________________________
represents a particle
of matter
A B C
7. Complete the boxes below to illustrate the particles in a solid, a liquid and a gas.
Solid Liquid Gas
WHAT I HAVE LEARNT
• The particles of a solid are closely packed in an orderly arrangement. They vibrate at
fi ed positions. They cannot move away from their fi ed positions.
• The particles of a liquid are closely packed but less close than in a solid. There are some
empty spaces between the particles and the particles form clusters. The particles can
move around each other but they cannot move away from each other.
• The particles of gas are far apart with a lot of empty spaces between them. The particles
move rapidly in all directions.
77
KEY WORDS DID YOU KNOW? FIND OUT
• particles Particles of matter possess How does the energy of the

• arrangement of particles energy. This explains why particles of solid, liquid and
• movement of particles they can move. gas differ?
Changes of states of matter

You have just learnt that the movement and arrangement of particles are different in solids,
liquids and gases.
In Activity 3.10, you will investigate about the factors which cause changes of states of matter
to occur.
Activity 3.10 - Investigating the factors which cause changes of states

• Ice, water, metal can (food can), beaker, bunsen burner, tripod, wire gauze, watch glass
Prior Preparation (to be done on the eve of the investigation):
1. Pour some water in the metal can and 2. Pour some water in a watch glass and
place the can in a freezer. place the watch glass in the sun.
Procedure and observation:
1. (a) Observe the watch glass which was placed in the sun. What has happened?
____________________________________________________________________________________________________________________
(b) What has happened to the water which was on the watch glass?
____________________________________________________________________________________________________________________
78
2. Take out the can from the freezer. Observe the content of the can. What do you observe?
Note down your observation.
____________________________________________________________________________________________________________________
3. Place the can on a tripod. Your teacher will light the Bunsen Burner and heat the can for
about 5 minutes. What do you observe? Note down your observation.
____________________________________________________________________________________________________________________
4. Now heat the can for another 10 to 15 minutes. What do you observe?
____________________________________________________________________________________________________________________
5. Your teacher will switch off the burner. He/ she will place a clean, dry watch glass on the
can of hot water. After 3 minutes, he/ she will remove the watch glass. Observe carefully the
surface of the watch glass which was on the can. What do you observe?
____________________________________________________________________________________________________________________
6. Which change of state occurred when the water was placed in the freezer? Explain your
reasoning.
____________________________________________________________________________________________________________________
7. Which change of state occurred when the ice was heated on the Bunsen Burner for 5
minutes? Explain your reasoning.
____________________________________________________________________________________________________________________
8. Which change of state occurred when the can of ice was heated for about 15 minutes?
Explain your reasoning.
____________________________________________________________________________________________________________________
9. Why did water collect on the surface of the watch glass?

____________________________________________________________________________________________________________________
10. You observed changes of state taking place in this experiment. What caused these changes
of state to occur?
____________________________________________________________________________________________________________________
79
When water is left in the sun in the watch glass, the liquid water gains heat energy from the sun
and it evaporates, that is, it changes from liquid to form gaseous water vapour. That is why no
liquid water was seen in the watch glass.
When temperature is decreased (the temperature inside the freezer is very low), heat energy is
lost from the liquid water which freezes, that is, it changes from liquid to form sold ice.
When solid ice is heated, it gains heat energy and melts to form liquid water. When the liquid
water is heated using a Bunsen Burner, it gains more heat energy and starts boiling to form
gaseous steam. When the latter comes into contact with a cold surface (watch glass), it loses
heat energy and condenses to form water droplets
Changes of states occur when there is a change in temperature. FIND OUT

Evaporation, melting and boiling occur when there is an
increase in temperature, whereas freezing and condensation What is the difference
occur when there is a decrease in temperature. between water vapour
and steam?
WHAT I HAVE LEARNT
• A change of state occurs when there is change in temperature.

• Freezing and condensation occur when there is a decrease in temperature.
• Melting, boiling and evaporation occur when there is an increase in temperature.
KEY WORDS DID YOU KNOW? FIND OUT
• Change of • condensation Some substances Which substances

state • change in change directly from sublime on heating?
• freezing temperature solid to gas on heating.
• melting • cool This change of state is
• boiling • heat called sublimation.
• evaporation
You have learnt that matter can change from one state to another. Do you think that matter can
only change from one state to another? Can matter undergo other types of change? Think and
discuss with your friends and teacher.
In the next section, you will have the opportunity to learn more about the different types of
change that matter can undergo.
Activity 3.11 - Teacher Demonstration: Investigating different types

of change of matter

• One scoop of ice cream in a dish, a sheet of paper, a twig, a piece of wax in Pyrex crucible,
tongs, Bunsen Burner, a crucible
80
Procedure:
1. Changing the ice cream
(a) Observe carefully the ice cream in the dish and leave the dish on the table for about 5
minutes.
(b) What do you observe in the dish after 5 minutes?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Changing the piece of paper
(a) Using a pair of tongs, your teacher will carefully burn a piece of paper on the Bunsen
flame as sh wn below. Observe carefully and write down your observation.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(b) Your teacher will then place the burning paper in

the crucible. When the paper is completely burnt,
observe the substance left in the crucible. Note
down your observation.
______________________________________________________________________
______________________________________________________________________
3. Changing the wax
(a) Observe the wax in the crucible. In which state is the

wax?
_____________________________________________________________________
81
(b) Observe carefully as your teacher heats the wax on the Bunsen flam .
(i) Note down your observation.
____________________________________________________________________________________________________________________
(ii) Your teacher will then leave the crucible with the wax on the table. Observe carefully what
happens to the wax when left on the table for some time. Write down your observation.
____________________________________________________________________________________________________________________
4. Changing the twig:
(a) Using a pair of tongs, your teacher will carefully burn the twig on the Bunsen flame as
shown below. Observe carefully and write down your observation.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(b) Now complete Table 6 to give details about the different changes you have observed
above. The first one has been done or you.
82
Table 6 - Different types of changes of matter
Is a new Can you obtain

substance the starting
Changes Starting matter
formed? matter easily?
Yes / No Yes / No
1. Changing the ice cream Ice cream No Yes
2.
3.
4.
Conclusion:
• You have observed that matter undergoes two types of changes.

• In one type of change, the starting material can be easily obtained back and no new
substances are formed. Such changes are reversible and are called physical changes.
• In the other type of change, the starting material cannot be easily obtained back and new
substances are formed. Such changes are irreversible and are called chemical changes.
• Classify the changes mentioned in Table 6 as physical change or chemical change. Justify
your answer. Record your answer in Table 7. The first one has been done or you.
Table 7
Change Type of change Justification

• Reversible
1. Changing the ice cream Physical change
• No new substance formed
2.
3.
4.
Discussion
Discuss with your teacher and friends to explain why:
(a) changes of states are physical changes.
(b) burning is chemical change.
KEY WORDS
WHAT I HAVE LEARNT
• physical change
• Matter can undergo two types of change: physical • chemical change
change and chemical change. • reversible
• A physical change is one during which no new • irreversible (or not
substances are formed and it is reversible. reversible)
• A chemical change is one during which new substances
are formed and it is irreversible (or not reversible).
• Changes of states are physical changes.
83
Summary of unit
• Everything around us is made of matter.
• Matter has mass and occupies space.
• Matter exists in 3 states: solid, liquid and gas
• The 3 states of matter have different properties
o A solid has a fi ed volume and a fi ed shape. It does not fl w and cannot be
compressed.
o A liquid has a fi ed volume but no fi ed shape. It takes the shape of the container
in which it is placed. It fl ws and it cannot be compressed.
o A gas has no fi ed shape and no fi ed volume. It fills the container in which it is
placed. It fl ws and it can be compressed.
• Matter is made up of very tiny particles which cannot be seen with the naked eye.
• The particles have different arrangement and movement in solids, liquids and gases.
• The particles of a solid are closely packed in an ordered arrangement. They vibrate at
fi ed positions.
• The particles of a liquid are closely packed but in a disorderly arrangement. The
particles can move throughout the liquid, sliding past or over each other.
• The particles of a gas are far apart with a lot of empty spaces between them. The
particles move rapidly in all directions.
• Changes in temperature cause matter to change from one state to another.
o Freezing and condensation occur when there is a decrease in temperature.
o Melting, boiling and evaporation occur when there is an increase in temperature.
• Matter can undergo two types of change: physical change and chemical change.
o A physical change is one during which no new substances are formed and it is
reversible.
o A chemical change is one during which new substances are formed and it is
irreversible (not reversible)
• All changes of states are physical changes.
84
Concept Map • Unit 3 • Everything is about Matter
Living things Non-living things
are made of
very tiny
are mass
seen with the which Matter
particles is made of has
naked eye cannot be
volume
exists in
shape shape
has ÿxed
has no
volume ÿxed
Gas 3 states Solid has ÿxed volume
can upon cooling cannot

upon heating
flow can be
cannot be
to form condenses to form flow
melts
compressed to form boils to form compressed
to form freezes
evaporates
upon cooling
Liquid
can be has no
ÿxed
can has ÿxed
compressed shape
volume
85
flow
Concept Map • Unit 3 • Everything is about Matter
Matter
new substances new substances
does not
produce produces
reversible is physical can undergo changes chemical is irreversible
change in two ways change
for example for example

change of state burning
86
WORK OUT
Multiple choice questions. Circle the correct answer.
1. _________________ is anything that has mass and takes up space.

A Time B Energy C Mass D Matter
2. Which of the following is not a state of matter?

A gas B solid C vacuum D liquid
3. Oil is an example of a _____________________________

A liquid B gas C solid D none of these

4. When you see snow, you are seeing water in the ___________________________state?
A liquid B gas C solid D none of these
5. Which statement about an object that has mass is NOT true?

A It has volume. C It takes up space.
B It must be heavy. D It is made up of matter.
6. Whether it is a solid, liquid or gas, matter is made up of _____________________________

A light B water C particles D air
7. Which of the following best describes the particles in matter?

A They are larger in solids than in liquids or in gases.
B They are larger in gases than in liquids or in solids.
C They do not move.
D They are always moving.
8. The particles of matter in _____________________________ are packed together tightly.

A carbon dioxide B a copper wire C air D juice
9. When a substance changes from liquid to gaseous state, it is said to _____________________________.

A Boil B melt C sublime D condense
10. How can a liquid become a solid?

A By removing heat from it.
B By placing it in the sun.
C By adding heat to it.
D By boiling it.
87
11. Which state of matter is easily compressed and easily changes shape to fill its container
A solid B liquid C gas D plasma
12. Which of the following can be poured in a container and takes the shape the container,
without changing its volume?
A oxygen B wood C vinegar D air
1. Draw a table to classify the following as matter or non-matter.
Sugar, stone, leaf, joy, clouds, salt, light, apple, oxygen, the ocean, rainbow, soil,
butter, batteries, saliva, petrol, paper, heat, a cat, religion, dust, ketchup, smoke,
diesel, clothes, wood, cooking gas, temperature, tea, steam, carbon dioxide, light,
fruit juice, thoughts, car exhaust gases, moonlight, helium, glass, diamond, sand,
coral, reflections

2. Draw a table to classify the following as solid, liquid or gas.
Sugar, water, leaf, salt, ice, hydrogen, soil, butter, saliva, candle wax, petrol, paper,
dust, ketchup, steam, nitrogen, syrup, ice, wood, plastic, milk, snow, coral
3. Complete the table below to compare and contrast the properties of the three states of
matter.
SOLID LIQUID GAS
SHAPE
VOLUME
CAN IT BE
COMPRESSED?
CAN IT FLOW?
88
4. Complete the table below about the particles in a solid, liquid and gas.
SOLID LIQUID GAS
Evaporating
Melting or boiling
Diagram
Freezing Condensing
SOLID LIQUID GAS
Arrangement of
Orderly arranged Closely packed
particles

Move rapidly and
Movement of
randomly in all
particles
directions
Concept Map • Unit 3 • Matter
5. Complete the concept map.
ÿxed volume ° ow
compressed
has can
has cannot be
Solid can be can be

cannot has
States of has
° ow cannot be Matter ÿxed volume
compressed
can be and
it takes the shape

can be of the container
has
can compressed
has
and
it ÿlls the container

in which it is placed
89
Concept Map • Unit 3 • Matter
6. Complete the concept map
orderly arranged arrangement of arrangement of closely packed

particles particles in clusters
Solid in a in a
energy Particles energy
movement of particles
of Matter movement of particles
moderate
in a
arrangement of
energy particles
movement of particles
7. Use the following terms to match each description in the table with the correct change of
state. You may use some changes of state more than once.
condensation melting evaporation freezing boiling
Description Change of state

Ice is left out on the table.
Mist forms on the window on a cold morning.
Your hair was wet when you left home, but dried by the
time you reach school.
Water is left in a freezer.
Clothes are left out to dry.
A glass of cold drink is wet on the outside.
The bathroom mirror gets fogged up after a shower.
A pond gets shallower at the end of a long hot summer.
The ice cream you are eating drips down your arm.
Alcohol changing into the gas state.
Coconut oil solidifying in winter.
90
8. Complete the following table by describing the change of state. The table has been partially
completed to help you.
Change of state Heat added or released
Condensation Released
Evaporation Liquid → Gas
Melting Added
Boiling
Freezing
9. What causes matter to change from one state to another?

10. The figu es in the table below illustrate some changes of matter. Observe the figu es

carefully and complete the table to classify the changes as chemical or physical changes.
Chemical or
Change Explanation
Physical change
Drying of clothes
Boiling of water
Burning cooking gas
91
Cooking rice
Melting copper metal

Ripening of mangoes
Freezing of water
Melting of ice
11. (a) Write down the differences between a physical change and a chemical change.
(b) Give 3 examples of changes of matter which are (i) physical (ii) chemical (other than
those mentioned in question 10).
12. Use your understanding of the particles of matter (movement and arrangement in the three
states) to explain the following:
(i) A solid has a fi ed shape and a fi ed volume.
(ii) A liquid does not have a fi ed shape but it has a fi ed volume.
92
(iii) A gas has neither a fi ed shape nor a fi ed volume.

(iv) A gas can be compressed whereas a solid or a liquid cannot be compressed.
13. The figu e below shows the particles of matter as it changes from one state to another.
Study the figu e carefully and answer the questions which follow.
Evaporating or
Melting boiling
Freezing Condensing
Solid Liquid Gas
(a) Do the particles change when matter changes from one state to another?
(b) Particles of matter have energy. Based on your knowledge on arrangement and
movement of particles of matter, which state of matter has

(i) highest amount of energy?
(ii) lowest amount of energy?
(c) (i) What happens to the arrangement of particles of the solid as it melts?
(ii) How does the energy of the particles change as the solid melts and becomes a liquid?
(iii) What factor causes melting to occur?
(d) (i) What happens to the arrangement of particles of the liquid as it freezes?
(ii) How does the energy of the particles change as the liquid freezes and becomes
a solid?
(iii) What factor causes freezing to occur?
(e) A change in temperature changes the amount of energy possessed by the particles of
matter. Based on your answers given above, describe how the energy of the particles of
matter changes when there is
(i) an increase in temperature ?
(ii) a decrease in temperature?
WEBLINKS FOR FURTHER EXPLORATION
Visit the following websites to learn more about matter:

• https://quizlet.com/161416572/science-grade-7-introduction-to-matter-flash cards/
• https://quizlet.com/162334825/grade-7-matter-flash cards/
• https://quizlet.com/162334825/grade-7-matter-flash cards/
• http://www.ducksters.com/science/solids_liquids_gases.php
• http://easyscienceforkids.com/all-about-states-of-matter/
93
94
Unit
Elements, Compounds & Mixtures 4
Learning Outcomes
At the end of this unit, you should be able to

• Identify elements as the building blocks of matter
• Demonstrate understanding of the terms elements and symbols
• Show understanding of the Berzelius system of representing elements by symbols
• Recognise the Periodic Table as a classific tion of elements
• Identify periods and groups in the Periodic Table
• Locate metals and non-metals in the Periodic Table
• Carry out simple investigations to compare and contrast the properties of metals and
non-metals (e.g. physical appearance, ductility, malleability, conduction of electricity)
• Identify some metals and non-metals and state their importance
• Distinguish between mixtures and compounds
• Identify some common compounds and their constituent elements
• Infer that rusting results in the formation of new compund.
• Explain why rusting is a chemical change
• Identify some common mixtures and their components
In Unit 3, you learnt that everything around us is made of matter. In this unit, you will learn
more about the different types of matter.
ELEMENTS
About 1000 years ago, the alchemists tried
to change ordinary metals into gold. The
alchemists never found the secrets they were
looking for, but they did discover many things
about substances around us.
Seven important metals were discovered

during these ancient times: gold, silver, iron,
mercury, tin, copper, and lead. Alchemists are
often described as the first chemists with their
discoveries. DID YOU KNOW…
• Alchemists were people of the ancient

times who were trying to change ordinary
metals to gold.
95
Unit 4 • Elements, Compounds & Mixtures
In the seventeenth century, scientists carried out

investigations based on careful observations.
Scientists investigated many common everyday

substances as well, including salt, air, rocks, and
water.
They discovered that nearly everything around

us could be broken down into other substances.
They also found that the seven metals could not be broken down into other substances.
They gave the name ‘element’ to the substances that could not be broken down into other
substances. Between 1557 and 1925, 76 other elements were discovered. We now know that
92 elements exist naturally. In recent years, scientists working in laboratories have been able to
make at least another 24 artificial eleme ts.
ACTIVITY 4.1
After reading the abstract above, answer the following questions on discovery of elements.
1. What were the alchemists trying to do in the ancient times?

______________________________________________________________________________
______________________________________________________________________________
2. What is an element?
______________________________________________________________________________
3. Name the seven elements discovered during ancient times?

______________________________________________________________________________
4. What is the total number of natural and artificial eleme ts?

______________________________________________________________________________
Elements as building blocks of matter
Imagine a wall that has been built of bricks, like the one in the following picture.
Can you see how the wall is made of many identical bricks?
The same way as the bricks are the building blocks of the
wall, elements are the building blocks of matter.
All matter on earth consists of elements. An element is the

simplest form of matter that can exist and is defined as
follows:
96
An element is a substance that cannot be broken down into simpler substances.
Some examples of elements include: copper, iron, aluminium, oxygen and carbon
copper iron aluminium oxygen carbon
Symbols of elements
You are already familiar with symbols like +, ÷, =, % in mathematics. A symbol is like a universal
language which can be understood by people all over the world. In the next activity, you will
learn about the importance of symbols.
ACTIVITY 4.2 - Recognising the importance of symbols
1 2 3 4
Observe the four sign symbols given above carefully, then answer the questions below.
1. According to you what does each of the symbols represent?

Symbol 1 __________________________ Symbol 3 ____________________________
Symbol 2 __________________________ Symbol 4 ____________________________
2. Complete Table 1 after reading the statements given in the first olumn.
Table 1
Statement Do you agree? Yes/No
(a) Only a literate person can understand the symbols.

(b) Tourists visiting our country from any part of the world
can understand the symbols.
(c) It takes much time to understand the message conveyed
by the symbols.
97
WHAT I HAVE LEARNT
Symbols are used so that the same message is conveyed to the whole world about something.
The above symbols give important information or warnings to people. These symbols are
easily recognized by people all over the world even though they use different languages. For
example, it is faster to recognise a pedestrian crossing by a symbol rather than having to read
it in a different language.
Symbols of elements
Each element is given a symbol because the name of the same element is different in different
languages, but the symbol is universal. For example the metal copper is named differently in
different languages (e.g. cuivre in French and cobre in Spanish) but has the universal symbol Cu
which everyone can recognise.
As scientists discovered more and more elements, it became more important that they all
agreed on what to call them. Each element was given a name and a chemical symbol or symbol.
In 1813, Jon Jakob Berzelius devised a system using letters of the alphabet to determine the
symbols of elements.
The Berzelius System for determining symbols of the elements
1. The symbols of the most common elements use the first letter of their English name.
Symbols start with a capital letter.
Complete Table 2 to give the symbols of these elements which are all represented by their
first let er.
Table 2
Name of elements Symbol
Oxygen O
Carbon
Nitrogen
Hydrogen
Fluorine
Iodine
Sulfur
98
2. If the name of the element has the same initial letter as another element, then the symbol
uses the first and second letters of their English name. The second letter in a symbol is
always a small letter.
Table 3 shows elements which have the first two letters of their English names as symbols.
Complete Table 3 to give the symbols of the elements.
Table 3
Calcium Ca
Aluminium Al
Barium
Bromine
Helium
Neon
Argon
3. If the first two letters of the element name are the same as another element, then the symbol
consists of the first letter and the first consonant of the English name that they do not have
in common. For example, the symbols of chlorine and chromium are Cl and Cr respectively.
Complete Table 4 to give the symbols of magnesium, manganese and zinc.
Table 4
Chlorine Cl
Chromium Cr
Magnesium
Manganese
Zinc
Zirconium Zr
99
4. Some symbols are derived from the Latin names of the elements as shown in Table 5.
Table 5
Name of elements Latin Name Symbol

Sodium Natrium Na
Lead Plumbum Pb
Silver Argentum Ag
Iron Ferrum Fe
Gold Aurum Au
Potassium Kalium K
DID YOU KNOW… KEY WORDS
The names of some elements have some • elements

interesting origins. • symbols
• Polonium (Po) was discovered by a
famous scientist, Marie Curie. She named
polonium after Poland, the country of her Marie Curie
birth. (1867 - 1934)
• Helium (He) was first discovered in the
sun. It is named after Helios, the Greek God of the Sun.
• Lead (Pb) also used to have a Latin name, plumbum. That is
where the word plumber comes from. The ancient Romans,
who spoke Latin, used lead metal to make their water pipes.
Elements are sometimes named after scientists. Do you know

which famous scientist is the element, Einsteinium, named after?
CLASSIFYING ELEMENTS IN THE PERIODIC TABLE

You have learnt that elements are the building blocks of matter and they are represented by
symbols. In this section, you are going to learn how elements are classified in a special type of
table called the periodic table.
ACTIVITY 4.3 - Sorting matter into three groups
1. Observe carefully the objects given in the pictures below and on page 101 and sort them
into 3 groups in Table 6.
Dice Water Chocolate Milk
100
Steam Tyre Carbon dioxide Rock
Honey Wood Juice Air

Table 6
A B C
2. Explain briefly how you classified the objects shown in the pictures.
______________________________________________________________________________
______________________________________________________________________________
3. Name each group in Table 6 based on your classification.

______________________________________________________________________________
WHAT I HAVE LEARNT
You have seen in this activity that matter can be classified as solid, liquid and gas depending
on their states.
Take the analogy of a supermarket. There are similar grouping is used in a supermarket. In
any supermarket, you go to the clothing section to buy a pair of jeans and to the food section
to buy a packet of chips.
Imagine a supermarket where there is no grouping of articles. Will it be easy for you to look
for items you need?
Activity 4.4 will help you to learn about the classific tion of elements in the periodic table. A
simplified ersion of the periodic table is shown in Figure 1 on page 102.
101
THE PERIODIC TABLE
We are now going to see how elements are classified in the pe iodic table (Figure 1).
GROUP
1 2 3 4 5 6 7 8
1 H He
Hydrogen
Helium
2 Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Sulfur Chlorine Argon
PERIOD
Phosphorus
4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
5 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Indium Tin Antimony Tellurium Iodine Xenon
Cadmium
6 Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Cesium Barium Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
7 Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Fl Lv
Francium Radium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium Roentgenium Copernicium Flerovium Livermorium
Figure 1: The Periodic Table (simplified version)
102
ACTIVITY 4.4 - Recognising the periodic table as a classification of

elements
Study the periodic table given on Page 102 and answer the following questions.
1. What does the periodic table consist of?
______________________________________________________________________________
2. What is a group in a periodic table?

______________________________________________________________________________
3. Write down the symbols of all elements present in group 2 of the periodic table.
______________________________________________________________________________
4. What is a period in a periodic table?

______________________________________________________________________________
5. Write down the symbols of all elements present in period 3 of the periodic table.
______________________________________________________________________________
6. Name the element which is found in period 2 and group 4 of the periodic table.
______________________________________________________________________________
WHAT I HAVE LEARNT
The periodic table consists of a classific tion of elements. The elements are arranged in rows
and columns in the periodic table. The rows are called periods and the columns are called
groups.
In higher classes, you will learn that the properties of elements can be deduced based on their
position in the periodic table.
The advantage of classifying elements in periodic table is that we do not have to learn the
properties of each element; instead we just need to learn common properties of a group of
elements.
Dimitri Mendeleev developed the periodic • periodic table

classific tion of elements in the periodic • period
table. Mendeleev’s main contribution to the • group
development of the periodic table was to
first organize the known elements according Dmitri Mendeleev
to their properties. The second, and most (1834 - 1907)
important contribution, was to recognize that spaces needed to
be left for elements that had yet to be discovered. Mendeleev
intentionally left many gaps in his table and suggested that
elements would be discovered to fill these gaps. In fact, the gaps
he left urged the discovery of certain elements.
103
CLASSIFYING ELEMENTS AS METALS AND NON-METALS

Scientists have classified elements as metals and non-metals depending on their properties.
Elements to the left of the red zig-zag line in the periodic table are metals, while those to the
right of the line are non-metals.
Metals are all solids at room temperature, except mercury which is a liquid. Out of the 22 non-
metals, only bromine is liquid, and the others are solids or gases.
NON-METALS
METALS
Position of metals and non-metals in the periodic table
ACTIVITY 4.5 - Classifying elements as metals and non-metals using

periodic table
Using the periodic table (Figure 1, Page 102), answer the questions below.
1. State the names and symbols of fi e metals and 5 non-metals?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. (a) State the name and symbol of a metal which is liquid at room temperature?
______________________________________________________________________________
(b) State the name and symbol of a non-metal which is a liquid at room temperature.
______________________________________________________________________________
104
3. Name each element illustrated in the picture and classify it as metal or non-metal by
ticking in the correct box. The symbol of each element is given below its picture.
Name: ________________ Name: ________________
Metal Non-metal Metal Non-metal
C Cl
Name: ________________ Name: ________________
Cu Fe
Name: ________________ Name: ________________
Na Au
Name: ________________ Name: ________________
S Al
Name: ________________ Name: ________________
Br P
Name: ________________ Name: ________________
I Ag
105
PROPERTIES OF METALS AND NON-METALS

You have learnt that an element is the simplest form of matter
and it cannot be broken down into simpler substances. DICTIONARY CORNER
Elements are classified in the periodic table according to their
A property is a word used
properties. Elements can be metals or non-metals. to describe a material
or object and tells us
The activities below will help you to learn about the properties something about how it is.
of metals and non-metals.
ACTIVITY 4.6 - Investigating some properties of metals
• Metal objects (coin, metal spoon, metal paper clip, bottle cap, copper wire), hammer, light
bulb, connecting wires, power supply or cells, crocodile clips, beaker containing hot water
Procedure:
Observe carefully the metal objects provided by your teacher. Carry out the instructions
given in 1 to 6. Discuss with your friend to answer the questions.
1. Do the metal objects have a shiny or dull appearance?
_____________________________________________________________________________________________________________________
2. Hold each object in your hand. Do they have a smooth or rough surface?
_____________________________________________________________________________________________________________________
3. Observe the shape of all the objects. Do they all have the same shape?
_____________________________________________________________________________________________________________________
4. Your teacher will carefully strike the metal bottle cap and metal coin using the hammer.
Describe what happens.
_____________________________________________________________________________________________________________________
5. (a) Hold the metal spoon in your hand. Is it hot or cold?

_____________________________________________________________________________________________________________________
(b) Your teacher will place the spoon in the hot water as shown in the picture below.
106
After 5 minutes, your teacher will take out the spoon and allow you to carefully touch the handle
of the spoon. How does the handle of the spoon feel? Is it hot or cold?
____________________________________________________________________________________________________________________
6. (a) Drop the coin on the floor and lis en carefully to the sound it makes. What do you hear?
____________________________________________________________________________________________________________________
(b) Repeat procedure 6 (a) with the metal spoon. What do you hear?
____________________________________________________________________________________________________________________
7. Your teacher will perform a demonstration for this step. He/ she will carry out the following
instructions:
(a) He/ she will set up the circuit as shown below.
(b) He/ she will then place each metal object, one at a time, between the crocodile clips at
X.
(c) Observe carefully whether the bulb lights or not with each of the metal objects.
cell
light
bulb
test substance
X
crocodile clip
8. Using the results of the investigations in 1-7, complete Table 7 to give the properties of
metals.
You may choose words of your own or words from the given list:
Shiny, dull, rough, hard, smooth, ringing sound, dull sound, cold, hot, warm, heavy,
changes shape without breaking, breaks easily
Table 7: Properties of metals
Observation with metal objects
Appearance of metals
What type of sound does a metal
object make when struck?
What happens to the shape of the
metal object when it is hammered?
Do metals conduct heat?
Do metals conduct electricity?
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WHAT I HAVE LEARNT
From Activity 4.6, you have seen that metals have the following properties in common:
1. Metals are usually shiny in appearance.
2. Metals are malleable (they can be shaped into fl t sheets).
3. Metals make a ringing sound, therefore they are said to be sonorous.
4. Metals conduct electricity (Metals are electrical conductors).
5. Metals conduct heat.
Apart from the properties you have investigated, metals have other common properties
like:
1. Most metals can be heated to high temperatures without melting or changing their
shape.
2. Most metals are hard.
3. Metals are dense as their particles are packed close together.
4. Metals are ductile (this means they can be made into thin wire).
A few metals are soft and they can be cut with • malleable
a knife. • ductile
• sonorous
• conductor
ACTIVITY 4.7 - Relating properties of metals to their uses
Now that you have investigated the properties of metals, look at the following pictures
of different objects made from metals given in Table 8. Complete the table to identify the
properties of metals which make them suitable for the uses.
Table 8
Identify the properties of metals which are important for

Object
the use of the objects.
__________________________________________________
__________________________________________________
A cooking metal pot
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__________________________________________________
__________________________________________________
A barbed wire fence
__________________________________________________
__________________________________________________
An electrical copper wire
__________________________________________________
__________________________________________________
Coins
WHAT I HAVE LEARNT
The uses of metals are related to their properties. For example, cooking pots are made of
metals because they are good conductor of heat. Metals are used to make barbed wire fence
because they are ductile.
109
PROPERTIES OF NON-METALS
Non-metals are elements that do not have the same properties as metals. In the next activity,
you will investigate some properties of non-metals.
ACTIVITY 4.8 - Investigating some properties of non-metals
Procedure:
1. Some non-metals are shown in the pictures below. Observe the pictures carefully
Oxygen
carbon sulfur oxygen
Nitrogen Chlorine
nitrogen bromine chlorine
2. Complete the table to give the appearance and physical state of each non-metal illustrated.
Non-metal Appearance and physical state
3. Observe the pictures showing sulfur and carbon. Are the elements shiny or dull?
_____________________________________________________________________________________________________________________
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4. A student carried out the following investigations to determine some properties of non-
metals.
(a) He used a hammer to strike the lump of sulfur. The pictures below illustrates what
happened.
hammering
sulfur
(b) Describe what has happened when the lump of sulfur is struck with a hammer.
_____________________________________________________________________________________________________________________
(c) He set-up the circuit as shown below and held the lump of sulfur using the crocodile clips.
He observed that the bulb did not light up. Does sulfur conduct electricity? Explain your
reasoning.
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
cell
light
bulb
lump of sulfur
crocodile clip
(d) He placed another lump of sulfur in hot water so that only part of the lump was immersed
in the water. After a few minutes, he observed that the part of the sulfur, which was not
immersed in hot water, did not become warm or hot. Is sulfur a conductor of heat? Explain
your reasoning.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(e) He dropped the piece of carbon and sulfur on the floor and observed that there was no
ringing sound in both cases. Are carbon and sulfur sonorous?
_____________________________________________________________________________________________________________________
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5. Using the above observations, complete Table 9 to give the properties of non-metals.
You may choose words of your own or words from the given list:
Shiny, dull, rough, hard, smooth, ringing sound, no ringing sound, cold, warm, heavy,
changes shape without breaking, breaks easily, sonorous, not sonorous
Table 9: Properties of non-metals
Observation with non-metal
Appearance of non-metals
What type of sound does a non-metal
make when struck?
What happens to the non-metal when
it is hammered?
Do non-metals conduct heat?
Do non-metals conduct electricity?
WHAT I HAVE LEARNT
From Activity 4.8, you have learnt that non-metals have the following properties in
common:
1. Non-metals are not shiny, but tend to be dull in appearance.
2. Many non-metals are not bendy (fl xible) but brittle. This means that they will break
when we try to bend them with enough force or when they are hammered.
3. Non-metals are not sonorous.
4. Non-metals do not conduct electricity except carbon (graphite). We call them insulators.
5. Non-metals do not conduct heat.
Apart from the properties you have investigated, non-metals have other common
properties like:
1. Solid non-metals melt at low temperature.
2. Most non-metals are soft and light.
3. Non-metals are not ductile (this means they cannot be made into wire).
DID YOU KNOW…
Carbon in the form of graphite is the only non-metal which conducts electricity.
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ACTIVITY 4.9 - Uses of metals and non-metals
The pictures below show the uses of some metals and non-metals. By referring to the pictures,
write down the uses of each metal and non-metal given. You may also include uses from your
own experience.
(a) Uses of metals
(i) Iron
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(ii) Aluminium
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(iii) Gold
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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(iv) Copper
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(v) Mercury
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(b) Uses of non-metals
(i) Oxygen
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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(ii) Chlorine
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(iii) Hydrogen
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(iv) Carbon (in the form of graphite)
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Discuss with your teacher to find out the uses of silver and tin metals.
WHAT I HAVE LEARNT
Both metals and non-metals have important uses. For example:

• iron is used to make bridges and gates.
• copper is used to make electric wires.
• gold is used to make jewelleries.
• oxygen is used for patients with breathing difficulti .
• chlorine is used for purific tion of water.
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COMPOUNDS AND MIXTURES

Have you noticed that some common types of matter such as water, chalk, sugar, wood, and air
are not shown in the periodic table?
Types of matter which are not listed in the periodic table are not classified as elements. They
may be either compounds or mixtures. In Unit 3, you have learnt that matter can undergo
physical changes and chemical changes. In the next activity, you will learn that a compound
is formed through a chemical change whereas the formation of a mixture is an example of a
physical change.
ACTIVITY 4.10 - Investigating compounds and mixtures
Two different experiments were carried out to investigate about mixtures and compounds.
Experiment 1:
A magnet was placed over iron filing , sulfur powder and a mixture of iron filings and sulfur
powder. The results of the experiment are shown in Figures 1, 2 and 3.
Study Figures 1 to 3 carefully and answer the questions that follow.
Figure 1: Figure 2: Figure 3:

Magnet placed over iron Magnet placed over sulfur Magnet placed over the
filing . powder. mixture of iron filings and
sulfur powder.
1. Is iron a magnetic material? How do we know?

_____________________________________________________________________________________________________________________
2. Is sulfur a magnetic material? How do we know?

_____________________________________________________________________________________________________________________
3. What is observed when the magnet is placed over the mixture of iron filings and sulfur
powder?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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Experiment 2:
The mixture of iron filings and sulfur powder is heated as shown in Figure 4. After heating, a
new substance is obtained. A magnet is placed over the new substance formed as shown in
Figure 5.
Figure 4: Figure 5:
The iron and sulfur are heated Magnet placed over the new
together. substance formed after heating.
Study Figures 1 to 5 carefully and answer the questions below.
4. Complete Table 10 to describe the appearance of iron, sulfur and the new substance formed
after heating iron and sulfur.
Table 10
Substance Appearance
Iron
Sulfur
Iron and sulfur mixture

New substance formed after heating iron
and sulfur
5. Is the appearance of the new substance formed (Figure 5) similar to that of the elements
from which it was made?
_____________________________________________________________________________________________________________________
6. (a) Can you separate iron from sulfur in the mixture?

_____________________________________________________________________________________________________________________
(b) Can you separate iron from sulfur present in the new substance formed after heating?
_____________________________________________________________________________________________________________________
(c) What can you conclude from your answers in (a) and (b) above?
_____________________________________________________________________________________________________________________
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7. What type of change occurred when

(a) iron and sulfur were mixed together? Explain your reasoning.
_____________________________________________________________________________________________________________________
(b) iron and sulfur were heated to form the new substance? Explain your reasoning.
_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Iron and sulfur are two elements. When they are added together without heating, a mixture
is formed. In a mixture, the components retain their properties and they can be easily
separated from the mixture. This is why the iron can be separated from the mixture using
a magnet (the iron retains its magnetic property). The formation of a mixture is a physical
change because it is reversible.
When iron and sulfur are heated together, they undergo a chemical change to form a new
substance called iron sulfide which is a black solid. The iron sulfide is a compound and has
properties which are different from the constituent elements (iron and sulfur). This is why the
iron cannot be separated from the iron sulfide using a magnet. The formation of a compound
from its elements is a chemical change because it is irreversible (not reversible). You will
learn more about compounds and mixtures in the following sections.
ACTIVITY 4.11 - Rusting: Formation of a compound
• A test-tube containing water, a test-tube rack and a clean iron nail
Procedure
1. Observe carefully the appearance of the iron nail. Write down your observation below.
_____________________________________________________________________________________________________________________
2. Place the iron nail in the test-tube containing water.

3. Leave the set-up in the laboratory for 7 days.
4. After 7 days, observe carefully the contents of the test-tube, paying particular attention to
the appearance of the nail. Write down your observation below.
_____________________________________________________________________________________________________________________
5. Based on your observation, suggest what has happened to the iron nail.
_____________________________________________________________________________________________________________________
6. When iron rusts, it reacts with oxygen and water to form iron oxide which is a reddish brown
solid. This reddish brown solid is called rust.
(i) Name the new compound formed when iron rusts. _____________________________________________
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(ii) Can this new compound be easily converted back into iron?
_____________________________________________________________________________________________________________________
(iii) What type of change occurs when iron rusts? Explain your reasoning.
_____________________________________________________________________________________________________________________
Iron nails.
Rusting
KEY WORDS
WHAT I HAVE LEARNT
• mixture
• compound
Pure iron metal is shiny and grey, while rust is a reddish
• rusting
brown solid. The rust formed is a compound called iron
oxide. We cannot easily separate the iron from the rust (iron
oxide). Rusting is a chemical change because it results in
the formation of a new compound, and it is irreversible.
COMPOUND
A compound consists of two or more elements chemically joined together.
For example,
(1) Water is a compound which consists of two elements joined together and is represented as
H20. Can you guess which two elements water is made of?
(2) Magnesium oxide is a compound formed when magnesium ribbon burns in oxygen. During
the reaction, magnesium combines with oxygen to form magnesium oxide
A chemical change is
burning also called a reaction.
magnesium
Burning magnesium Magnesium oxide (a

compound) formed
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The reaction can be represented by the equation shown below:
Magnesium + oxygen magnesium oxide

(Element) (Element) (Compound)
Burning of magnesium is a chemical change because a new compound known as magnesium

oxide is formed.
(3) Carbon dioxide gas is a compound formed when carbon burns in oxygen. Carbon is
combined chemically with oxygen. Carbon dioxide is represented as CO2.
Give an equation (as above) to represent the formation of carbon dioxide from carbon and
oxygen. __________________________________________________________________________________________________________
Table 11 shows some common compounds and their constituent elements

Table 11: Some common compounds
Compounds Elements present
Water (H20) Hydrogen and oxygen
Kitchen salt (NaCl) Sodium and chlorine
Sugar Carbon, hydrogen and oxygen
Alcohol Carbon, hydrogen and oxygen
Carbon dioxide (CO2) Carbon and oxygen
MIXTURES
A mixture is made up of two or more different substances that are not chemically joined
together. The components of a mixture can be easily separated from each other because they
are not chemically joined together.
As you have seen in Activity 4.10, a mixture of sulfur powder and iron filings can be easily
separated from each other by a magnet.
Another example is a mixture of different sweets. The sweets can be easily separated as shown
below simply by handpicking.
Mixture of sweets Separated
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Mixtures can consist of:

• Two or more elements (e.g iron and sulfur, stainless steel, duralumin).
• Elements and compounds (e.g air is a mixture which contains oxygen, nitrogen, carbon
dioxide, water vapour and other gases).
• Two or more compounds (e.g sea water is a mixture which contains water and salt).
Examples of some useful mixtures
(1) Air is a mixture of gaseous elements such (2) Duralumin is light and strong and is used
as nitrogen, oxygen and noble gases for building aircraft bodies. It is a mixture
as well as compounds such as carbon of aluminium, copper, magnesium and
dioxide and water vapour. manganese.
(3) Sea water is mixture of water and (4) Stainless steel is mixture of iron (major
salt. Common salt, sodium chloride is component), chromium and carbon. It
obtained by evaporating water from sea may also contain small amounts of nickel
water. and other elements depending on the
type of stainless steel.
DID YOU KNOW…
Sometimes you can see the different In sea water, you cannot see the different
components of a mixture, for example, in salad. components of the mixture.
121
Differences between mixtures and compunds
You have learnt that mixtures and compounds are different types of matter. Unlike elements,
they are made of different constituents. However there are some differences between mixtures
and compounds.
Table 12 shows the differences between mixtures and compounds.

Table 12: Differences between mixtures and compounds
Mixture Compound
Variable composition – you Defini e composition – you cannot

Composition can vary the amount of each vary the proportion of each
component in a mixture. element in a compound.
Chemically joined The different components are not The different elements are
or not chemically joined together. chemically joined together.
The compound has properties

Each component in the mixture
Properties different from the elements from
retains its own properties.
which it is made.
The different elements cannot

Each component can be easily
Separation be easily separated from the
separated from the mixture.
compound.
Summary of unit
• Matter can exist as elements, compounds or mixtures.
• An element is a substance which cannot be broken down into simpler substances.
• Each element is represented by a short-hand form called a symbol.
• Elements are arranged in a special chart called a periodic table.
• Elements can be classified as metals or non-metals depending on their p operties.
• Metals and non-metals have important uses.
• A compound is made of two or more elements chemically combined together. A
compound has properties which are different from the properties of its constituent
elements. The constituent elements of a compound cannot be easily separated.
• Some examples of compounds are water, sugar, kitchen salt and rust.
• A mixture consists of two or more components which are not chemically combined
together. The components of a mixture retain their individual properties and can be
easily separated from the mixture.
• Some examples of mixtures are air, sea water, stainless steel and salads.
122
Concept Summary • Unit 4 • Elements, Compounds & Mixtures
Matter
can exist as
Elements Compounds Mixtures
classiÿed into
Properties Properties
Metals Non-metals
Properties Properties
1. Shiny solids (except 1. Dull. 1. Have ÿxed composition. 1. Have variable composition.
mercury which is a 2. Brittle. 2. Formed by chemical 2. Formed by a physical
liquid). 3. Exist as gases or change. change.
2. Malleable. solids (except 3. Properties di° er from 3. Properties are same as
3. Sonorous. bromine which is a those of the elements those of components
4. Ductile. liquid). making up the present.
5. Good conductor of 4. Non-conductor of compound. 4. Components can easily be
heat and electricity. heat. 4. Its constitiuent separated.
5. Non-conductor of elements cannot be
electricity (except easily separated from
carbon). each other.
123
WORK OUT
Multiple choice questions
1. Which one of the following elements has the symbol C?

A copper B chlorine C calcium D carbon
2. Which one of the following statements is correct when iron filings and sulfur powder are
mixed together? Justify your answer.
A They cannot be separated from each other.
B A new compound called iron sulfide is ormed.
C The iron may be separated from the mixture by using a magnet.
D The sulfur may be separated from the mixture by dissolving it in water.
3. Which one of the following four statements is correct? Justify your answer.
A Sugar is a mixture.
B The element mercury is a liquid at room temperature.
C All elements are solid at room temperature.
D Stainless steel is an element.
4. A substance which is made up of two or more elements chemically combined is known as

A a particle B a mixture C a solution D a compound
5. Which of the following elements is not malleable?

A iron B carbon C aluminium D silver
6. Where are metals found in the periodic table?

A To the right of the zigzag line
B Bordering the zigzag line
C To the left of the zigzag line.
D Only in the first wo vertical columns.
7. Aluminium foil is used for wrapping food because

A it is ductile C it is a good conductor of electricity
B it is malleable D it is sonorous
8. Which one of the following metals is used in thermometers?

A Copper B Mercury C Aluminium D Iron
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9. Which pair of substances are both mixtures?

A air, sea water C alcohol, water
B oxygen, vinegar D water, carbon dioxide
10. Which of the following elements conducts electricity?

A bromine C sulfur
B nitrogen D carbon
11. Which of the following sets of elements contains only one metal?
A sodium hydrogen calcium
B iron oxygen sulfur
C copper carbon calcium
D sulfur magnesium copper

12. Which one of the following is an element?
A salt B water C air D chlorine
13. Which of the following is not true about metals?

A Metals are ductile C Metals are shiny
B Most metals are solid D Metals are bad conductors of electricity
and heat
1. (a) Write the symbols of the following elements.

calcium iodine carbon aluminium silver iron
(b) Write the names of the elements with the following symbols.
Na Pb K Au Zn Br H F S
2. Answer the questions that follow by choosing from the list of elements given.
bromine zinc hydrogen sulfur carbon mercury chlorine
(a) Which elements are solids?

(b) Which elements are gases?
(c) Name a liquid metal.
(d) Identify the elements which are non-metals.
(e) Which element is used in swimming pools to kill bacteria in water?
(f ) Which element is a yellow solid?
125
3. State whether the following statements are TRUE (T) or FALSE (F)
(a) There are less that 50 known elements on Earth.
(b) The components in a mixture do not combine chemically.
(c) Water is a common compound on Earth.
(d) Matter is made up of just one kind of element.
(e) The periodic table is a classific tion of metals only.
(f ) Chemical changes are reversible changes.
(g) Rusting is a physical change.
4. Choose your answers from the following list of substances.
air calcium carbon dioxide

chlorine gold hydrogen

ice nitrogen sea water sugar
(a) Identify fi e elements.

(b) Name two substances that are mixtures.
(c) Name three substances that are compounds.
(d) Name one solid compound that contains the element carbon.
(e) Name one gaseous compound that contains the element oxygen.
5. A student carried out an investigation to compare the properties of a mixture of iron and
sulfur and the compound iron sulfid .
(a) Name and explain a method that the student could use to separate the iron from the
sulfur in the iron and sulfur mixture.
Method of separation: ___________________________________________________________

Explanation: ___________________________________________________________________
(b) Could the method of separation that you have suggested be used to separate the iron
from the sulfur in the compound iron sulfide? Explain our reasoning.
6. A teacher mixed iron filings with sulfur in a metal tray. She heated the mixture in a fume
cupboard. Sulfur is yellow. Iron filings are grey. On heating, the mixture glowed very brightly.
The teacher turned off the bunsen burner. A black solid called iron sulfide was left on the
metal tray.
126
mixture of iron
fillings and sulfu
(a) What type of substance is each of the following:
iron ______________________________
sulfur ______________________________
iron sulfide _____________________________

Choose from:
metallic element mixture non-metallic element compound
(b) Explain why heating iron and sulfur together causes a chemical change.
(c) When iron is heated with sulfur, iron sulfide is formed. State the name of the solid formed
when zinc is heated with sulfur.
7. A meteorite landed on Earth. It contained a new element. Scientists called the element
zonium.
(a) Some properties of zonium are given in the list below. Which two properties suggest that
zonium could be a metal? Tick the appropriate boxes.
• It can be heated at high temperature without melting.
• It is not attracted to a magnet.
• It is a blue solid.
• It is a good conductor of heat and electricity.
• It glows in the dark.
(b) State 2 other properties of metals which are not found in the list above.
127
8. Classify each of the following processes as a physical or chemical change. In each case,
explain your reasoning.
(a) perfume evaporating on your skin
(b) butter melting
(c) wood rotting
(d) charcoal burning
(e) rusting iron bar
(f ) burning paper
(g) melting copper metal
(h) burning sugar
(i) mixing sugar in water
(j) washing a handkerchief
(k) fogging a mirror with your breath
9. (a) Elements are useful in different ways in everyday life. State some uses of the elements
given below.
(i) Iron (ii) Mercury (iii) Copper (iv) Aluminium
(v) Oxygen (vi) Chlorine (vii) Nitrogen
(b) Compounds consist of elements chemically combined together. Name the elements
present in the compounds given below.
(i) Water (ii) Carbon dioxide (iii) Sulfur dioxide
(iv) Kitchen salt (sodium chloride) (v) Sugar (vi) Zinc sulfid
(c) Give three common examples of mixtures found in everyday life. For each mixture, list down
the different components present.
10. Further Task: Group project (Poster presentation)
Mobile phones are very popular to communicate with people in our everyday life. Have you
ever thought of the metals which are used to manufacture mobile phones?
Work in groups of three to fi e students to find out on the internet (at home or school) about
the metals in a mobile phone. Many people like to change their mobile phones very often.
Discuss with your friends how this regular purchase of new mobile phones impacts on the
availability of metals in nature. What would you suggest to reduce this impact and to preserve
our metals?
Present your findings th ough a poster for the whole class.
Visit the following websites to learn more about elements, compounds and mixtures:
• http://www.educationquizzes.com/us/middle-school-6th-7th-and-8th-grade/science/periodic-
table-elements-2/
• http://www.chemistryforkids.net/compounds
• http://www.chemistryforkids.net/mixtures
• http://www.chemistryforkids.net/elements
• http://www.ducksters.com/science/chemistry/nonmetals.php
128
Unit 5 • Solar System and Energy
Unit
The Solar System and Energy 5
Learning Outcomes

• Demonstrate understanding of our solar system, with reference to the sun, the planets,
planetary satellites, comets and asteroids
• Discuss a simple model of the solar system (2D and 3D)
• Draw a labelled diagram of our solar system (Sun and the planets)
• Recognise planets in terms of their appearance, relative position and size
• State basic characteristics of planets in terms of their composition, period of orbit around
the sun, and any other specific cha acteristics
• Recognise the earth as the only known planet supporting life
• Define ene gy
• List the different forms of energy and suitable examples where these are found
• State that energy can be transformed from one form to other forms
• State the law of conservation of energy
• Describe the transformation of energy in various examples from daily life with reference
to the law of conservation of energy
• Recognise that energy sources are classified as being enewable or non-renewable
• Discuss the implications of too much reliance on fossil fuels
• Describe different alternatives for sustainable production of energy including solar, wind,
hydro-electric and biomass/fuel
THE SOLAR SYSTEM

Learning about our solar system gives students a sense of wonder and perspective. They can
ponder and appreciate Earth’s crucial position in our solar system, which makes the conditions
on this planet an ideal place for us to live. They can consider how small our entire world is
compared to some of the other planets, the sun and the vastness of the universe. They will
understand why people are excited about the prospects of discovering and exploring new
solar systems, both within our galaxy and beyond.
Our solar system is home to Earth and seven other planets. Each planet spins on its axis and
orbits around the sun simultaneously. Each planet has unique characteristics and qualities that
set it apart from the others. The solar system unit reveals detailed facts about our sun and
celestial bodies such as planets, dwarf planets, planetary satellites, asteroids and comets.
In Grade 6, you learned about planet Earth and the other planets revolving around the sun. In
this unit, you will learn more about the solar system and its constituents.
129
(a) Demonstrate understanding of our solar system, with reference to the sun, the planets,
planetary satellites, comets and asteroids
Five billion years ago, a giant cloud of matter in our galaxy,

the Milky Way, condensed and caused a huge explosion. As DID YOU KNOW…
a result, the star that we call our sun was formed. It attracted
most of the surrounding matter and some of this material
The word "planet" in Greek
clumped together forming the planets and other celestial means "wanderer".
bodies.
Exoplanets are planets found
In the following activity, you are going to learn about the beyond our solar system.
different components of our solar system.
ACTIVITY 5.1 - Understanding our Solar System
Group activity: Observe Figure 1 carefully. Discuss with your group members about what you see
and answer the questions below. (It should be noted that this is just an artist’s impression.)
Z
Y
X
Figure 1
1. Figure 1 shows some planets and some other objects.
What other objects can you observe in the diagram?

____________________________________________________________________________________________________________________
2. How many planets are there? Name the planets.

____________________________________________________________________________________________________________________
3. According to you, which is the biggest object in the solar system?

____________________________________________________________________________________________________________________
130
4. Body X is a planetary satellite near the Earth. Name body

X. DID YOU KNOW…
____________________________________________________________________________
A galaxy is a huge structure of
stars (solar systems), gas and
5. Do you think that other planets also have satellites?
dust, usually in the shape of a
____________________________________________________________________________ spiral, an elliptical ball or an
irregular cloud. The universe
6. Can you guess what the curved lines around the sun is filled with hundreds of
represent? Are they visible? billions of galaxies...
____________________________________________________________________________
____________________________________________________________________________
7. What do you think are the irregular bodies Y?

____________________________________________________________________________
8. Body Z looks somewhat different from the other objects.

Name body Z. DID YOU KNOW…
____________________________________________________________________________
A star is called a 'sun' if it is the

center of a planetary system.
Chances are that a large
WHAT I HAVE LEARNT percentage of the stars in
the galaxy also have planets
orbiting them, which would
• The sun is the only star in the solar system. make them suns as well.
• A planet is a body in space that moves in orbit around a star
such as the sun.
• An orbit is the circular path that a planet follows when it
DID YOU KNOW…
moves around the sun.
• There are 8 planets in the solar system.
A dwarf planet is a small
• Planets have no light of their own and they refle t the light
planetary object that is
of the star around which they are orbiting. neither a planet nor a natural
• Some planets, like the Earth and Jupiter, have objects called satellite.
satellites, that move around them. Our solar system consists of 5
• Asteroids are irregularly shaped rocks that orbit the sun. dwarf planets namely Pluto,
• A comet is a large body made up of ice and dust that orbits Ceres, Haumea, Makemake,
around a star like the sun. Comets develop a typically long and Eris
and bright tail as they come close to the star. The tail always
points away from the star.
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(b) Discuss a simple model of the solar system (2D and 3D)
(c) Draw a labeled diagram of our solar system (Sun and the planets)
A solar system model is an effective tool to teach students

about our planets and their environment. As you have learnt DID YOU KNOW…
in Activity 1, the solar system is made of the sun (a star), as
well as the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn,
The moon is a large, solid
Uranus and Neptune and other celestial bodies. You can make body in orbit around a
a solar system model out of many types of materials. planet. The Earth has one
moon. It is a smaller body
Activities 5.2 and 5.3 will allow you to draw a 2D and a 3D with no atmosphere and no
model of our solar system. life. Jupiter has around 63
moons, 4 of which are more
visible. These 4 moons were
discovered by the Italian
astronomer Galileo in 1609.
DID YOU KNOW… FIND OUT
A natural satellite is any • If the sun is a star, why don’t

celestial body in space that we see it at night?
orbits around a larger body. • What are celestial bodies?
The Moon is the natural • How are artificial s tellites
satellite of the Earth. used for different purposes?
Satellites that are made KEY WORDS

by people and launched
into orbit using rockets are
called artificial s tellites. • solar system • satellite
• planets • asteroid
• dwarf planet • orbit
ACTIVITY 5.2 - Making a 2-D model of the solar system
For this group activity, work in groups of fi e and build a simple 2-D model of the solar system.

• Bristol paper (black), 3 sheets of A4 size paper, coloured pencils, ruler, measuring tape
or metre rule, drawing compass (for tracing circles), scissors, glue
Procedure:
Table 1 provides some useful information that you will need for this activity (Hint: the diameter
represents the relative size of the body).
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Table 1
Celestial Bodies Picture Colour Diameter
Sun Bright yellow 10.0 cm
Mercury Grey 1.0 cm
Venus Light brown 3.5 cm
Earth Blue + green 3.0 cm
Mars Red 2.5 cm
Jupiter Orange + white 7.0 cm
Saturn Brown + pale yellow 6.0 cm
Uranus Blue-green 5.5 cm
Neptune Deep blue 5.0 cm
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(1) Draw a circle of 10 cm diameter on a blank sheet of A4 paper and colour it bright yellow.
(2) Cut out the circle with the scissors. This circle will represent the sun.
(3) Now, using the glue, stick the circle at the centre of the black Bristol paper.
(4) Draw circles of different diameters as shown in Table 1 on the other A4 sheets of paper. Each
circle will represent one particular planet according to its diameter.
(5) Shade each circle using an appropriate colour as suggested in Table 1.
(6) Cut out each circle.
(7) Draw the orbits of the 8 different planets around the circle representing the sun as shown
in the figu e below.
(8) Stick each planet around the centre circle (the sun) in its respective orbit.
(9) For the planet Saturn, draw and colour (brown) a small loop of appropriate size. Then cut
out and stick the loop around the circle representing Saturn.
(10) Label the sun and each planet.
Your 2D model is now completed.
WHAT I HAVE LEARNT
• How to build a 2-D model of our solar

system
• Each planet has a unique colour and size.
134
After making the 2D model of the solar system, let us now look at a more elaborate and
challenging activity: creating a 3D model of the solar system. An accurate representation of
the solar system is much more challenging both in terms of the size of the planets and the
distances among them. Billions of kilometres must be condensed to mere centimetres and
some allowances must be made because an exact scale model is impossible to make.
ACTIVITY 5.3 - Mini project: Making a 3-D model of the solar system
For this activity, you are required to work in groups of fi e.
Each group will make its own model according to the DID YOU KNOW…
instructions given below.
One day is the time it takes
Materials you will need: a planet to spin around and
• Bristol paper (black), modelling clay of different colours make one full rotation. Here
(same as those listed in Table 1), ruler, pencil, drawing on Earth this takes 24 hours.
compass (for tracing circles)
FIND OUT
How long are days on other planets in our solar system?
Procedure:
(1) Draw a circle of 10 cm diameter on the Bristol paper to represent the sun.
(2) Trace curved lines of different diameters around the circle representing the sun. These
curved lines will represent the orbit of each planet (You may find it helpful to draw a similar
figu e as in Activity 2 completed previously). Keep this figu e aside and proceed to the next
step.
(3) Now, using the information already provided in Table 1, make hemispheres (half of a sphere)
of different colours and diameters to represent each planet.
(4) Using yellow modelling clay, make a 10 cm hemisphere and place it on top of the cirlce you have
drawn in step (1) above.
(5) Next, place each hemisphere to represent the eight planets in the appropriate position
around the sun (again you will find it useful o refer to Activity 2).
(6) Finally, label the sun and each planet so that they can be identified easil .
Your 3D model is now complete!
WHAT I HAVE LEARNT
• How to build a 3D model of our

solar system using modelling clay
135
(d) Recognise planets in our solar system from their appearance, relative position and size
There is more to learn about the planets than just their names.
ACTIVITY 5.4 - Recognising the 8 planets DID YOU KNOW…
An asteroid is a small rocky

Why am I the smallest body orbiting the sun.
of the planets? But, never Large numbers of these,
mind. I am closest to the ranging enormously in size,
sun! are found between the
orbits of Mars and Jupiter.
_____________________________
I am the planet closest to

earth. You can see me in
the morning or evening sky
shining brilliantly.
_____________________________
I am the blue planet. I am I am the red planet!

the one supporting life and _____________________________
I have a companion, the
Moon to help me out!
_____________________________
I am the biggest planet I am the most distant

in the solar system with a planet visible to the naked
giant red spot, visible since eye and I am best known
over 200 years. for my spectacular rings.
_____________________________ _____________________________
I am the first planet to be I am slightly smaller and a

discovered by a telescope. deeper shade of blue than
It is possible to spot me my friend Uranus. I have
as a blue-green disk the strongest winds in the
using binoculars. I am solar system.
surrounded by faint rings. _____________________________
_____________________________
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FIND OUT
WHAT I HAVE LEARNT
Formerly there were nine planets, but now
there are only 8. Do you know what happened
• Each planet is different in terms of its
to the 9th one?
Do you know I'm no
appearance, size and position from
longer considered to the sun.
be a planet?
That's so sad but it's
true.
(e) State basic characteristics of planets in terms of their composition, their period of orbit
around the sun and any other specific characteristics
Each planet in the solar system has unique characteristics in terms of its composition and period
of orbit around the sun. Mercury, Venus, Earth and Mars are all rocky planets. Their surfaces are
hard enough to stand on. Jupiter, Saturn, Uranus and Neptune are huge compared to the rocky
planets. They are mostly deep layers of gas with only small solid cores at their centres. They are
called gas giants.
The time taken by a planet to make complete rotation around the sun is called its orbital period
or one year. Hence, the duration for one year is different for each planet.
WHAT I HAVE LEARNT
• Each planet has some unique characteristics in terms of its composition and orbital period.
• Each planet also has some special features.
(f) Recognise the earth as the only known planet supporting life
Our home, planet earth, is a unique planet in many ways.
FIND OUT
In fact, as you have certainly seen in the night sky, there is
an uncountable number of stars in the universe. There are Why does the Earth appear
planets orbiting them just as in our solar system. blue from space?
However, of all the planets known to us, Earth is the only planet
that supports life. Throughout the ages, different people have
tried to explain why life exists only on Earth. According to
scientists, there are some specific reasons why life forms exist
only on Earth.
137
ACTIVITY 5.5 - Investigating why Earth is a unique planet
There are different life forms that exist on Earth.

Search for information and come up with 4 scientific easons why the earth supports life.
Reasons:
1. __________________________________________________________________________________________________________________
2. __________________________________________________________________________________________________________________
3. __________________________________________________________________________________________________________________
4. __________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Some of the important reasons why life exists on earth are:

1. The average temperature of 20 oC to 40 oC is appropriate for life forms to survive here.
2. It has an abundance of water in liquid form.
3. It has an atmosphere containing much oxygen and no poisonous gases unlike other planets.
Oxygen is vital for many life forms to exist.
4. The surface of the earth contains an abundance of materials and it provides shelter and food for
animals and plants.
FIND OUT KEY WORDS
Each planet is named after some • gas giant

mythological character. • orbital period
Find out the origin of each planet’s name. • model of solar system
138
Summary
• Our solar system consists of 8 planets and other celestial bodies such as comets,
asteroids and planetary satellites.
• The solar system can be constructed using 2D and 3D models.
• The sun is the only star in our solar system.
• The Moon is the natural satellite of the planet Earth.
• Each planet is different in terms of its appearance, relative position from the sun and
size.
• Each planet has unique characteristics in terms of its composition, orbital period
and has other special features.
• Mercury, Venus, Earth and Mars are rocky planets.
• Jupiter, Saturn, Uranus and Neptune are called gas giants.
• The Earth is the only known planet supporting life.
NOTE:
The sun provides what almost everything on Earth needs, that is, energy. Earth's water is
recycled in a continuous way by using this energy and this process is known as the Water Cycle.
The heat energy from the sun causes liquid and frozen water to evaporate into water vapour,
which rises in the sky to form clouds. These clouds that move over the Earth cause rainfall and
snow.
This energy also allows photosynthesis to take place, that is, helps green plants to manufacture
their own food using sunlight. During photosynthesis, oxygen is also released. If there is no
sunlight, there will be no food for plants and animals and therefore no life on Earth. Hence,
solar energy is very important for life to exist on Earth. Now, you are going to learn more about
energy.
139
Concept Map • Unit 5 • Solar System
Planet supporting life
sun
only
Mercury Venus Earth Mars
planetary satellite
Rocky example
dwarf planets planets
Gas giant example
consists of
2D Model
can be Jupiter Saturn Uranus Neptune
represented
using
3D Model SOLAR asteroids
SYSTEM
consist of
relative position from sun
comets Rocks
appearance has planets with speciÿc found in our found between

consist of
characteristics other celestial
bodies
size Mars and Jupiter
Galaxy Ice/Dust
composition found beyond
known as
orbital period Neptune
Milky way
140
ENERGY
Introduction
In Grades 3 to 6 you have learnt about energy, some sources of energy, some forms of energy
and also how energy can be transformed from one form to other form/s. It is necessary to
understand the basics of energy to be able to understand major issues like alternative sources
of energy, energy effici t appliances and practices.
In this unit you will learn more about sources and forms of energy, how to differentiate between
forms and sources of energy, about conversion of energy and also about conservation of energy.
You will also learn more about renewable and non-renewable sources of energy and how we
can move gradually towards more sustainable means of energy production and consumption.
In our everyday life, we use many different sources of energy such as petrol, charcoal, batteries,
wind, falling water and others. These sources of energy provide various forms of energy such as
electrical, chemical, kinetic (movement), heat, light and sound.
You have learnt that a source of energy is different from a form of energy.
You have also learnt that energy is needed by living things such as humans, animals and plants,
and also by non-living things such as a car.
Energy is in fact the ability of a body to do work. This means that without spending energy,
living and non-living things cannot perform their activities. It also means that we should always
have suffici t sources of energy for our survival.
DID YOU KNOW… FIND OUT
Movement energy is also known as kinetic (i) What is the main unit in which energy is
energy. measured?
In remote controlled devices, an invisible (ii) What is the meaning of calorie?
wave (infra-red wave) is used and it is called (iii) What do we mean when we say “we are
electromagnetic energy. burning our calories”?
ACTIVITY 5.6 - Recognising transformation of energy taking place in

a bulb
Materials you will need (per group):
• A dry cell (1.5 V), a piece of insulated electrical wire (15 cm long, 5 cm of bare wire exposed
on each side), a filame t bulb (up to 2.5 V)
141
Procedure:
1. Form groups of 3 or 4. Keep the resources ready on your table.

2. Tighten the wire around the bulb as shown in Figure 1.
Figure1
3. Place the other end of the wire to touch the cell as shown in Figure 2. Then place the bulb
on the cell.
Figure 2
4. How many sources of energy are there in this circuit? Name it/them.
_____________________________________________________________________________________________________________________
5. What is/are the energy conversion/s taking place in the circuit?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
6. One student will explain to the whole class what their group has observed. Other students
will state whether the same observations were made in their groups.
WHAT I HAVE LEARNT
It is found that the source of energy for this circuit is the dry cell as it provides the necessary
chemical energy. Once the circuit is completed, the chemical energy is converted into
electrical energy in the wire. The bulb then converts the electrical energy into light energy
and also heat energy.
142
This energy conversion can be represented using a fl w diagram as shown in figu e 3.
Light energy Heat energy

in bulb in bulb
FIND OUT
When a filame t bulb is lit, does it

Chemical produce more light energy or more
energy in cell heat energy?
Electrical
energy in wire
Figure 3
ACTIVITY 5.7(a) - Identifying other transformations of energy taking

place in various instances
Instructions:
1. Discuss in your respective groups to determine the energy transformations taking place
in each instance given in Table 2.
2. Record your answers in the space provided.
Table 2
Context
Charging your mobile
phone using a power
A TV set that is on bank A bird flyin
Energy conversion
taking place
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Context
A remote controlled
A boy singing A motor boat in the sea toy car
Energy conversion
taking place
WHAT I HAVE LEARNT
• There are various types of energy conversions that take place in our daily activities.
ACTIVITY 5.7(b) - Identifying possible transformations of energy in

devices of daily use
Instructions:
1. Study the possible transformations of energy in a microwave oven given in Figure 5.
Electrical energy is
converted into:
Kinetic energy in Sound energy in Wave energy Light energy in Heat energy in
the turntable the alarm in the oven, to the bulb the grill (if found
kinetic energy in the oven)
in the water
molecules in the
food, then heat
energy in the
food
Figure 5
144
2. Discuss in your groups and identify the possible types of energy transformations that can
take place in the following devices. In your discussions, consider the various features of the
devices.
A: A smart phone B: A washing machine for clothes
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
WHAT I HAVE LEARNT
Different sources of energy provide the necessary energy to drive our devices.
ACTIVITY 5.8(a) - Understanding conservation of energy
Instructions:
1. A group of students performed an experiment using the resources given in Activity 5.6.
Data were collected and presented as in Figure 6 (data obtained may not be accurate).
Discuss in your respective groups about the information given in the data sheet.
145
DATA SHEET
Total initial chemical energy stored in the cell 100 joules

Total electrical energy passing through the wire until bulb goes off 99 joules
Total heat energy generated in the wire until bulb goes off 1 joule
Total light energy produced in the bulb until it goes off 24 joules
Total heat energy produced in the bulb until it goes off 75 joules
Figure 6
2. What is the total amount of energy provided by the cell to this circuit? ______________________
3. What is the total amount of energy supplied to the wire by the cell? ______________________
4. How much energy is wasted by the wire? ______________________
5. What is the total amount of energy received by the bulb from the wire? ______________________
6. What is the total amount of energy converted by the bulb? ______________________
7. What is the total amount of energy wasted in the wire and that is converted in the bulb as
heat and light?
_____________________________________________________________________________________________________________________
8. What does this energy amount to? __________________________
9. What conclusion can be drawn from the results of these calculations?

_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
It is seen that the total amount of energy supplied by the cell initially is exactly equal to the
sum of the energy that has gone waste and the useful energy obtained. Or we can simply
say that the total initial energy available is exactly equal to the total final energy and energy
is conserved.
FIND OUT KEY WORDS
What happens to the 100 joules of heat and • movement/ kinetic

light energy after the cell has given off all of • electromagnetic
its energy and the bulb has defini ely gone • renewable
off • non-renewable
146
ACTIVITY 5.8(b) - Verifying conservation of energy
Instructions:
1. Discuss the following examples in your groups and write down how energy is conserved
in each one of them. Record your answers in the space provided.
2. You also need to write a statement on the relation between the total initial energy from
the source and the total final orms of energy produced.
(i) A driver fills petrol in his car and drives to

work and back for the whole week until
the fuel is over. Explain the various ways
in which the chemical energy from the
petrol was used.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(ii) A user charges her laptop PC fully and

uses it without its charger for several
hours until the battery is fully discharged.
Explain the various ways in which the
chemical energy from the battery was
used.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
It is found that the stored energy in the battery of the laptop PC or fuel in the car is used
in various ways. Once all the chemical energy in the car or laptop is used up (i.e. converted
to other forms) it has to be replenished to be able to operate further. The number of trips
performed by the car or tasks performed by the laptop are limited by the amount of chemical
energy that is replenished. So energy is conserved.
The law of conservation of energy states that energy can neither be created nor destroyed;
it can only be converted from one form to another.
147
Now let us test your understanding of the law of conservation of energy.
3. In your group, discuss the two cases described below. Examine whether the facts given tally
with the law of conservation or not. Record your findings in the space provided and justify
your answer. (note: fictitious values have been used in both cases to facilitate learning)
Case 1
A smart phone is charged fully and it stores

1000 joules of chemical energy. It uses 200
joules to light the screen, 50 joules for the
vibrator, 300 joules for listening to music, 150
joules for making calls, 50 joules for sending
messages, 200 joules for taking pictures and
videos and 150 joules is lost as heat from the
phone.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Case 2
A sugar cane harvester has fuel filled in it for

an amount of 200000 joules. It uses 50000
joules for moving, 25000 joules for cutting
cane, 10000 joules for cutting the green
leaves, 5000 joules for fanning away the dry
leaves, 50000 joules for loading the cane in
the side truck and it loses 50000 joules as heat
energy and 10000 joules as sound energy.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
FIND OUT
WHAT I HAVE LEARNT
How do animals obtain
energy to be able to move
• You have observed that the amount of energy that in search of food and remain
is spent by a device cannot exceed the amount of healthy?
energy initially available. The law of conservation of From where do plants
energy applies to all situations. obtain energy to grow and
• This is also true for humans and animals. to produce food?
148
ACTIVITY 5.9 - Understanding the reasons for adopting renewable

sources of energy instead of non-renewable ones
Instructions:
1. Study Figure 7, discuss in your groups and answer the following questions.
A: a cooking gas cylinder connected to a lit B: clothes drying in sunlight

gas stove with food being grilled
C: a sailing boat in the sea D: two dry cells inside a lit torch
2. State the source of energy being used in each case.

A: _________________________________________________________________________________________________________________
B: _________________________________________________________________________________________________________________
C: _________________________________________________________________________________________________________________
D: _________________________________________________________________________________________________________________
149
3. Can we continuously use the cooking gas filled in the cylinder without it getting over?
Explain your answer.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. For the clothes drying in sunlight, will the energy be over soon or will we obtain it every day
for indefini e time? Explain your answer.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
5. For the sailing boat, will the energy be over soon or will we obtain it every day for indefini e
time? Explain your answer.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
6. Can we use the dry cells found inside the torch indefini ely? Explain your reasoning.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
7. How do we call the source of energy that is available indefini ely?

_____________________________________________________________________________________________________________________
8. Of the sources of energy you have mentioned in part (2), which ones are obtained freely, i.e.
we do not have to pay for them? What are these sources called?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
9. (i) List some sources of energy that are classified as ossil fuels.
_____________________________________________________________________________________________________________________
(ii) Are these renewable sources or non-renewable sources of energy? Explain your answer.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
150
10. After further discussions in your groups, complete Table 3 with some examples of renewable
and non-renewable sources of energy.
Table 3
Renewable sources of energy Non-renewable sources of energy
WHAT I HAVE LEARNT
There are different sources of energy that are used by humans every day. Some of them are
available free of cost, such as wind energy and energy from the sun, whereas there are other
sources of energy that we need to buy. These are batteries, cooking gas, wood, charcoal and
also food.
Those sources of energy that are obtained over and over again are called renewable sources
of energy. These are energy obtained from the sun, wind, wood, food, batteries, dry cells,
ethanol, falling water, waste and dry leaves. For example, trees can be grown again to obtain
wood.
Renewable sources of energy
Dry cells The sun Wind power Food for energy
151
Firewood Falling water Dry leaves Ethanol from

corn
However, there are some sources of energy that are over once used. Then new supplies have
to be acquired. For example, if a litre of petrol is used, once it is completely over it cannot be
used again. Another litre has to be bought or extracted from the earth and thus the amount
in stock is reduced. This is called a non-renewable source of energy. Fossil fuels are non-
renewable sources of energy as you have studied in Grades 5 and 6.
Gasoline Diesel fuel Coal Cooking gas Nuclear power
Note
Some people believe that renewable sources of energy are non-polluting. This is actually a
mistake. Table 4 clarifies this idea
Table 4
Sources of energy
Renewable sources Non-renewable sources
Non-polluting Non-polluting
Polluting sources Polluting sources
sources sources
• Sun • Wood • Coal
• Radioactive
• Wind • Ethanol • Petrol
materials
• Falling water • Wastes • Diesel
152
Given that there is a global energy crisis, and that use of fossil fuels is creating lots of
environmental problems, alternatives need to be found. There are many alternatives to fossil
fuels. These are the use of solar energy; energy from the wind; biomass such as wood, ethanol
or waste; and energy from falling water (hydro-electricity).
The following sources of energy are still under test and may be commercialised in the near
future. These sources will relieve us of the burden of fossil fuels.
Energy from ocean currents Energy from waves Water powered car
KEY WORDS FIND OUT
• conservation • polluting/ non-polluting sources What is green energy?

• transformation • hydro-electricity
• power bank • biomass
• smart phone
153
Summary
• Energy is the capacity to do work.
• Energy is measured in joules (J) which is the SI unit.
• Energy is used by humans, animals, plants and even some non-living things.
• Sources of energy are the sun, wind, falling water, cells, food, biomass and fossil fuels
such as diesel, petrol, coal and cooking gas.
• Some of these sources are renewable (falling water, sunlight, wind, wood, ...).
• Others are non-renewable sources of energy (cooking gas, diesel, ...).
• Some energy sources cause pollution (wood, cooking gas, bagasse, ethanol, ...).
Alternative sources are being exploited (wind, sunlight, falling water, ocean
currents, ...).
• Forms of energy are heat, light, sound, electrical, chemical, kinetic (movement) and
wave energy (electromagnetic energy).
• Energy can be converted from one form to another or several other forms.
• Energy cannot be created or destroyed but only converted from one form to another.
This is known as the Law of Conservation of Energy.
154
Concept Summary • Unit 5 • Energy
Renewable
e.g. sun,
wood
• Sun
• Wind
Law of conservation • Falling water Non-
of energy • Biomass renewable
• Food e.g. coal,
• Wood diesel
• Ethanol
• Bagasse
• Dry leaves can be
• Heat energy is conserved
• Light energy • Biogas
in all • Saw dust
• Sound energy processes Polluting
• Electrical energy • Paper e.g. cooking
• Chemical energy • Fossil fuels gas, ethanol
• Kinetic energy • Coal
• Wave energy exists in the is obtained • Cooking gas
(electromagnetic • Diesel Non-
following from various • Gasoline
energy) forms sources polluting
• Kerosene e.g. falling
water
Energy
Alternatives are being
The capacity to is being mismanaged sought:
is defined as
do work and is causing energy The idea of Green
crisis and global Energy is being
warming discussed and
worked upon.
joule (J) is measured in can be
converted
from one form
to other/s
for example
A bulb converts electrical energy into light and heat.

When a bird ˜ies the chemical ener gy obtained from
food is converted into kinetic energy.
155
WORK OUT
1. For each of the following questions four possible answers are provided.
Circle the letter that corresponds to the correct answer.
(a) The earth rotates around the ______________________________.

A moon B sun C planets D sun and planets
(b) Asteroids consist of ______________________________.

A icy chunks B rocks C gases D winds
(c) The complete rotation of the earth around the sun is called a ______________________________.
A day B night C year D month
(d) How many planets are there in the solar system?

A Nine B Eight C Ten D Three
(e) What is found between Mars and Jupiter?

A The sun B Comets C Asteroids D Pluto
(f ) Why is life possible on earth?

A Because the earth is at the right distance from the sun so that it is neither too hot nor
too cold, and water is present on earth
B Because the earth is attractive and has nice places to visit
C Because the earth has the highest concentration of carbon dioxide
D Because the earth is round
(g) Comets are located ______________________________.

A on Mars C on Saturn rings
B beyond Neptune D on the sun
(h) The natural satellite of planet Earth is called ______________________________.

A Moon B Deimos C Titan D Phobos
(i) How many days does it take for the Earth to make one revolution around the sun?
A 31 days B 1 day C 250 days D 365 days
(j) Which of the following statements about Earth is true?

A It is the only planet in the solar system that rotates on an axis.
B It is the only planet in the solar system with a moon.
C It is the only planet in the solar system with an atmosphere.
D It is the only planet in the solar system known to support life.
156
(k) This body once was, but no longer is considered to be a planet in our solar system.
A Neptune B Pluto C Sun D Mars
(l) One year on Earth is defined y

A the time it takes the sun to revolve around the Earth.
B the time it takes the Earth to revolve around the moon.
C the time it takes for the Earth to revolve around the sun.
D the time it takes for the moon to revolve around the Earth.
(m) Which one of the following is not a gas planet?

A Earth B Neptune C Jupiter D Saturn
(n) If the Earth were closer to the sun

A the temperature would be much higher.

B the oceans would dry up.
C we would not be able to survive.
D all of the above.
(o) Which two planets have visible rings around them?

A Saturn and Mercury C Saturn and Earth
B Saturn and Uranus D Saturn and Mars
(p) Which one of the following lists has only sources of energy?
A Sun, falling water, kinetic
B Wind, bagasse, ethanol
C Wood, electrical, chemical
D Kinetic, electrical, charcoal
(q) Which of the following lists has only forms of energy?

A Electrical, sun, falling water, kinetic
B Chemical, electrical, kinetic, heat
C Heat, light, sound, bagasse
D Wood, charcoal, petrol, wind
(r) What is the source of energy for plants?

A Wind B Sun C Water D Heat
(s) The energy conversion taking place in a lit bulb is ______________________________.

A electrical to Light C electrical to Sound
B chemical to Light D light to Electrical
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(t) Which one of the following is a non-renewable source of energy?

A Wind B Sun C Coal D Bagasse
(u) Which one of the following is a fossil fuel?

A Charcoal B Wood C Bagasse D Cooking gas
(v) ______________________________ is a renewable source of energy that causes air pollution.

A Gasoline B Wind C Ethanol D Falling water
2. Fill in the blanks with the words provided.
dust Jupiter solar system icy chunks asteroids Neptune Venus moon Mercury
(i) The largest planet in the solar system is _____________________________________ .

(ii) Comets consist of _____________________________________ and _____________________________________ .
(iii) The _____________________________________ was formed 4.6 billion years ago.

(iv) The hottest planet of the solar system is _____________________________________ .
(v) _____________________________________ takes the longest time to rotate around the sun.
3. Give two reasons why life is possible on earth.
4. Which is the coldest planet of the solar system? Explain why it is so cold.
5. How is a comet recognised?
6. Complete Table 1 by identifying the planets each student is referring to in Figure A.
It is the red planet in our solar

system. It has spectacular rings
around it.
Sunil Rihanna
I think it rotates around the

sun faster than all other
planets as it is nearest to it.
It is the coldest
planet in our solar
system.
Shiani
Pascal
158
You are right, Shiani. Also

the planet you are referring
to is the smallest in our solar
system.
It is also known as the
blue planet.
Salman Jane
Figure A
Table 1
Student Planet

Sunil
Rihana
Shiani
Pascal
Salman
Jane
7.
Further Task: Group project
(PowerPoint presentation) WEBLINKS FOR FURTHER
EXPLORATION
Five famous astronomers who contributed Visit the following websites to learn more
much to our knowledge of astronomy were: about the solar system:
1. Johannes Kepler • www.nasascience.nasa.gov/kids/kids-
2. Edwin Hubble solar-system
3. Galileo Galilei • www.nasa.gov/audience/forstudents/
4. Claudius Ptolemy index.ttm/
5. Nicolaus Copernicus • www.spaceplace.nasa.gov/en/kids
• www.kidsastronomy.com
Form 5 groups. Each group must find
information on one of the astronomers listed
above. Find out some major contributions
or discoveries of each one and present your
findings through a powerpoint presentation
for the whole class.
159
8. Fill in the blanks in the following sentences using the words given.
electrical sound kinetic chemical heat light movement
(a) A boat sailing on the sea has ______________________________ energy.

(b) In a TV set ______________________________ energy is converted into two useful forms which are
light and ______________________________ energy.
(c) In a solar cell ______________________________ energy is transformed into electrical energy.
(d) When we rub our palms vigorously movement energy produces ______________________________
energy.
(e) Kinetic energy is also known as ______________________________ energy.
(f ) A cell stores ______________________________ energy.
9. Match each item in column A with the appropriate item in column B.
Column A Column B
Type of energy Example
Renewable and polluting Diesel
Renewable and non-polluting Radioactive material (Uranium)
Non-renewable and polluting Wood
Non-renewable and non-polluting Sun
10. (i) Explain briefly the meaning of ene gy crisis.

(ii) What are the consequences of using fossil fuels excessively for all of our daily
activities
?
(iii) What alternatives can be exploited to avoid over-reliance on fossil fuels?
160
Unit 6 • Ecosystem
Unit
Ecosystem 6
Learning Outcomes
• Explain the basic concepts of an ecosystem
• Identify the major types of ecosystems (terrestrial/aquatic/ wetlands)
• State the importance of ecosystems
• Identify and list the different types of interactions within a named ecosystem
• Recognise feeding relationship among living organisms in a food chain and food web
• Construct and draw a food chain/food web using appropriate diagrams
• Describe energy fl w in a given ecosystem
• Count and record the number of organisms in a given/selected ecosystem using
appropriate apparatus and instruments (e.g. quadrat)
• List the factors that affect the balance of an ecosystem
• Explain how one chosen factor can affect an ecosystem
• Discuss the impact of human activities on the ecosystem
• Suggest ways an ecosystem can be protected
You have learnt in Grade 6 that an ecosystem comprises living and non-living things. In this
unit, you will study how living things interact with one another and with the non-living things
around them. There are different types of ecosystems. Due to natural and human factors,
ecosystems are constantly changing. You will also learn about measures that should be taken
to protect ecosystems.
161
ACTIVITY 6.1 - Identifying the components in an ecosystem and their

interactions.
Figure 1 shows an ecosystem. Observe the figu e carefully, discuss in pairs and answer the
questions below.
Figure 1
(a) (i) Identify and classify all the living and the non living things in Table 1.
Table 1
Living things Non living things
(ii) Living things form the biotic components while non-living things form the abiotic
components. Identify three biotic components and three abiotic components from
Table 1.
Biotic components: _______________________________________________________________________________________
Abiotic components: ______________________________________________________________________________________
(iii) What term is given to the place where the living organisms live?
Habitat tree
(b) In a particular ecosystem, organisms live together and also depend on abiotic components.
In fact, there are many different types of interactions occurring in an ecosystem and many
of these are important for the survival of organisms.
162
(i) Identify some ways by which biotic components depend on abiotic components
from figu e 1. Write down your answers in Table 2. For each interaction, you need to give
a reason. One has already been written for you.
Table 2
Interaction between biotic and abiotic

Reasons
factors
Carbon dioxide is needed by plants for
Plants absorb carbon dioxide from the air.
photosynthesis.
(ii) Living organisms also depend on one another to survive. Study Figure 1 carefully and
write down three ways by which living organisms depend on one another.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(iii) In Grade 6, you learnt about predator-prey relationship. Identify one predator and its
prey in Fig.1.
_____________________________________________________________________________________________________________________
(iv) In one of the interactions there is an organism called a parasite which lives on the body
of another. Identify the parasite and describe how it harms the organism on which it
lives.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(c) Using your knowledge from (a) to (b), what is an ecosystem?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
The yellowish plant growing • ecosystem

on the tree is dodder plant. • biotic
It is a parasite which creeps • abiotic
upon the tree and absorbs • interactions
its food. The tree eventually • predator
dies. • prey
• parasite
163
WHAT I HAVE LEARNT
1. The biotic components include bacteria, plants and animals.

2. The abiotic components include light, carbon dioxide, soil, air and water.
3. An ecosystem is the interaction between biotic and abiotic components.
4. Some organisms can harm the other, for instance:
• a predator kills its prey for food.
• a parasite such as fleas ha m the organisms on which it lives.
THE MAJOR TYPES OF ECOSYSTEM

The earth itself is one big ecosystem. It comprises two major types of ecosystems, the terrestrial
and the aquatic ecosystems. Both are further divided into smaller distinct ecosystems.
1. Terrestrial ecosystems
ACTIVITY 6.2 - Identifying the terrestrial ecosystem
Figure 2 shows some terrestrial ecosystems. Observe the pictures carefully and answer the
questions.
Picture A Picture B Picture C
__________________________________ __________________________________ __________________________________
Figure 2
(a) Name the 3 types of terrestrial ecosystems shown in Figure 2 and write your answers below
each picture.
(b) Where are terrestrial ecosystems found?

_____________________________________________________________________________________________________________________
164
(c) Name one terrestrial plant and one animal that can be found in each ecosystem. Write down
their names in Table 3.
Table 3
Terrestrial
A B C
organisms
Plants
Animals
ACTIVITY 6.3 - Creating a terrestrial ecosystem
The terrestrial ecosystems shown in Figure 2 are natural.
This activity will help you to create a different type of terrestrial ecosystem. It can be done at
home or at school with the help of your teacher or parents.
• a 1.5 litre transparent plastic bottle, scissors, tape, potting mix (soil and compost), small
plants or seedlings, dried leaves containing small organisms (such as worms and ants).
Procedure:
1. Cut the top off the bottle and pour the 2. Plant some seedlings into the potting mix
potting mix into the bottom of the bottle. and place the dried leaves over the potting
mix and around the seedlings.
165
3. Add suffici t water to moisten the soil. 4. Put the top back onto the bottle and seal it
with the masking tape. Using a marker, draw
a line to mark the height of the shoots on the
bottle.
5. Place the bottle on the window sill and observe carefully the experiment for 5 days.
6. Record your observation.
You may write down your observation in Table 4.

Table 4
Day Length of shoot Appearance of leaves Are the plants healthy?

1
2
3
4
5
7. Discuss and share your ideas with your friends.
Refer to the experiment above and state how this ecosystem is different from that in Figure 2.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
I CONCLUDE FROM MY OBSERVATIONS FIND OUT
Do you find ecosystems

For an ecosystem to exist, there must be interaction where the climate is very
between ______________________________ components and cold and windy and rainfall
is scant? Look for tundras.
______________________________ components. An ecosystem
can be natural or ______________________________ , opened or
DID YOU KNOW…
______________________________, big or ______________________________ .
Terrestrial ecosystems make
up about 28% of the entire
world’s ecosystem.
166
2. Aquatic ecosystems
Earth is called the blue planet because it is covered with water. In fact, 71% of Earth's surface
is water, so the aquatic ecosystems found here are a big part of the cycle of life. Aquatic
ecosystems can be classified as marine, fresh water or wetlands. In the following activities,
you will explore these different types of aquatic ecosystems.
ACTIVITY 6.4 - Identifying the marine ecosystem
Oceans, coral reefs and estuaries are some examples of marine ecosystems found on earth.
Observe the pictures and answer the questions.
1. The ocean
The ocean is a habitat for a number of different ecosystems.
zone A Name one abiotic component that determine

zone B what types of organisms can live in each
zone.
_______________________________________________________
_______________________________________________________
Figure 3
2. The coral reefs
Coral reefs are some of the most diverse ecosystems in the world. It is located in warm, clear
shallow water. Thousands of aquatic plants, animals and millions of people depend on the reefs.
State one importance of the reefs to the

• Aquatic animals
_______________________________________________________
_______________________________________________________
• Shore
_______________________________________________________
_______________________________________________________
Figure 4
167
3. Estuary
An estuary is a place where fresh water from a river meets the salt water of the ocean. This
mixing of fresh and salt water creates a unique environment filled with li e of all kinds.
Name an estuary found in Mauritius.

_______________________________________________________
Figure 5
ACTIVITY 6.5 - Identifying the freshwater ecosystem
Freshwater ecosystems account for less than 0.01% of the planet’s total surface area but they
support more than 100,000 species. They include not only fish but worms, molluscs, frogs,
insects, freshwater plants and many others. A river is one example of a freshwater ecosystem.
(a) How is the water in a marine ecosystem different from a freshwater ecosystem?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(b) Name two other freshwater ecosystems.

______________________________________________________ _____________________________________________________
ACTIVITY 6.6 - Identifying wetlands
In this activity you will discover the importance of wetlands.

Figure 6 on the next page shows a type of wetland. Observe the picture and answer the
questions.
(a) There are three major kinds of wetlands; the freshwater, saltwater (marine or estuarine) or
deepwater (lakes). Identify the type of wetland shown in figu e 6.
_____________________________________________________________________________________________________________________
(b) State some benefits o ered by wetlands.

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
168
(c) The convention on wetlands came into force for Mauritius on the 30th September 2001.
Mauritius presently has three sites declared as Wetlands of International Importance. One
of them is the Rivulet Terre Rouge Estuary Bird sanctuary. Explain why this wetland has
been given international importance.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Figure 6
FIND OUT KEY WORDS
Find out more about the importance of • Terrestrial

wetlands: • Aquatic
http://www.ramsar.org/wetland/mauritius • Wetlands
WHAT I HAVE LEARNT
• The two major types of ecosystems are terrestrial and aquatic.

• A terrestrial ecosystem includes tropical rainforest, grassland and desert.
• An aquatic ecosystem includes marine, fresh water ecosystems and wetlands.
• Wetlands provide food, medicines, shelter and breeding places for aquatic and terrestrial animals.
169
ACTIVITY 6.7 - Studying the importance of ecosystems
Figure 7 shows a forest ecosystem. One reason why forest is important is that it provides habitats
and food for many organisms. Observe the picture carefully and using the knowledge that you
have acquired so far, answer the questions that follow.
Figure 7
(a) State how the forest ecosystem helps to:

• maintain balance of air
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
• maintain water cycle

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
• prevent soil erosion

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(b) Wood logs are obtained from the forest ecosystem. State why they are important.
_____________________________________________________________________________________________________________________
(c) Explain how a forest ecosystem may help in the economy of the country.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
170
DID YOU KNOW…

WHAT I HAVE LEARNT
Latex is a milky fluid
obtained from trees in
An ecosystem provides us with invaluable materials and forests and is used to make
services such as: gloves and clothing.
• Plants and animals provide a source of food.
• Trees ensure that water enters our atmosphere and in
turn produdes clouds and rain. Trees also absorb carbon
dioxide from the atmosphere and release oxygen during
photosynthesis.
• Ecotourism and recreation facilities such as bird watching,
trekking and fishing may help the economy of the country. Periwinkle, lavender and
aloes are medicinal plants
which are also obtained
from forest.
FOOD CHAIN
In Activity 6.1, you learnt that in an ecosystem, there are many interactions among living
organisms. One important interaction is feeding. In this activity, we are going to learn more
about the feeding relationship between living organisms.
ACTIVITY 6.8 - Learning about Food Chain
Organisms need food for energy and for

growth. They obtain food through different
ways. Figure 8(a) shows how some organisms
feed. Work in pairs to answer the questions
below.
Figure 8 (a): Mode of feeding in some organisms
Plants can make their food by photosynthesis. Since they produce their own food, they are
called producers. Organisms which feed on other organisms are called consumers.
(a) State another example of producers, other than plants. _________________________________

(b) Identify the consumers in Fig 8(a). _________________________________
(c) Using Fig. 8(a), complete the sentence by filling in the blank .
The _________________________________ is eaten by the caterpillar, which in turn is eaten by the

______________________________.
171
We can link the above organisms together by thinking about the food they eat. These links,
called food chains, show the feeding relationship. A food chain usually starts with a producer.
The food chain for the organisms in Fig 8(b) is shown below. The caterpillar gets its food when
it feeds on the leaf while the bird gets its food when it eats the caterpillar.
leaf caterpillar bird
Figure 8 (b): An example of food chain
(d) What does the arrow represent? ____________________________________
Organisms, which feed only on plants or parts of the plants e.g. fruits or seeds, are called
herbivores or primary consumers while those feeding on herbivores are called carnivores or
secondary consumers. On Fig 8(b), identify the:
(i) Primary consumer _________________________________

(ii) Secondary consumer _________________________________
(e) Write down a food chain in which you are the:

(i) primary consumer
_____________________________________________________________________________________________________________________
(ii) secondary consumer

_____________________________________________________________________________________________________________________
An omnivore is an animal that eats both plants • producer

and animals. Humans, dogs and hens are some • consumer
examples of omnivores. • food chain
• herbivore
Organisms like bacteria and fungi feed on • carnivore
dead matter and cause decay. They are called
decomposers.
Play the food chain game on:

http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
172
ENERGY FLOW IN AN ECOSYSTEM

This lesson will provide you with a better understanding of how energy fl ws in a food chain.
ACTIVITY 6.9 - How does energy flow in a food chain?
Fig 9 illustrates the energy fl w in a food chain. The amount of energy transferred from one
organism to another is also shown.
Grass Hare Fox
Amount of energy Small amount of Little amount of

converted in energy tranferred energy tranferred
plant during from grass to hare from hare to fox
photosynthesis (during feeding) (during feeding)
Figure 9: Energy flow in a food chain
Using Fig 9, answer the questions below.
1. (a) Identify the producer. _________________________________

(b) State the source of energy entering a food chain. _________________________________
(c) The grass absorbs light energy to produce food. What type of energy is stored in food?
_________________________________
2. Complete the sentences by filling in the blanks using the ords from the list below.
photosynthesis small lost chemical energy hare
The grass converts light energy to _________________________________ energy in food during the
process of _________________________________. The plant uses the energy for respiration and stores
some in its tissues. But much energy is lost to the environment. When the plant is eaten by the
173
______________________________, only a _________________________________ amount of energy is transferred to

the herbivore. Energy is _________________________________ at each link of the food chain. Therefore,
when the fox feeds on the hare, it receives only a little amount of _________________________________.
3. The amount of energy along a food chain gradually decreases because energy is lost at
each link. Can you suggest one way how energy is lost in a food chain?
_____________________________________________________________________________________________________________________
DID YOU KNOW…

WHAT I HAVE LEARNT
When energy is passed from

Producers and consumers are the living parts of an ecosystem: one organism to another,
• Producers are green plants that can make their own food, e.g. most of the energy (around
plants and algae. 90%) is lost as heat during
respiration.
• Consumers depend on other organisms for food.
• A food chain shows how energy in material form (food) is
passed from one organism to another.
• The arrow in a food chain represents the direction of the fl w
of energy.
• At each link of a food chain, energy is lost. Energy is lost as
heat and in wastes (for e.g. in faeces in animals).
FOOD WEBS
Now that have you learnt about food chains, Activity 6.10 will help you to construct a food web.
ACTIVITY 6.10 - Constructing a food web
Work in pairs and answer the questions below.
Sharon and Dave studied a river ecosystem and noted down the following feeding relationships:
Algae → snail → small fish → large fis
Algae → small fis → large fis
Algae → tadpole → large fis
Algae → tadpole → small fish → large fis
1. Name the organisms which feed on algae.

_____________________________________________________________________________________________________________________
174
2. Do organisms eat only one type of food? Explain your answer using examples from the food
chains given on page 174.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. What can you conclude from the observations made by Sharon and Dave?
_____________________________________________________________________________________________________________________
We can combine several food chains to make a food web. A food web shows a more realistic
picture of what really happens in an ecosystem.
A food web consists of several food chains which are interlinked
4. Complete the food web below using the food chains from the river ecosystem.
Small fis
Tadpole
5. Suggest what might happen if all the small fishes die due o a disease.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
6. Construct a food web for another habitat, either by using books or making observations in
a local park or school garden.
WHAT I HAVE LEARNT
• In an ecosystem several food chains are interconnected to form a food web. This is because
organisms feed on different types of food. Moreover, an organism can be eaten by different
organisms.
• When one organism is removed from an ecosystem, the food web is affected.
175
TECHNIQUES USED FOR COUNTING ORGANISMS IN AN ECOSYSTEM

Biologists often need information about:
(i) what kind of plants and animals there are in a particular ecosystem;
(ii) how many organisms there are of each kind;
(iii) where these organisms live.
One reason for taking these measurements is to protect and conserve them. In this lesson, we
will study about the techniques used by biologists to count organisms in a particular ecosystem.
ACTIVITY 6.11 - Counting plants in a field
Figure 10 shows a field with grasses and sunfl wer plants. You will be required to work in pairs
to estimate the number of grasses and sunfl wer plants.
Sunfl wer Plant
Grass
Figure 10: A field of sunflower and grasses
Follow the instructions below to estimate the number of the two plants:
1. Using a ruler, divide the field in ig 10 into 4 equal squares
2. Number the squares 1 to 4
3. Choose 3 squares at random (e.g. by carrying out draws).
4. Count the number of grasses and sunfl wer plants in the three selected squares
The diagrams below will help you to count the plants
Count as 1 Do not count

176
Record the number of plants and calculate the average number of sunfl wer plants and grasses
in the table.
Type of Number of Plants

plants 1st Square 2nd Square 3rd Square Average
Sunflower
Grasses
Using Quadrats to count organisms DICTIONARY CORNER
A sample of organisms is
Biologists have developed different ways to estimate the number a number of organisms
of organisms in a habitat. One way is though the use of quadrats. A chosen out of a large
quadrat is usually a square made of wire, wood or plastic pipe. group. It provides
information about the
The quadrats are placed randomly on the area to be studied and the whole group.
organisms within it are identified and ounted as shown in Fig.11.
Quadrat used to sample plants Quadrat used to sample coral and algae
Figure 11
ACTIVITY 6.12 - PROJECT WORK: Counting plants in the school yard

using quadrats
Materials you will need (each group):
• Quadrat (50 cm x 50 cm) / 2.5 metre length of rope, four wooden sticks, measuring tape,
paper, pencil.
Procedure:
1. Organise yourselves in groups of fi e. Each group will work with one quadrat.
2. Your teacher will direct you to a site in the schoolyard to conduct your quadrat sample.
Choose the types of plants you want to count.
3. Place your quadrat at random on the ground. If you do not have a quadrat, you can make
177
a temporary one (on-spot quadrat). Use the wooden sticks to mark the corners of your
quadrat and join these together with the rope to make a square (50 cm x 50 cm).
4. Count and record the number of plants that lie within the quadrat.
5. With the help of your teacher, prepare a table to record the findings y each group.
WHAT I HAVE LEARNT
• Different techniques are used to count organisms in an ecosystem.

• It is difficul to count all organisms in an ecosystem as it is time-consuming and organisms like
animals do not stay at the same place.
• Samples are used to estimate the number of organism in a habitat.
• Quadrats are used to count plants, algae and slow-moving organisms like snails and slugs.
• Quadrats are laid down randomly on the area to be studied and the organisms within each
quadrat are counted.
FACTORS THAT AFFECT THE BALANCE OF AN ECOSYSTEM

Organisms living in an ecosystem play an important role in keeping an ecosystem running
smoothly and keeping the ecosystem balanced. If one type of organism becomes extinct, the
entire ecosystem can be affected.
The natural factors and the man-made factors are equally responsible for affecting our
terrestrial and aquatic ecosystems.
ACTIVITY 6.13
Identifying the natural and man-made factors affecting the balance of an

ecosystem.
(a) Figure 12(a) shows some examples of natural factors that can affect the balance of our
ecosystem. Observe the figu e carefully and answer the questions.
Figure 12(a)
178
(i) Name the natural factors shown in Figure 12(a).

_____________________________________________________________________________________________________________________
(ii) Name another natural factor that can affect the balance of an ecosystem.
_____________________________________________________________________________________________________________________
(b) Figure 12(b) shows some examples of man-made factors that can affect the balance of an
ecosystem.
Figure 12 (b)
Identify the man-made factors shown in the pictures.

_____________________________________________________________________________________________________________________
Effects of foreign species in an ecosystem
Foreign species (alien species) are species of plants or animals that have been introduced
accidentally or deliberately into a region or area where they normally do not occur. They may
be invasive, that is, may cause harm to an ecosystem. This activity will provide you with a better
understanding of how the introduction of a new species can affect an ecosystem.
ACTIVITY 6.14 - Explaining the effects of a foreign species in an ecosystem
Picture A shows a native forest in Mauritius and picture B shows what has happened to the
forest after the introduction of a foreign plant species. Study the two pictures in Figure 13 and
answer the questions.
Introduction of
a foreign plant
species
foreign plant
Picture A Picture B
species
Figure 13
179
(a) Picture A shows Ebony trees. They are native plants found in Mauritius. Name another native
plants in Mauritius.
_____________________________________________________________________________________________________________________
(b) Give the name of the foreign plant species shown in Figure 13 that has been introduced on
the island.
_____________________________________________________________________________________________________________________
(c) State what has happened to the number of

(i) Native plant species: ______________________________________________ (increased or decreased)
(ii) Foreign plant species: ______________________________________________ (increased or decreased)
(d) Do you think the foreign plant species can be classified as an invasive foreign species?
Explain your answer.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(e) Name a plant and an animal that are classified as i vasive foreign species in Mauritus.
___________________________________________________ _____________________________________________________
KEY WORDS
WHAT I HAVE LEARNT
• invasive
foreign species
• Invasive alien species are species of plants and animals that • native species
have been introduced from a foreign country (non native)
and may cause harm to the existing endemic species.
• Goyave de chine, piquant loulou, rats and monkeys are
considered as invasive foreign species.
THE IMPACT OF HUMAN ACTIVITIES ON ECOSYSTEM

As the human population increases, so does the impact on the environment. Human activities
often have devastating effects on the Earth’s ecosystems than any other animal. Deforestation,
pollution and over-exploitation of resources are the major threats to our ecosystem. In this
lesson you will learn more about these man-made factors and their impact on ecosystems.
1. Deforestation
Deforestation is the clearing of Earth's forests on a large scale. There are various reasons
why people cut down trees. Give some reasons for deforestation.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
180
ACTIVITY 6.15 - Discussing the impact of deforestation
You have learnt in activity 6.7 that ecosystems are important in various ways. Now let us discuss
the impact of deforestation on the ecosystem.
Figure 14 (a) shows the impact of deforestation. Observe the figu e and answer the questions.
A _______________________________
B _______________________________
D: Global Warming
C _______________________________
Figure 14 (a): The impact of deforestation.
(a) State the impact of deforestation shown in figu e 14(a). Write your answers in the spaces
provided in the figu e.
181
(b) Global warming is an increase in the temperature of the earth. Greenhouse gases (GHGs)
such as carbon dioxide contribute to global warming. They trap heat energy from the sun
and prevent it from escaping into the atmosphere.
(i) During deforestation, the level of carbon dioxide in the atmosphere increases. Explain
how the level of carbon dioxide in the atmosphere increases as a result of deforestation.
_____________________________________________________________________________________________________________________
(ii) Name another human activity that causes an increase in carbon dioxide in the
atmosphere.
_____________________________________________________________________________________________________________________
(c) Figure 14 (b) shows one harmful effect of enhanced global warming. Study the figu e below
and answer the questions.
(i) State the effect of global warming

shown in Figure 14(b).
___________________________________________________
Figure 14 (b)
(ii) Write down another effect of global warming.

_____________________________________________________________________________________________________________________
(d) According to the Forestry Department, Food and Agriculture Organisation of the United
Nations, about half the world’s tropical forests have been cleared or degraded. Name some
measures that can be taken to avoid these harmful consequences.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT KEY WORDS
• deforestation
• Deforestation is often carried out to build • soil erosion
roads, for timber and to create agricultural • desertific tion
land. • global warming
• The effects of deforestation are soil
erosion, desertific tion, floodin , habitat
destruction, extinction of species and loss
of medicinal plants. Global warming is
one of the consequences of deforestation
resulting in melting of ice caps, rise in sea
level and floodin .
182
2. Pollution
Pollution is the action of making the environment dirty and not safe for living things including
human beings. The harmful substances released in our environment are called pollutants. It is
one of the biggest global problems causing great harm to our environment and affecting over
100 million people.
Write down three types of pollution.

_____________________________________________________________________________________________________________________
ACTIVITY 6.16 - Identifying the different types of pollution
(a) Figure 15(a) shows some causes of air pollution. Carefully observe the picture and answer
the questions.
Figure 15 (a)
(i) Identify and name the causes of pollution.

_____________________________________________________________________________________________________________________
(ii) Sulfur dioxide, carbon dioxide and dust particles are examples of pollutants shown in
figu e 15(a). State some effects that these pollutants have on the ecosystem.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
183
(b) Figure 15 (b) shows another type of pollution.
Figure 15(b)
(i) Name the type of pollution shown in the figu e above.

_____________________________________________________________________________________________________________________
(ii) Use the information from Figure 15(b) and after discussion with your friends and teacher,
complete Table 7. Name the causes of such pollution and the effects on the ecosystem.
Table 7
Causes Effects on the ecosystem
(c) Walk around in your locality or in the school yard. Identify another type of pollution and
explain how you can help to avoid such type of pollution.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
184
DID YOU KNOW…

WHAT I HAVE LEARNT
Air pollution makes you look old?

• The different types of pollution include air, water and land. Procter & Gamble recently
• Air pollution may be caused by the emission of toxic gases released a report that
from industries and vehicles. Sulfur dioxide produced polluted air can contain
over 200 chemicals that
by burning of fossil fuels in factories can lead to acid rain
affect the skin.
which kills plants and destroys aquatic life. Smoke and dust
reduce the rate of photosynthesis and cause eye irritation, https://www.ncbi.nlm.nih.
skin and lung diseases. gov/pubmed/21656109aging.
• Drainage of chemical fertilisers and pesticides from
agricultural land, household sewage containing bacteria,
toxic metals from industries and oil spills from ships are the
KEY WORDS
main causes of water pollution.
• pollutants
• air pollution
• water pollution
• land pollution
3. Over-exploitation of resources
Over-exploitation refers to harvesting a renewable resource to the point that it cannot be

replaced. Due to the growth in human population, resources must be harvested. In this activity
you will learn about some effects of over-exploitation of resources. Carefully observe picture A
and B in Figure 15 (c) and answer the questions.
Picture A Picture B
Figure 15(c)
(a) Name the resources that are being exploited in figu e 15 (c)?
A _________________________________________________ B ___________________________________________________
(b) For what purpose do you think these resources are being exploited?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
185
(c) Name some other resources that are being over-exploited.

_____________________________________________________________________________________________________________________
(d) Explain how this type of human activity will affect the ecosystem.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
DID YOU KNOW…
50 years ago, 100 000 tigers were alive. Today, only about 5000
remain. They have been killed for many reasons.
KEY WORDS
WHAT I HAVE LEARNT
• overexploitation
• renewable resources
The natural resources exploited include:
• Fish stock are harvested to meet the food demand due to
overpopulation.
• Whales are exploited for oil, elephants for ivory tusk to
make ornaments and tigers for their skin.
ACTIVITY 6.17 - Identifying some ways to protect an ecosystem
The rapid growth of the human population has greatly increased the demand for natural
resources from the environment. Man’s exploitation of the earth’s resources will soon deplete
it, unless something is done.
Conservation refers to the protection, preservation and careful management of the natural
resources of the environment.
Some conservative measures include:
(a) Creation of nature reserves
Conservation work in Mauritius is carried out by the National Parks and Conservation Service (NPCS)
and by non-governmental organisations such as the Mauritian Wildlife Foundation (MWF) and
Durrell Wildlife Conservation Trust (DWCT) to restore our ecosystem.
186
(i) Name two nature reserves in Mauritius.

(ii) State some activities that are carried out in these nature reserves to restore the ecosystem.
Write your answers in table 4.

Table 4
Name of nature reserve Activities
The Blue Bay Marine Park was designated as a Marine Park in June 2000 under the Fisheries and
Marine Resources Act 1998. The Blue Bay Marine Park is known for its diverse and rich fauna and
flora.
Name some organisms found in this area which need to be protected.

_____________________________________________________________________________________________________________________
(b) Proper management of resources such as fis
The following statements make reference to the proper management of fishing at sea. Use the
correct words in brackets to complete each statement.
(i) _________________________________ (avoid, allow) fishing du ing laying season.
(ii) _________________________________ (regulation, no regulation) of mesh size of nets to allow
juvenile fish o escape.
(iii) We should_________________________________ (take, not take) fish mo e than nature can replace.
(c) Captive breeding (e.g Zoo)
According to the World Wildlife Foundation (WWF), captive breeding is the process of breeding
animals outside their natural environment in restricted conditions such as farms, zoos or other
closed facilities.
(i) The following birds were threatened endemic birds that were bred in captivity. Identify
and name each bird.
________________________________ ________________________________ ________________________________
187
(ii) Where have they been released after captive breeding in the country?
____________________________________________________________________________________________________________________
(iii) What would have happened to these birds if this conservative measure had not been
taken?
____________________________________________________________________________________________________________________
(d) Public education and awareness
Public education and awareness form an important part of the activities carried out by the
Government and the Non-Governmental Organisations (NGOs). The population is made
aware of ways to prevent the destruction of our ecosystem. People are sensitised about the
importance of conservation of resources through a range of activities such as talks, seminars
and workshops.
(i) Name some activities carried out by your school to encourage conservation of our
ecosystem.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(ii) Name some ways in which you can to protect our ecosystem at home.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Conservative measures include:

(a) Creation of nature reserves such as Black River Gorges national park, Ile aux Aigrettes, Machabée
forest and La Vallée de Ferney forest.
(b) In school: organized talks on forest and marine ecosystem. Guided tours to nature reserves
such as Iles aux Aigrettes, creation of endemic corner in the school ground, setting up of
environment club or eco club, poster exhibitions, use different types of dust bins and promote
recycling of materials.
(c) As a citizen we must not discharge sewage in rivers and must not wash clothes in rivers. Other
measures include regular maintenance of cars to prevent air pollution, use of renewable
resources such as solar panel instead of fossil fuels. Dumping of litter in forest, sea and rivers
should be avoided.
KEY WORDS
• conservation
• protection
• preservation
188
Summary of unit
• Ecosystems can be terrestrial (forest, grassland, desert) or aquatic (marine, freshwater
or wetland)
• A food chain shows the feeding relationship between organisms.
• A producer is an organism which makes its own food, e.g. plants and algae. Producers
convert light energy from the sun into chemical energy during photosynthesis.
• A consumer depends on other organisms for food. An organism feeding on plants
is called primary consumer while one, which eats herbivores, is called a secondary
consumer.
• The principal source of energy in an ecosystem is the Sun.
• Chemical energy in the form of food is passed from producers to consumers during
feeding. The arrow in a food chain represents the direction of the fl w of energy.
• At each link of a food chain, energy is lost. In food chains energy is lost as heat and in
wastes (for e.g. in faeces) to the environment. Thus, the amount of energy transferred
gradually decreases along a food chain.
• Several food chains are interconnected to form a food web.
• Biologists use samples to estimate the number of organisms in a habitat. Quadrats are
one of the techniques used to count plants, algae and slow-moving organisms like
snails and slugs in an ecosystem.
• Quadrats are laid down randomly on the area to be studied and the organisms within
each quadrat are identified and ounted.
• Human exploit and modify the environment. As human population increases, the
demand for resources increases. The over-exploitation of resources and introduction
of invasive alien species are threats to our ecosystem.
• Deforestation is the clearing of Earth's forests on a large scale. Forests are cleared to:
obtain timber wood to make furniture and build houses, build roads and grow crops.
• Deforestation leads to soil erosion, desertific tion, floodin , global warming causing
destruction of habitats.
• Global warming is due to an increase in carbon dioxide level in the atmosphere heat
to be trapped by the atmosphere. It leads to the melting of ice caps and glaciers, a rise
in sea level and floodin .
• Pollution is the addition of harmful substances to the environment. These substances
are called pollutants.
• Air pollution includes smoke, dust and gases such as sulfur dioxide. Air pollution
affects vegetation, building and also our health.
• Acid rain caused by gases such as sulfur dioxide damages vegetation and buildings.
• Water pollution is mainly caused by fertilisers from farmland, sewage (human and
domestic waste) and toxic chemicals from industries. They affect aquatic plants and
animals and those organisms that depend on these aquatic life to survive.
• Conservation is the protection, preservation and careful management of resources
in the environment. Conservation is achieved through legislation, education and
positive actions from schools and the public.
• Some endangered organisms have been saved from extinction due to captive
breeding programmes, e.g. the Mauritian Echo Parakeet, the Mauritian Pink pigeon,
the Mauritian Kestrel.
189
190
Concept Summary • Unit 6 • Ecosystems
Ecosystem
can be classiÿed as
consists of
involves interactions
Terrestrial Aquatic
ecosystem for e.g. forest ecosystem for e.g. ocean,
and deserts rivers and wetlands
between biotic among biotic
and abiotic components
components
the transfer of
energy from one
Abiotic Biotic organism to another
include
components such as components such as
light, temperature, bacteria, algae, for example
water and soil fungi, plants and
animals show
feeding
relationship food chains
can be represented by
1. Plants need between interlink to form

sunlight for
photosynthesis
food webs
2. Animals need
oxygen and water Producers Consumers
such as green such as herbivores,
3. Soil is a habitat plants and fungi carnivores and
for many organisms decomposers
Concept Summary • Unit 6 • Ecosystems
Ecosystem
can be protected through

can be a˜ ected by
Natural Factors Human Factors

Conservation measures
such as
examples examples
Creation of Create Public

Nature Reserves Awareness
• Forest ÿres • Deforestation
• Flooding • Pollution
• Cyclones • Overexploitation
• Volcanic of resources examples
eruptions • Introduction of Captive Breeding through
invasive species Proper Management to prevent extinction
of Resources of organisms
to avoid overÿshing
and overhunting
1. Black River
National Park
2. Blue Bay sensitisation
Marine Park campaigns
191
WORK OUT
Section A: Multiple choice Questions
1. Temperature, sunlight, air, water, soil, and climate are the _____________________ components of
the environment.
A abiotic B living C aquatic D biotic
2. What do the arrows in food chain represent?

A heat transfer B chemical reactions
C passing of food energy D direction of movement
3. In which form is energy transferred from one organism to another in an ecosystem?

A chemical B heat C light D mechanical
4. What is an ecosystem?
A The interacting of organisms and their abiotic environment
B All abiotic factors within a specified a ea
C All biotic factors within a specified a ea
D An area of land where no human has been
5. Quadrats are appropriate for counting _______________________________

A butterflie B fishe C oysters D rabbits
6. At one time, wetlands were not considered to be very important. Human activity in many
countries destroyed the wetlands for farmland and housing. Another reason they were
destroyed was a result of …
A overhunting B pollution C reforestation D cyclones
7. Purple loosestrife is a plant that grows in wetlands. Because it was first introduced from
Europe, it is not considered to be …
A harmful B invasive
C native D hazardous
8. How will soil erosion and rainfall be affected by deforestation?
Soil erosion Rainfall
A Decrease Increase
B Decrease Decrease
C Increase Decrease
D Increase Increase
192
9. Which gas contributes to global warming

A Oxygen B Nitrogen C Carbon dioxide D Steam
10. The protection, preservation and careful management of natural resources and wildlife is
known as
A Conservation C legislation
B deforestation D pollution
Section B: Structured Questions
1. (a) Ecosystems are where biotic and abiotic components interact.

Describe the difference between biotic and abiotic components of an ecosystem.
(b) Use the table to classify the following words under the headings biotic and abiotic
components in the environment.

Soil, birds, fish, earthworm, sun, oxygen, rainfall, water lily plants, carbon dioxide,
mangrove plants, rocks.
Biotic components Abiotic components
2. Fill in the blanks with the appropriate words.

(a) An ecosystem consists of the interaction between _______________________________ and
_______________________________ components.
(b) An _______________________________ecosystem is found in a body of water while a

_______________________________ ecosystem is found on land.
(c) A _______________________________ is a square frame used for sampling slow-moving organisms in
a habitat.
(d) Most energy is lost from food webs in form of _______________________________ energy.
(e) Several food chains, which are interconnected, form a _______________________________
3. Try to construct a food chain using the following organisms.

(a) frog, plant, green flie
(b) fish, alga , tadpole, water bird
(c) owl, mice, rice plant
(d) green gecko, kestrel, fl wer nectar
4. Mary had bread with chicken, lettuce and tomato sauce for lunch.
Here is from what the meal comes from:
• Bread from wheat flou
• Chicken which had eaten maize
193
(a) Write down four food chains for this meal.

(b) What type of consumer is Mary? Explain your answer.
5. The graph below shows the percentage of native forest in Mauritius from year 1600-2000.
100.0
%
80.0
Native forestcover
60.0
40.0
20.0
0 Year
1600 1700 1800 1900 2000
(a) What has happened to the percentage of native forest from year 1600-2000?
(b) Who is mostly responsible for this change?
(c) Give 3 reasons why such change in percentage of native forest stated in (a) were brought.
(d) (i) State two ways in which the percentage change in native forest has affected the
ecosystem.
(ii) Give some measures undertaken to reduce the effect stated in d(i) on the ecosystem.
6. The diagram below shows disposal of wastes from an industry and from a home.
(a) Name the type of pollution caused by the released of these waste.
(b) Name a pollutant that may be found in
Industrial waste: ____________________________________
Household waste: ____________________________________
194
(c) What do you think will happen to the aquatic life?

(d) What measures should be taken to protect the aquatic ecosystem?
7. The diagram below shows the feeding relationship in a woodland ecosystem. Study the
diagram and answer the questions that follow.
fox
owl
weasel
hedgehog rabbit
vole
earthworm

snail grass
oak leaves
(a) How is such diagram called? ____________________________________

(b) Name two organisms which are:
producers ____________________________________
primary consumers ____________________________________
(c) How many carnivores are there? ____________________________________
(d) How many food chains can you identify? Write down two of them.
(e) If all foxes die, explain what will happen to the number of snail?
8. (a) What are invasive foreign species?

(b) Give two examples of plants and two examples of animals considered as invasive foreign
species.
Examples of invasive foreign plants: ______________________________________________________________
Examples of invasive foreign animals: ____________________________________________________________
(c) In what ways are the invasive foreign species stated in (b) affecting ecosystems?
9. (a) What is conservation?

(b) Give 2 reasons why conservation is important.
(c) Conservation work is carried out at Black River Gorges national park where some native
plants and animals are saved from extinction.
(i) What is extinction?
(ii) Name one native plant and one native animal that have been saved from extinction.
Native plant ________________________________________________________
Native animal ________________________________________________________
(iii) Give another site in Mauritius where conservation work is being carried out.
195
10. A student carried out an investigation on a field found in a rural area. He estimated the
number of dandelion, buttercup and daisy plants by laying out quadrats. The results are
shown in the Table 9.
Table 9
Number of Plants
Plants
Quadrat 1 Quadrat 2 Average
buttercup 10 14 12
dandelion 28 32 30
daisy 7 3
(a) Calculate the average number of daisies per quadrat and write it down in the Table 9.
(b) The student prepared a bar char to show the average number of plants per quadrat.
Complete the bar chart for buttercup and daisy.
Average number per quadrat

35
30
25
20
15 Average number
per quadrat
10
5
0
Buttercup Dandelion Daisy
Plants
The student carried out the same investigation but in another habitat. The results are shown in
Table 10.
Table 10
Plants Average number per quadrat
buttercup 6
dandelion 2
daisy 0
(c) Referring to Table 9 and Table 10, suggest two reasons for the difference in the number of
plants in the second area.
196
Unit 7 • Air
Unit
AIR 7
Learning Outcomes
• Identify the components of pure air and state their percentage composition
• State the properties of pure air
• Discuss the importance of air for burning, respiration and photosynthesis
• State that air is a mixture
• Discuss the uses of oxygen, nitrogen, carbon dioxide and the noble gases
• Show presence of water vapour and carbon dioxide in air
• Describe the laboratory preparation of oxygen and carbon dioxide
• Investigate how the presence of oxygen and carbon dioxide can be tested
• Explain why respiration and photosynthesis are chemical changes
Do you know that air is all around us? Without air, there will
not be any life on Earth. DID YOU KNOW…
You learnt in Grade 6 that air is all around us. Air is present Wind is the name given
everywhere: in the garden, houses, cars and even in empty to moving air. Wind has
containers. Though you cannot see air, you can feel its great force. It enables the
presence when it is moving. movement of sailboats and
gliders. It runs windmills,
which are used to generate
Air forms a layer that surrounds the earth and is retained by
electricity.
the earth’s gravity. This layer of air forms the atmosphere of
the earth
Air is important to us. In Unit 2, you have also learned about

the importance of air for living things. Both plants and animals
need air to survive.
In this unit, you will learn more about the properties,

composition and importance of air.
197
Unit 7 • Air
Properties of air
You have learned that air is present everywhere but you cannot see it. Why can't you see air? It
is due to one of the properties of air. Activity 7.1 will help you recall the properties of air.
Air has no taste. I

ACTIVITY 7.1 can conclude that
air is tasteless.
Recalling the properties of air
Discuss with your friend and answer the questions below.
1. Is air present in this classroom?

_____________________________________________________________________________________________________________________
2. Can you see air? Explain your answer.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
3. Can you smell air? Explain your answer.

____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. What can you infer about the properties of air?

____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Air is colourless, odourless and tasteless.
Now, you know that you cannot see air because it is colourless. In fact, air that flo ts around
us is made up of several colourless gases. In Grade 6, you have learned that air is a mixture of
gases.
In Activity 7.2, you will recall the composition of air and present their percentage composition
in a table and a pie chart.
198
Unit 7 • Air
COMPOSITION OF AIR
In Grade 6, you learnt that some of the gases that make up

air are oxygen, nitrogen, carbon dioxide and water vapour. DID YOU KNOW…
You know that water vapour is water in the gas state (Unit 3).
The amount of water vapour in air varies from place to place Humidity is the amount of
and with seasons. water vapour in air.
Apart from these gases, air also contains argon which is a

noble gas.
Two other noble gases present in air are helium and neon. FIND OUT
All these gases mix to give the air around us, and it is what we In which group of the
breathe in our lungs. periodic table are the noble
gases found?
ACTIVITY 7.2 - Finding out about the composition of air
Discuss with your friend and use the information given to complete the pie chart and Table 1.
Answer the questions below.
(i) What will be the approximate percentage Figure 1: A pie chart showing the approximate % composition of
of the sector representing ‘All other gases'? the gases in air
_______________________________________________________
_______________________________________________________ Nitrogen
78%
(ii) Name three gases that are found among

‘All other gases'.
_______________________________________________________
_______________________________________________________ Oxygen
21%
(iii) Complete Table 1 to show the composition

of air and approximate percentage of
each of its components. Carbon dioxide All other gases
0.03% Argon ________%
0.96%
Table 1: Gases in air
Gases in Air Approximate percentage

DID YOU KNOW…
Nitrogen
Air also contains traces

(small amounts) of other
noble gases such as helium
0.03% and neon.
Variable
199
Unit 7 • Air
(iv) Which gas is most abundant in air?

____________________________________________________________________________
FIND OUT
(v) Which gas is least abundant in air? Is the amount of water

vapour higher at the sea
____________________________________________________________________________ side or in a desert? Why?
(vi) Name three noble gases present in air.

____________________________________________________________________________ DISCUSSION
(vii) Which of the three noble gases you have named in part Does the composition of air
(vi) is most abundant in air? remain constant?
____________________________________________________________________________
WHAT I HAVE LEARNT
Air is a mixture of gases. Pure air is made up of mainly nitrogen (78%), oxygen (21%), argon
(0.96 %), carbon dioxide (0 .03%) and water vapour (variable percentage). In addition, air
also contains traces of other noble gases such as helium and neon.
You have learned that air is a mixture of gases. Though you cannot see these gases, their
presence can be noticed in some cases.
Have you ever noticed what happens to a bottle of cold drink when you take it out of the fridge
and keep it on the table for some time? Or the window pane of your room, early in the morning
during winter? What do you think has happened? Why? In Activity 7.3 you will learn about why
these occur.
ACTIVITY 7.3 - Investigating the presence of water vapour in air
You will be working in groups of fi e.
• Two identical glasses, water, ice, dry towel
200
Unit 7 • Air
Procedure and observations:
1. Half-fill wo glasses with water.

2. Wipe the outside of the glasses with the clean dry towel to
ensure they are dry outside.
3. Wait for a few minutes and observe the outside surface of
the glasses. Write your observation below.
____________________________________________________________________________
4. Now carefully place a few ice cubes in one of the glasses.

5. Observe the outside surface of the glass after a few
minutes. Compare it with the outside surface of the other
glass. Note down your observation.
____________________________________________________________________________
____________________________________________________________________________
6. What can you conclude?

____________________________________________________________________________
____________________________________________________________________________ Figure 2
Conclusion:
You will notice that the outside surface of the glass containing the ice cubes turns misty and
finally droplets of water appear on it. This happens because of condensation of water vapour
present in air.
WHAT I HAVE LEARNT
Water vapour is present in air and when it comes in contact with cold objects, it changes into
liquid form. As you have learnt in Unit 3, condensation is a change of state from gas to liquid.
condensation
water vapour water
(gas) (liquid)
You have just investigated the presence of water vapour in air. In Activity 7.4, you will investigate
the presence of carbon dioxide in air.
ACTIVITY 7.4 - Teacher Demonstration: Investigating the presence of

carbon dioxide in air
This activity will be carried out by your teacher. You will observe carefully and then discuss in
your group before writing down your conclusion.

• Boiling tube, delivery tubes, rubber bung and lime water (a colourless solution)
201
Unit 7 • Air
Procedure: Testing for the presence of carbon

dioxide in air
1. Put some lime water in a boiling tube.
air
2. Fit in a rubber bung holding two delivery
tubes as shown in Figure 3.
3. Make sure that on one side the delivery
tube is completely immersed into the
lime water and on the other side it is well
out of the solution.
4. Suck air from the delivery tube outside
the solution.
(This will cause air to enter the tube and
pass through the lime water. Bubbles will lime water
be seen coming out of the tube into the lime
water.) Figure 3
5. Observe what happens to the lime water and note down your observation.
_____________________________________________________________________________________________________________________
6. Based on your observation and the information given in Table 2, what can you infer?
_____________________________________________________________________________________________________________________
Table 2: Appearance of lime water with different gases
Gases in air Appearance of lime water

bubbled through
lime water Before After
Lime water is a colourless
Nitrogen colourless colourless solution. It turns milky in the
presence of carbon dioxide.
Oxygen colourless colourless
Carbon dioxide colourless milky
Argon colourless colourless
Water vapour colourless colourless
WHAT I HAVE LEARNT
Lime water turns milky when air is bubbled through it. This shows that air contains carbon
dioxide.
After having shown the presence of water vapour and carbon dioxide in air, you will now learn
about the importance of air.
202
Unit 7 • Air
IMPORTANCE OF AIR
In Grade 6, you learnt that air has many uses. It is used to fill tyres and balloons. It is essential
for respiration in living things and for photosynthesis in plants. Air is also needed for burning
or combustion.
Why does burning need air? What do you think? Will burning occur in the absence of air? You
will get the answers to these questions in Activity 7.5.
KEY WORDS
• air • argon • water vapour

• atmosphere • helium • lime water
• oxygen • neon • milky
• carbon dioxide • noble gases
ACTIVITY 7.5 - Teacher Demonstration: Investigating the importance of

air for burning (combustion)
This activity will be done by your teacher. You will observe
DID YOU KNOW…
carefully and write down your observation in Table 3. You
will then discuss in your group before writing down your
conclusions. Another term for burning is
combustion.
• Two similar candles of the same height, two troughs, a gas jar, water, food colour, matches,
a stop watch
Procedure:
1. Fix a candle in the middle of a trough and label it as candle A.

2. Fix another candle in the middle of the second trough. Label it as candle B.
3. Pour some water in each trough. Add some food colour to the water to make it more visible.
4. Light the candles and observe for a few minutes.
5. Invert a gas jar over burning candle B. Note down the level of water under the jar.
6. Immediately start a stop watch. Record your observations at intervals of 10 seconds in Table
3.
203
Unit 7 • Air
Observation
7. Observe the candles and note down your observations in Table 3.
Table 3
OBSERVATION
Tick (√ ) as appropriate
Flame of
Candle TIME IN SECONDS candle
10 15 20 25 30 35 40 45
Burning
A
Not Burning
Burning
B
Not Burning
Based on your observations, answer the questions below.
(i) Which candle extinguishes?

_____________________________________________________________________________________________________________________
(ii) Why do you think the candle extinguishes?

_____________________________________________________________________________________________________________________
(iii) What can you infer from your observations?

_____________________________________________________________________________________________________________________
(iv) Which candle burns for a longer time?

_____________________________________________________________________________________________________________________
(v) Why do you think it burns for a longer time?

_____________________________________________________________________________________________________________________
(vi) What can you infer from your observations?

_____________________________________________________________________________________________________________________
8. What happens to the water level under the jar after the candle extinguishes?
_____________________________________________________________________________________________________________________
9. Explain your observation given in question 8.

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
204
Unit 7 • Air
Conclusion:
In Activity 7.5, you have seen that Candle B stops burning after some time when the jar is placed
over it. Some of the air in the jar is used up and water rises in the jar. Burning occurs in the
presence of air. Candle A continues to burn as it receives a continuous supply of air.
Have you ever asked yourself why burning needs air? Which gas supports combustion?
You will now investigate which gas in air supports burning.
WHAT I HAVE LEARNT
Air is important for burning (combustion). A continuous supply of air is important for
burning to occur.
ACTIVITY 7.6 - Investigating which gas in air supports burning

(combustion)
Two experiments were carried out by a teacher as follows:
Experiment 1:
The teacher placed one glowing splint in a jar of air and one glowing splint in a jar of oxygen.
The results are shown in the pictures below.
Oxygen can be prepared

in the laboratory as you
will learn in Activity 7.10.
Give labelled drawings to illustrate the results of Experiment 1.
205
Unit 7 • Air
Experiment 2:
The teacher placed two candles of the same height on two separate tiles. He lighted both
candles and left them for a few minutes. The teacher then simultaneously inverted a jar of air
over one candle (A) and a jar of oxygen over the second candle (B), while a student started a
stop watch at the same time.
The student recorded the time taken for the candles to be extinguished. The results are shown
in the table below.
Candle A B
Time taken for the candle to
26 secs 34 secs
be extinguished
Observe carefully the results obtained from Experiments 1 and 2. Discuss with your friends to
answer the questions that follow:
1. What do you observe in the 2 jars when the glowing splints were placed in them?
(Experiment 1)
_____________________________________________________________________________________________________________________
2. In which jar was the splint relighted?

_____________________________________________________________________________________________________________________
3. Suggest an explanation for your answer in question 2.

_____________________________________________________________________________________________________________________
4. In Experiment 2, in which jar did the candle burn for a longer time?
_____________________________________________________________________________________________________________________
5. Suggest an explanation for your answer in question 4.

_____________________________________________________________________________________________________________________
206
Unit 7 • Air
6. What can you infer from these two experiments?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
The splint and candle light more brightly in the jar of oxygen than in air.
The candle under the jar lights for a longer period of time than under the jar of oxygen.
You have also learned in Activity 7.5 that air is important for burning. Air is important
for burning because it contains oxygen gas. Oxygen supports combustion and allows
burning to occur. This is why the splint and candle light more brightly in the jar of oxygen.
The candle under the jar of oxygen lights for a longer period of time because the jar contains
more oxygen than the jar of air (air contains only 21% of oxygen).
Water vapour is also produced during burning • combustion

of wood. • lighted splint
You have learned why air is necessary for burning.
Let us now look at two other importance of air. In Unit 2, you have learned that photosynthesis
is important for plants to manufacture their food. You have also learned that one of the
characteristics of living things is respiration.
Air is important for both processes. All living

things use oxygen from air for the process of
respiration. Plants use carbon dioxide from
air for the process of photosynthesis.
These two processes remove oxygen and d

carbon dioxide from air. Do you think that
percentage composition of these two gases
decrease in air?
Plants use carbon dioxide from air to

produce their food by photosynthesis.
In Activity 7.7, you will learn more about respiration and photosynthesis and whether the
percentage composition of air changes due to these two processes.
207
Unit 7 • Air
ACTIVITY 7.7 - Discussing the importance of air for photosynthesis and

respiration
Observe the picture given in Figure 5 carefully. Discuss with your friend and answer the
questions that follow. Plants produce
1. Which two processes are being represented oxygen and
in Figure 5? release it in air
Plants use
carbon dioxide
__________________________ and _____________________________
to make food
2. (a) Which process uses carbon dioxide from

Animals
the air ? take in
oxygen
_____________________________________________________________
Animals produce
(b) Why does plant take in carbon dioxide? carbon dioxide
and release it in air
_____________________________________________________________
Figure 5
(c) Which gas is produced during this process by plants?
_____________________________________________________________________________________________________________________
(d) What happens to the gas that the plant produces?

_____________________________________________________________________________________________________________________
3. (a) For which process is oxygen from the atmosphere being used by both plants and
animals ?
_____________________________________________________________________________________________________________________
(b) Which gas is released by the plants and animals during this process?
_____________________________________________________________________________________________________________________
4. Oxygen is continuously being used by plants and animals for respiration. Explain why
the percentage composition of oxygen in air remains approximately 21% and does not
decrease.
____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Air is important for respiration and photosynthesis. Plants use carbon dioxide from air to
produce their food during photosynthesis. During photosynthesis, oxygen is produced
and released into the air. Living things use oxygen during respiration and produce carbon
dioxide which is released in air. So we can say that animals and plants help to maintain the
composition of these two gases constant in air by the processes of respiration (in all living
things) and photosynthesis (in plants).
In Units 2 and 4, you have learnt about physical and chemical changes. Activity 7.8 will allow you
to investigate whether respiration and photosynthesis are chemical changes or physical changes.
208
Unit 7 • Air
ACTIVITY 7.8 - Investigating the types of changes that occur during

photosynthesis and respiration
A simplified way of representing the change occurring during photosynthesis is shown below:
Light
Carbon dioxide + water glucose + oxygen
Chlorophyll
Using your knowledge from previous units and the equation given above, answer the questions
that follow.
1. What are the two starting substances needed for photosynthesis?

_____________________________________________________________________________________________________________________
2. Which two substances are produced during photosynthesis?

_____________________________________________________________________________________________________________________
3. Are new substances being produced during photosynthesis?

_____________________________________________________________________________________________________________________
4. Is photosynthesis easily reversible?

_____________________________________________________________________________________________________________________
5. Would you classify photosynthesis as a chemical change or a physcial change? Explain your
reasoning.
_____________________________________________________________________________________________________________________
A simplified way to represent the change occurring during respiration in living things is depicted
below:
Energy released
Glucose + oxygen carbon dioxide + water
1. What starting substances are needed for respiration?

_____________________________________________________________________________________________________________________
2. Which two substances are produced during respiration?

_____________________________________________________________________________________________________________________
3. Is respiration easily reversible? Explain your answer.

_____________________________________________________________________________________________________________________
209
Unit 7 • Air
3. Is respiration a physical change or a chemical change? Explain your reasoning.

____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Both photosynthesis and respiration are chemical changes since new substances are formed
during the processes. Both processes are not reversible.
• Air is present in soil and water. Tiny living • respiration

things survive in water and beneath the • photosynthesis
soil because they obtain oxygen from the
air (in soil and water) for the process of
respiration.
FIND OUT
• Small amounts of air are also dissolved
in water and aquatic organisms depend Why do we see earthworms coming up from
on this dissolved air to obtain oxygen for the soil to the surface during heavy rain?
respiration.
• Bubbles of air are seen in water when it is

heated due to the dissolved air in it. BE CREATIVE - PROJECT WORK
• If we take a lump of dry soil and add it to 1. Soil contains air which is used by small
water, bubbles will be observed rising up. organisms living in soil. Devise an
This indicates the presence of air in soil. experiment to show the presence of air in
Water displaces the air present in the soil soil.
and hence bubbles are seen rising in the 2. Aquatic organisms get their oxygen
water. The organisms in soil obtain oxygen from the air dissolved in water. Devise an
from the air present in soil. experiment to show the presence of air in
water.
So far, you have learned that air is a mixture of gases. Oxygen and carbon dioxide present in air
are used for different processes. Do these gases have other uses? Do the other gases present in
air have any use?
Now, in the activities that follow, you are going to learn more about the uses of oxygen and
carbon dioxide as well as the uses of the other gases present in air.
210
Unit 7 • Air
OXYGEN
Oxygen gas forms approximately 21% of air. It is a non-metallic gaseous element.
Oxygen is essential for living things to obtain energy by the

process of respiration. Oxygen is also important for burning DID YOU KNOW…
to occur. Can you think of other uses of oxygen? Activity 7.9
will help you to identify some other uses of oxygen.
ACTIVITY 7.9 - Identifying some uses of

oxygen
Observe the pictures below and identify the uses of oxygen Carl Wilhem Scheele
gas. Discuss in pairs and write down your answer in the space (1742-1786)
provided on page 212.
Swedish chemist C. W.
Scheele first discovered
oxygen in 1772. He called
it ‘fi e gas’ because it was
needed for burning to occur.
Joseph Priestley
(1733-1804)
Scheele did not publish his

results right away and the
element was independently
discovered by British
scientist Joseph Priestley in
1774.
Antoine Lavoisier
(1743-1794)
Figure 6: Uses of oxygen
The name oxygen was given
in 1777 by Antoine Lavoisier
(a French chemist).
211
Unit 7 • Air
1. State the uses of oxygen you have identified in igure 6.

(i) ____________________________________________________________________________________________________________
(ii) ____________________________________________________________________________________________________________
(iii) ____________________________________________________________________________________________________________
(iv) ____________________________________________________________________________________________________________
(v) ____________________________________________________________________________________________________________
Read the following conversation between a few friends in Grade 6.
Oxygen has so many uses.

From where do we get all Maybe we get it from the
the oxygen? air! Or from plants during
photosynthesis!
No! I think that scientists

can prepare oxygen in the Not only scientists,
laboratories. even you can produce
oxygen in your school
laboratory.
Yes! You can prepare oxygen gas in your school laboratory. Do you want to learn how to prepare
it? In Activity 7.10, your teacher will show how oxygen can be prepared in the laboratory.
ACTIVITY 7.10 - Teacher Demonstration: Preparing oxygen in the

laboratory
The activity will be carried by your teacher. In this activity, you will have to carefully observe
and apply your prior knowledge to answer the questions that follow.

DID YOU KNOW…
• Hydrogen peroxide, manganese (IV) oxide (as catalyst),
rubber bung, delivery tube, bee-hive shelf, gas jar, trough, A catalyst is a substance
water, tap funnel, conical flas , wooden splint, lid for the which speeds up a reaction.
gas jar.
212
Unit 7 • Air
Procedure: hydrogen tap funnel

peroxide
1. Place 1-2 g manganese (IV) oxide in a conical flas .
2. Fit in the rubber bung holding a tap funnel and a delivery
oxygen
tube.
3. Fill a trough and a gas jar with water and set up the conical
apparatus as shown in Figure 7. flas water
4. Pour hydrogen peroxide into the funnel keeping the tap
closed.
5. Open the tap to allow half of the hydrogen peroxide to
run into the conical flas . Close the tap.
manganese (IV) oxide trough

6. What do you observe when hydrogen peroxide is added Figure 7: Preparation of oxygen
to the conical flask
____________________________________________________________________________________________________________________
7. Explain your observations.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Hydrogen peroxide is a compound which very slowly produces oxygen and water.
Hydrogen peroxide oxygen + water
This change can be made to occur very rapidly by using a catalyst. Manganese (IV) oxide
acts as a catalyst.
manganese (IV) oxide
Hydrogen peroxide oxygen + water
8. Add more hydrogen peroxide if necessary, and collect a

gas jar full of the gas. Take out the jar of oxygen, placing a DID YOU KNOW…
lid over it.
TEST FOR OXYGEN
9. Observe the gas in the jar. What is the colour of oxygen
gas? The glowing splint
is in fact used to test
____________________________________________________________________________
for the presence
____________________________________________________________________________ of oxygen. In the
presence of oxygen
10. Now place the glowing splint in the jar of oxygen and gas, a glowing
observe. Note down your observation. splint is relighted.
____________________________________________________________________________
____________________________________________________________________________
213
Unit 7 • Air
11. Based on your observations, answer the questions below.
(a) Which two substances are used to prepare oxygen in the laboratory?
_____________________________________ and _____________________________________
(b) Which of these two substances is a catalyst?

_____________________________________________________________________________________________________________________
(c) What is a catalyst?

_____________________________________________________________________________________________________________________
(d) Why is a catalyst used in the preparation of oxygen in the laboratory?

____________________________________________________________________________________________________________________
(e) Is the preparation of oxygen from hydrogen peroxide a chemical change or a physical
change? Explain your reasoning.
____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Oxygen can be prepared in the school laboratory using hydrogen peroxide in the presence
of the catalyst manganese (IV) oxide. Oxygen gas can be tested using a glowing splint, which
relights in the presence of the gas.
CARBON DIOXIDE
Carbon dioxide is present in the air at an approximate percentage of 0.03%. It is produced
during respiration and combustion. Plants use carbon dioxide for photosynthesis and animals
give out carbon dioxide during respiration.
In Activity 7.11, you will learn how to prepare carbon dioxide in the school laboratory and you
will investigate some properties of carbon dioxide.
ACTIVITY 7.11 - Teacher Demonstration: Laboratory preparation of

carbon dioxide
Your teacher will carry out this activity. You will work in groups. You will have to observe
carefully and note down your observations. You will then discuss with your friends to answer
the questions.
• Dilute hydrochloric acid, lime water, calcium carbonate (marble chips), spatula, thistle
funnel, gas jar, delivery tube, bee-hive shelf, trough, matches, conical flas , splint
214
Unit 7 • Air
Procedure: clamp
stand
1. Add three spatulas full of marble chips thistle
(calcium carbonate) to the flas . funnel gas jar
gas
2. Fill a trough and gas jar with water and
set up the apparatus as shown in Figure
8.
3. Pour dilute hydrochloric acid into the top
of the funnel.
trough
4. Ensure that the liquid covers the tip of
the funnel in the flas . water
5. Collect three jars of gas. The gas formed beehive
is carbon dioxide. dilute hydrochloric shelf
marble chips acid
Figure 8: Preparation of carbon dioxide
6. Your teacher will perform some tests on the gas collected:

(i) Observe and note the colour of the gas.
_____________________________________________________________________________________________________________________
(ii) Uncover one of the gas jars and use your hand to gently DICTIONARY CORNER
waft the gas towards the nostrils. Note the smell.
Waft:
___________________________________________________________________________ Cause to go gently and
smoothly through the air.
___________________________________________________________________________
(iii) Add lime water to the second gas jar and shake the mixture gently. Note the observation
made.
_____________________________________________________________________________________________________________________
(iv) Uncover the third gas jar and place a lighted splint over the mouth of the jar. Note the
observation made.
_____________________________________________________________________________________________________________________
7. Record your observations in Table 4.

Table 4: Properties of carbon dioxide
Test Observation made
Appearance (colour)
Smell
On adding lime water
With lighted splint
215
Unit 7 • Air
8. Based on your observations, answer the questions below.

(a) State the properties of carbon dioxide.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(b) Describe a test for carbon dioxide.
Test: ______________________________________________________________________________________________________
Observation: ___________________________________________________________________________________________
(c) Which two substances have been used to prepare carbon dioxide?
_______________________________________________________ and _______________________________________________________
WHAT I HAVE LEARNT
Carbon dioxide can be prepared in the school laboratory using hydrochloric acid and calcium
carbonate. Carbon dioxide is a colourless and odourless gas, and it turns lime water milky.
Hence, lime water can be used to test for carbon dioxide (You may refer to Activity 7.4).
Carbon dioxide does not support combustion.
Uses of carbon dioxide
Since carbon dioxide does not support combustion, one of its main uses is in fire extinguishers.
It is also used to produce carbonated drinks or fizzy drinks e.g. soft drinks and soda water.
Solid carbon dioxide called dry ice is used in refrigeration.
You will now learn about the uses of nitrogen and the noble gases.
NITROGEN
ACTIVITY 7.12 - Finding out some uses of nitrogen
Nitrogen is important to the chemical industry. It is used to make a variety of products as shown
in Figure 9.
Study the pictures shown in Figure 9 and identify the uses of nitrogen.
Figure 9
216
Unit 7 • Air
Nitrogen is used to make: DICTIONARY CORNER
1. _________________________________________________________________________ Raw material:

Crude starting material
2. _________________________________________________________________________
that is used to make
3. _________________________________________________________________________ useful substances or
products.
4. _________________________________________________________________________
DID YOU KNOW?
Nitrogen must first be converted to different

compounds which are then used to make
WHAT I HAVE LEARNT explosives, dyes, nylon and fertilisers.
Nitrogen is used as raw material to make explosives, dyes, nylon and fertilisers.
NOBLE GASES
ACTIVITY 7.13 - Finding out some uses of noble gases
Some uses of noble gases are given in Figure 10.
Figure 10: Uses of some noble gases
Argon is used in light bulbs; helium is used to fill weather balloons, air ships and decorative
balloons, neon is used in red advertising lights.
Study Figure 10 carefully. Record the information about the uses of the different noble gases in
Table 5.
Table 5: Uses of noble gases
Noble Gases Uses
217
Unit 7 • Air
Summary of unit
• The atmosphere is a layer of air that surrounds the earth.
• Pure air is colourless, odourless and tasteless.
• Air is a mixture of gases. The main gases and their approximate percentage
composition are as follows: nitrogen 78%, oxygen 21%, carbon dioxide 0.03%. Air
also contains about 0.96% of argon, traces of other noble gases and water vapour
(variable amount).
• The other noble gases present in air are neon and helium. They are found in very
small quantities in air.
• The amount of water vapour in air is variable. Humidity in air is due to the presence
of water vapour in the air.
• Water vapour present in air condenses on cold surfaces forming liquid water.
• Air is important for burning. Without air, combustion does not occur.
• Oxygen is used up during burning.
• Burning occurs faster in pure oxygen than in air.
• Air is also important to living things for respiration. During respiration, oxygen is
taken in by living things and carbon dioxide is given off.
• Photosynthesis is another important process which needs air. During photosynthesis,
plants absorb carbon dioxide from air and release oxygen into the air.
• The two processes respiration and photosynthesis help to maintain the composition
of oxygen and carbon dioxide in air.
• Both photosynthesis and respiration are examples of chemical changes.
• Oxygen can be prepared in the school laboratory using hydrogen peroxide and
the catalyst manganese (IV) oxide. A catalyst is a substance which makes a reaction
proceed faster.
• Oxygen is odourless and colourless.
• Oxygen has many uses, some of which are:
- In hospitals for patients having breathing problems and during operations
- In space shuttles
- For breathing in space
- By divers
• Oxygen gas can be tested using a glowing splint. The glowing splint relights in the
presence of oxygen.
• Carbon dioxide can be prepared in laboratory using hydrochloric acid and calcium
carbonate.
• Carbon dioxide is colourless and odourless.
• Carbon dioxide turns lime water milky and it does not support combustion.
• Lime water can be used to test for the presence of carbon dioxide.
• Carbon dioxide is used in fi e extinguishers, in the making of fiz y drinks and in
refrigeration.
• Nitrogen is used to make fertilisers, dyes, explosives and nylon thread and fabrics.
• Argon is used in light bulbs; helium is used to fill weather balloons, air ships and
decorative balloons; and neon is used in red advertising lights.
218
Concept Map • Unit 7 • Air
Atmosphere
is a layer of gases called

tasteless
animals
colourless when pure is AIR is needed by
plants
odourless
is a mixture of photosynthesis
is produced during
humidity in air gives water vapour variable 21% oxygen is used for respiration
% gases
traces 0.03%
of is produced during
weather balloons is used in helium
0.96% 78%
is tested lime water which milky
carbon dioxide using turns
advertising light is used in neon
argon fire extinguisher

nitrogen
is used in
refrigeration
is used in
is used to make
soft drinks
bulbs dyes fertilisers explosives is needed

photosynthesis
by plants for
Unit 7 • Air
219
Unit 7 • Air
WORK OUT
Circle the correct answer.
1. The main constituent gas in air is ______________________________.
A nitrogen B oxygen C argon D water vapour
2. The process of burning in the presence of oxygen is known as ______________________________.
A production B photosynthesis C respiration D combustion
3. Carbon dioxide is used up during ______________________________.
A photosynthesis B respiration C rusting D excretion

4. Air is a mixture that makes up the
A season B atmosphere C clouds D temperature
5. Apart from nitrogen and oxygen, the percentage of the other gases in air is about _________.
A 4% B 3% C 2% D 1%
6. Which of the following gases is used during respiration?
A carbon dioxide B oxygen C argon D nitrogen
7. Which one of the following is NOT a noble gas?
A argon B helium C hydrogen D neon
8. Which of the following is NOT a constituent of the air?
A hydrogen B oxygen C carbon dioxide D nitrogen
9. Lime water is used to test for the presence of ______________________________.
A carbon dioxide B argon C neon D nitrogen
10. _______________________________________ is used to make fertilizers.
A argon B oxygen C nitrogen D carbon dioxide
220
Unit 7 • Air
2. Fill in the blanks with appropriate words from the list given below. Each word may be
used once, or more than once, or not at all.
(a) Air is a __________________________ of gases. The two main gases

in air are __________________________ and __________________________ . Argon
Noble gases such as __________________________ make up about nitrogen
respiration
1% of air.
water vapour
(b) The gas carbon dioxide is used up by plants during the process
soft drinks
called __________________________ and the gas __________________________
oxygen
produced by plant is released into the atmosphere. Living carbon dioxide
things use oxygen for __________________________. Both processes photosynthesis
are examples of __________________________ changes. lime water
(c) In laboratory, oxygen can be prepared using hydrogen peroxide
mixture

__________________________ and manganese (IV) oxide which acts
as a __________________________. refrigeration
compound
(d) Carbon dioxide can be prepared in the laboratory by reacting
catalyst
__________________________ with hydrochloric acid. The gas does
calcium carbonate
not support __________________________ and is therefore used in fi e
fire extinguisher
extinguishers. It is also used to make __________________________
combustion
fiz y. noble gases
chemical
3. Match the words in column I with the statements in column II.
Column I Column II
Photosynthesis can be used to test for presence of carbon dioxide.
Atmosphere is used to fill mode n airships.
Humidity uses oxygen.
Respiration can be used to prepare oxygen.
Lime water is a main component of fertilisers.
Hydrogen peroxide uses carbon dioxide and releases oxygen.
Helium is a layer of gases that surrounds the earth.
Nitrogen occurs in living things.
Combustion is the amount of water vapour in air.
221
Unit 7 • Air
4. Oxygen is one of the main gases present in air. It is essential for living things and has
many uses.
(i) What is the percentage composition of oxygen in air?

(ii) By which process do plants produce oxygen which is released in air?
(iii) Why is oxygen essential to living things?
(iv) Give four uses of oxygen.
(v) How would you test for the presence of oxygen?
(vi) Which two substances are used to prepare oxygen in the laboratory?
(vii) Briefly desc ibe how you would prepare oxygen gas in the laboratory.
5. The apparatus below can be used in the laboratory to prepare carbon dioxide
W ____________________
Y ____________________
X ____________________
Z ____________________
Calcium carbonate
Figure 11
(i) Label apparatus W, X, Y and Z in Figure 11.

(ii) Identify solution A and gas B.
Solution A: _________________________________________
Gas B: _________________________________________
(iii) State three uses of gas B.
(iv) One of the properties of gas B makes it suitable for use in a fi e extinguisher. What is this
property?
(v) State three other properties of gas B.
(vi) Give a test for gas B.
Test for gas B Observation
Visit the following websites to learn more about air:

• http://www.sciencekids.co.nz/sciencefacts/chemistry/oxygen.html
• http://photosynthesiseducation.com/photosynthesis-for-kids/
• http://www.scienceforkidsclub.com/oxygen.html
• http://www.sciencekids.co.nz/sciencefacts/fi e.html
222
Unit 8 • Biodiversity
Unit
Biodiversity 8
Learning Outcomes
• State that living organisms can be classified under fi e main groups: bacteria, protista,
fungi, plants and animals
• Recognise that animals are classified under ertebrates and invertebrates
• Classify vertebrates into fi e classes on the basis of simple distinguishing characteristics
• Recognise that plants are classified into two groups (fl wering and non-fl wering plants)
• Classify plants using simple distinguishable characteristics
BIODIVERSITY
There are millions of different types of organisms on our planet. This wide variety of organisms
inhabiting our planet is known as biodiversity. For scientists to study the living organisms, they
are grouped or classified them on the basis of ertain characteristics that they all share.
Classification is used to organise living things into groups according to some common
characteristics they possess.
Living things can be classified i to simple or complex organisms as shown in Figure 1.
Living Organisms
Simple organisms Complex organisms
Bacteria Protista Fungi Animals Plants
Figure1
223
KEY WORDS
Biodiversity classific tion bacteria fungi protist
SIMPLE ORGANISMS
In this lesson you will learn about the characteristics of simple organisms including bacteria,
prostista, fungi and algae.
Bacteria
In Unit 2, bacterium (plural: bacteria) was given as an example of unicellular organism. This
organism is seen only with the help of a microscope. There are different types of bacteria that
have been observed.
Some bacteria can be beneficial while others a e harmful.
ACTIVITY 8.1 - Recognising the main characteristics of bacteria
(a)(i) The pictures below show different types of bacteria. Below each picture state the shape of
the bacteria and hence write down one characteristic used to classify these organisms.
___________________________ ___________________________ ___________________________
Characteristic 1
____________________________________________________________________________________________________________________
(ii) Based on the information given to you above, state another characteristic of all bacteria.
Characteristic 2
____________________________________________________________________________________________________________________
(b)(i) State one beneficial impo tance of bacteria in the soil.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
224
(ii) How are bacteria harmful to us?

____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
• Bacteria are simple unicellular organisms.

• Bacteria have different shapes.
• They can be viewed using a microscope.
• Bacteria can be beneficial to us for e.g. some bacteria are used in yoghurt and cheese
production.
• Many bacteria cause diseases such as Tuberculosis and Cholera.
• Bacteria can cause decay of dead animals and plants.
Fungi
Now you will learn about a different group of organisms known as fungi (singular: fungus).
These organisms show a wide variety of forms and habitat. Moulds and mushrooms are
common examples of fungi. These fungi are visible with the naked eyes. Most fungi are made
of a network of thread like structures.
ACTIVITY 8.2 - Growing mould on a piece of bread.
Materials:
• a slice of bread, a glass jar, a spray bottle with water.
Procedure:
1. Spray some water on the slice of bread.

2. Place the slice of bread in a glass jar and cover the jar with a lid.
3. Leave the jar for a few days.
4. Observe the slice of bread first with the naked e es.
5. A magnifying lens can be used to see mould more clearly.
Figure 2 shows bread mould on a piece of bread after carrying out the experiment in the lab
with the naked eyes and Figure 3 shows the same mould with the help of magnifying glasses.
225
Figure 2 Figure 3
Answer the following questions.
(i) Why is a slice of bread used to grow a mould?

____________________________________________________________________________________________________________________
(ii) What is the purpose of covering the jar with a lid?

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(iii) Where do you think the mould comes from?

____________________________________________________________________________________________________________________
(iv) How would you know that there is mould on the piece of bread?
____________________________________________________________________________________________________________________
(v) State the conditions that favour the growth of bread mould.
____________________________________________________________________________________________________________________
The diagram below shows part of the thread like structures when seen under a light microscope.
Here you will see that there are many nuclei and there is also a cell wall. However this cell wall
is different from plant cell wall.
(vi) The vacuole forms the central part of the structure. Name another structure present in a
plant cell but is absent in this organism.
____________________________________________________________________________________________________________________
(vii) What can you deduce about the way this organism feeds itself?
____________________________________________________________________________________________________________________
226
(viii) If you observe carefully Figure 3, you can see cottony threads bearing small round
structures. There are tiny spores inside these structures. When the spores are released,
they are carried in the air. Whenever they land on a food source they start growing into a
new fungus.
(ix) What characteristic of living things is being described in the paragraph above?
____________________________________________________________________________________________________________________
Conclusion
List the features that would characterize the group fungus.
Characteristic 1: ________________________________________________________________________________________________
Characteristic 2: ________________________________________________________________________________________________
Characteristic 3: ________________________________________________________________________________________________
There is another type of fungus, which is unicellular and is known as yeast. This fungus has been
widely used by man for commercial purposes.
Find out some commercial applications of yeast and list them below.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
• Fungi are simple organisms. They can be unicellular or multicellular.

• An example of unicellular fungus is yeast.
• Multicellular fungi include mushrooms and bread moulds.
• Multicellular fungi contain cell wall, many nuclei and a large vacuole.
• Fungi cannot manufacture their own food due to the absence of chlorophyll.
• Most fungi obtain food from dead organisms.
• Like bacteria, fungi cause decay.
• Most fungi reproduce by producing spores.
• One importance of yeast is in bread making.
227
Protista
After studying fungi, we will now move to another group of simple organisms which we will
classify as protista. There are both unicellular organisms and multicellular organisms in this
group. Examples of prostista are protozoa (unicellular and very tiny organisms) and simple
forms of algae.
The unicellular organisms belonging to this group are relatively bigger than a bacterium.
Examples of such organism would be an amoeba and the malaria parasite.
Most of the unicellular organisms within this group have the same structures as an amoeba
cell. In addition, some might have small extensions on the cell membrane that help in carrying
movement of the cell.
ACTIVITY 8.3 - Comparing the cell of amoeba with an animal cell and a
plant cell
Figure 4 shows a diagram of an amoeba.

Look carefully at the diagram,then answer
the questions.
Figure 4
(i) List four similarities between an amoeba cell and an animal cell.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(ii) List one similarity between an amoeba cell and a plant cell.
____________________________________________________________________________________________________________________
(iii) How is an amoeba cell different from a plant cell?

____________________________________________________________________________________________________________________
(iv) According to you, how does this organism feed itself?

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(v) Outline the main characteristics of the unicellular organisms of the protista.
Characteristic 1: _______________________________________________________________________________________________
Characteristic 2: _______________________________________________________________________________________________
Characteristic 3: _______________________________________________________________________________________________
228
Algae
Algae (singular: alga) form a subgroup of organisms that belong to protista. Some algae are
microscopic, hence are unicellular while others are visible with the naked eyes and are therefore
multicellular. All algae live in water.
ACTIVITY 8.4 - Recognising the main characteristics of algae

The pictures below show different types of algae.
Figure 5 Figure 6 Figure 7
Observe Figures 5, 6 and 7 and answer the following questions.

(i) Figure 5 shows an enlarged image of a unicellular alga. What are the green structures in
the cell?
____________________________________________________________________________________________________________________
(ii) The pictures in Figure 6 and 7 show different types of algae. What feature do these algae
have in common?
____________________________________________________________________________________________________________________
(iii) How are the three types of algae shown in the above figu es different?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(iv) How do you think an alga such as in Figure 6 is different from a plant?
____________________________________________________________________________________________________________________
(v) List three basic characteristics of algae.

Characteristic 1: _______________________________________________________________________________________________
Characteristic 2: _______________________________________________________________________________________________
Characteristic 3: _______________________________________________________________________________________________
229
WHAT I HAVE LEARNT
• Protista can be unicellular or multicellular organisms.

• Unicellular protista like amoeba are larger than a bacterium. They contain a cell
membrane, nucleus, cytoplasm and vacuole.
• Another subgroup of Protista is algae.
• Algae can be unicellular or multicellular and are found in water.
• Like plants, algae contain cell wall and chlorophyll. Thus they can manufacture their
own food.
• Protista can cause disease, for example, malaria.
TEST YOURSELF
Complete the following sentences by filling in the gaps.
(a) Bacteria are made up of one cell thus they are called _________________ organisms.
(b) Algae contain _________________ which traps light for photosynthesis.
(c) ______________ and __________________ cause decay of dead organisms.
(d) An example of fungi used in bread making is _______________.
(e) Amoeba is an example of organism belonging to the group called _________________.
(f ) _____________ are made up of thread-like structures containing many nuclei.
2. COMPLEX ORGANISMS
In this lesson you will learn about complex organisms such as animals and plants.
Animals
There are about 1.3 million animal species on earth. They differ from one another with respect
to size, appearance, behaviour and mode of reproduction. In this lesson, we will learn how to
classify animals.
230
ACTIVITY 8.5 - Classifying Animals into two main groups

Figure 8 below shows some animals. Observe the Figure 8 and answer the questions.
Earthworm Horse Grasshopper
Fish Crab Bird

Figure 8: Some examples of animals
(a) Some of the organisms shown in Figure 8 have a backbone. The backbone is also called
vertebral column or spine. What is the function of a backbone in animals?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(b) One important characteristic used to classify animals by the presence or absence of a
backbone. Classify the animals shown in Fig 8 and write them down in Table 1 below. One
has already been written for you.
Table 1
Animals with backbone Animals without backbone

Horse
231
Animals with a backbone are called vertebrates whereas those without a backbone are called
invertebrates.
(c) Are humans grouped under vertebrates or invertebrates? Explain your answer.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
(d) Figure 9 shows some pictures of other invertebrates. Identify them and write their names
below each picture in the space provided.
(i) _____________________________ (ii) _____________________________ (iii) _____________________________
(iv) _____________________________ (v) _____________________________ (vi) _____________________________
Figure 9: Examples of invertebrates
KEY WORDS
WHAT I HAVE LEARNT
• vertebrate
• invertebrate
1. Animals can be classified into two main groups: Vertebrates
• backbone
and Invertebrates.
2. Invertebrates do not have a backbone (spinal chord or
spine).
3. Vertebrates are animals which have a backbone.
4. The main functions of the backbone are to:
• Provide shape and support to the body
• Protect the spinal cord
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Vertebrates
Vertebrates are further classified i to fi e groups as shown in Fig. 10.
Vertebrates
__________________ Amphibians Reptiles __________________ Mammals
Figure 10: Classification of vertebrates
Two groups are missing in Fig. 10. Complete the blanks by writing down the two groups.
In the activities that follow, you will study the characteristics of these fi e groups in more details:
Fishes
ACTIVITY 8.6 - Learning about the Characteristics of Fishes

Figure 11 shows the blue-barred parrotfish ("Cateau") found in the coastal waters of Mauritius.
Study the figu e and answer the questions that follow.
Figure 11: Parts of a fish
233
1. Fishes live in water. Thus they are _____________________________________ (aquatic/terrestrial)

vertebrates.
2. The body of fishes is covered with _____________________________________, which are represented by
letter _____________________________________ in Fig. 11.
3. Identify the parts A and B. Give the function of each.
Part A _____________________________________
Function of A
____________________________________________________________________________________________________________________
Part B ______________________
Function of B
____________________________________________________________________________________________________________________
4. Fishes reproduce by laying _____________________________________ without shells.

5. Give 5 other examples of fishe .
____________________________________________________________________________________________________________________
Fishes are cold-blooded animals, that is they are not able to maintain a constant body
temperature. Their body temperature changes when the temperature of the surrounding
environment changes.
KEY WORDS
WHAT I HAVE LEARNT
• vertebrate
• invertebrate
Some main characteristics of fishes are: • backbone
• They have a backbone.
• They are cold-blooded vertebrates.
• They have gills which allow them to obtain dissolved
oxygen from water.
• Their body is covered with scales.
• They lay soft eggs (without shells).
DID YOU KNOW…
• Two exceptions of fishes that are not cold-blooded: tuna

and the Pacific salmon shark. They can regulate their body
temperature.
• The largest fish whale shark can grow up to 15 m long and is
over 20 tons in weight.
234
Amphibians
ACTIVITY 8.7 - Learning about the Characteristics of Amphibians

Figure 12 shows some pictures of amphibians and Figure 13 shows the life cycle of a frog.
Observe Fig. 12 and 13 carefully and after discussion with your friends, answer the questions
below.
A: _____________________________ Frog Salamander
Figure 12: Examples of amphibians
Adult frog
1. Identify the amphibian A and write its
Embryo name in the space provided on Fig. 12.
Eggs
2. Most amphibians have moist skin

Young frog
Tadpole _____________________________ (with/without)
External gills
for breathing scales.
Tail becomes Tail keeps
shorter
Lives from food
on growing 3. Since amphibians cannot regulate
stored in tail their temperature, they are called
Hindlegs ___________________________ vertebrates.
Front legs appear appear
Figure 13: Life cycle of frog
4. Refer to Fig. 13 and state how amphibians reproduce.

____________________________________________________________________________________________________________________
5. Most amphibians like frogs begin their lives in water as eggs. The eggs hatch into tadpoles.
After a period of growth, the tadpoles develop into adults, which live on land.
(a) How are the eggs of amphibians similar to those of fishes
____________________________________________________________________________________________________________________
(b) Which feature helps tadpoles to breathe in water? _____________________________________
6. Give one difference between amphibians and fishe .

____________________________________________________________________________________________________________________
235
DID YOU KNOW…

WHAT I HAVE LEARNT
• Frogs do not need to

Some main characteristics of amphibians are: drink water as they
• They have a backbone. absorb it through their
permeable skin.
• Young ones live in water and adults live on land.
• They have moist skin without scales.
• Young ones breathe through gills while adults breathe
KEY WORDS
though their lungs and skin.
• They reproduce by laying soft eggs (without shells).
• Some examples of amphibians are: frog, toad, salamander. • amphibians
• tadpole
• cold-blooded
• gills
Reptiles
ACTIVITY 8.8 - Learning about the Characteristics of Reptiles

Fig. 14 shows the Mauritius lowland forest day Gecko. It is an example of endangered reptile. It
usually inhabits large trees. Some characteristics of the reptile are also shown.
scales on
the body
Lays eggs with

leathery shells
Figure 14: The Mauritius lowland forest day Gecko and some of its features
236
1. Using the information given in Fig. 14, write down three characteristics of reptiles.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
2. Where do most reptiles live? ______________________________
3. How are the eggs of reptiles different from those of fishes and amphibians
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
4. Do you think reptiles are cold-blooded or warm-blooded? ______________________________
5. List fi e examples of reptiles.

____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Some main characteristics of reptiles are:

• Most reptiles live on land.
• They have a dry scaly skin.
• They breathe though their lungs.
• They reproduce by laying eggs with leathery shells.
• Some examples of amphibians are: crocodiles, lizards, snakes, alligators, tortoises and turtles.
237
Birds
You have learnt about the characteristics of birds in Grade 6. Let us see how much you recall.
ACTIVITY 8.9 - Learning about the Characteristics of birds

Fig. 15 shows some vertebrates. Study the figu e carefully and answer the following questions.
Mauritian Kestrel Bat Hen
Sparrow Penguin Tortoise
Dolphin Swan common Myna
Figure 15: Examples of vertebrates
238
1. Identify which of the organisms in Fig. 15 are classified as birds and which are not birds.
Write their names in Table 2.
Table 2
Organisms classified as birds Organisms not classified as birds
2. List fi e characteristics which helped you to classify the organisms as birds.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
3. Name two birds that cannot fl .

____________________________________________________________________________________________________________________
4. Birds are warm-blooded organisms. This means that birds can keep their body temperature
constant even if the surrounding temperature changes.
Penguins live in the Antarctic where it is extremely cold (between -2.2°C and +2°C). Find
out how do penguins keep their body warm.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
DID YOU KNOW…

WHAT I HAVE LEARNT
• There are 9 endemic

Some main characteristics of birds are: bird species on
• They have a backbone. Mauritius Island and 2
• They are warm-blooded vertebrates. on Rodrigues Island.
• They have two legs and two wings.
• The bodies of most of them are covered with feathers.
• Most of them can fly and they h ve two wings. KEY WORDS
• They lay hard eggs with shells.
• Some examples of birds are: Kestrel, Pink pigeon, ostrich, • warm-blooded
penguin, sparrow, common myna, owl, Mauritian Echo • beak
Parakeet, Yellow Fody, hen and eagle. • feathers
239
Mammals
ACTIVITY 8.10 - Learning about the Characteristics of Mammals

Fig. 16 (a) shows animals belonging to a particular group while Fig. 16 (b) represents animals
belonging to different groups. Observe the pictures below and answer the following questions.
Figure 16 (a) Figure 16 (b)
1. Identify the group of animals in Figure 16 (a). _______________________________________
2. State one feature that is common to animals in both Figure 16 (a) and Figure 16 (b).
____________________________________________________________________________________________________________________
3. State three features which are common among organisms belonging to Figure 16 (b) only.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
4. Name the organs through which the animals of Figure 16 (a) breathe in oxygen from the
environment.
____________________________________________________________________________________________________________________
5. Are the animals of Figure 16 (a) cold-blooded or warm-blooded? Suggest one advantage of
this feature.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
240
KEY WORDS
WHAT I HAVE LEARNT
• Mammals
• warm-blooded
Some main characteristics of mammals are:
• fur
• mammary glands
• They are warm-blooded vertebrates like birds.
• The bodies of most of them are covered with hair or fur.
• They breathe air through the lungs.
• They have mammary glands and thus feed their young
with milk. FIND OUT
What are the two mammals

that lay eggs?
Plants
Introduction
Over 270,000 species of plants have been identified and classifie , but scientists believe that
there are millions more waiting to be discovered. In this lesson, you will recall the two groups,
namely fl wering and non-fl wering plants, that scientists used for classific tion of plants. You
will also learn how to use simple distinguishable characteristics to further classify these two
plant groups.
ACTIVITY 8.11 - Recalling pictures of flowering and non-flowering plants

In this activity, you will be able to recall what you have learnt in grade 5 about fl wering and
non-fl wering plants. Study the two pictures below and answer the questions.
Mango Tree Tree Fern
241
(a) Identify the

(i) Flowering plant ____________________________________________
(ii) Non-fl wering ____________________________________________
(b) What is a fl wering plant?

____________________________________________________________________________________________________________________
(c) Name one organ which is present in a mango tree but absent from tree fern.
____________________________________________________________________________________________________________________

(d) In what structure does the organ mentioned in (c) develops?
____________________________________________________________________________________________________________________
(e) Give 2 other examples of fl wering plants.

____________________________________________________________________________________________________________________
(f ) What is a non-fl wering plant?

____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
Plants can be classified into fl wering and non-fl wering plants. Plants that produce fl wers are
called flowering plants and those that do not produce fl wers are called non-flowering plants.
Flowering Plants
ACTIVITY 8.12 - Classifying seeds of flowering plants

You have learnt in grade 5 that seeds vary in size, shape and colour. In this activity, you will
identify another feature of seeds that will help in the classific tion of fl wering plants.
You will need:
Bean seeds Maize seeds Grass seeds Pumpkin seeds Orange seeds
242
METHOD
1. Soak the seeds (on page 242) in water for a few hours.
2. Remove the seed coat (outer layer) from a bean seed.
The part of the seed that you are observing is the food reserve for the new plant which is called
the cotyledon.
3. Try to separate the seed.
• If the seed has two cotyledons, the plant is called a dicotyledonous plant.
• If the seed contains only one cotyledon, the plant is called a monocotyledonous plant.
4. Identify whether the bean plant is a monocotyledonous or a dicotyledonous plant. Write
your answer in Table 3.
5. Repeat steps 1 to 4 using the other types of seeds.
Table 3
Name of monocotyledonous plants Name of dicotyledonous plants
WHAT I HAVE LEARNT
Monocotyledonous plants have one cotyledon in their seeds. Dicotyledonous plants have two
cotyledons in their seeds.
ACTIVITY 8.13 - Distinguish between monocotyledonous and

dicotyledonous plants
In this activity, you will learn about some other characteristics of monocotyledonous and
dicotyledonous plants. Observe each part of the plants in (a) and (b), discuss with your friends
and answer the questions.
1. Roots of monocotyledonous and dicotyledonous plants.
Picture A Picture B
Bean Plant Maize Plant
Figure 19
Picture A shows the bean plant that has a tap root while Picture B shows the maize plant that
has fib ous roots.
243
1. How can you describe a tap root and a fib ous root?
Tap root_____________________________________________________________________________________________________
Fibrous root________________________________________________________________________________________________
(i) Do you think that all monocotyledonous plants have tap roots and dicotyledonous
plants have fib ous roots?
____________________________________________________________________________________________________________________
(ii) Use the figu e below to confi m your answer to (ii) by writing down the name of plants
having tap roots or fib ous roots in table 4.
Grass plant Tomato plant Mango plant
Table 4
Fibrous roots Tap roots
2. Leaf of monocotyledonous and dicotyledonous plants.

Table 5
Monocotyledonous plants Dicotyledonous plants

Features
Example: Maize plant Example: Bean plant
Leaf shape
___________________________ ___________________________
Type of venation
244
What can you conclude about the characteristics of monocotyledonous and dicotyledonous plants?
(Your answers should make reference to number of cotyledons, leaf shape, type of veins and roots)
Monocotyledonous plants:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Dicotyledonous plants:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
DID YOU KNOW…

WHAT I HAVE LEARNT
• Cacti are fl wering
plants
Flowering plants are classified into:
• Monocotyledonous plants: leaves are long and
narrow with parallel venation. They have fib ous roots.
Examples are grasses and maize plants.
• Dicotyledonous plants: leaves are broad and short
where veins form a network. They have tap roots.
Examples are bean plants, mango tree, avocado tree,
rose plants, sunfl wer plants. KEY WORDS
• monocotyledonous
• dicotyledonous
Non-Flowering Plants
ACTIVITY 8.14 - Classifying non-flowering plants

You have learnt in grade 5 about non-fl wering plants. Let us recall the non-fl wering plants
that you have studied. Observe the picture below and answer the questions.
245
(a) Identify two non-fl wering plants.

_____________________________________________________ ____________________________________________________
(b) Name the place where these plants are growing.

____________________________________________________________________________________________________________________
(c) State the conditions needed in this place for these plants to grow well.
____________________________________________________________________________________________________________________
(d) Walk around in the schoolyard, in your garden at home or in the shade of a tree.
(i) Try to identify the plants that you have stated in (a).
(ii) Bring some of the plants, which are still attached to the soil or bark of trees.
(iii) Use a hand lens to observe the leaves, stem and roots.
DICTIONARY CORNER
No true roots, stems

and leaves means they
do not have distinct
roots, stems and leaves.
(iv) Discuss the characteristics of these structures stated in (iii) with your friends and teacher
and write down your observation in Table 6.
Table 6
Group of plants
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________
Leaves
The leaves of ferns are also
___________________________________
called fronds.
Stem ___________________________________ ___________________________________
root ___________________________________ ___________________________________
Reproduce
by spores found in capsules by spores found in sori
246
Tree fern, Staghorn fern,

Cord moss and Hair cap moss
Ostrich fern
Examples
(e) (i) Do you think all non-fl wering plants reproduce by spore formation? _______________________
(ii) Let us find out if you are right or wrong. The picture below shows another example
of a non-fl wering plant, which is called conifers. Study the picture and answer the
questions that follow.
Conifer stems from Latin and means “cone bearer”
(iii) Observe the conifer plant. State the parts of the plant that you can see.
____________________________________________________________________________________________________________________
(iv) Observe the leaves. What is the colour of the leaves?

____________________________________________________________________________________________________________________
How are the leaves different from the other non-fl wering plants that you have stated in
part (a)?
____________________________________________________________________________________________________________________
(v) What do the plants produce instead of fl wers?

____________________________________________________________________________________________________________________
(vi) What do you observe in the structure stated in (v)?

____________________________________________________________________________________________________________________
(vii) State how the plant reproduces and how it differs from mosses and ferns.
____________________________________________________________________________________________________________________
247
DID YOU KNOW…

WHAT I HAVE LEARNT
• Pine trees are conifers.

Non-flowering plants can be classified as: Pine resin is a natural
• Mosses: Found in damp and shady places. The simplest antiseptic and
plant has simple stem and leaves, no true roots and disinfectant. It also
has antimicrobial and
reproduce by spores in capsules. Examples: simple
antifungal properties. It
moss and club moss.
can be directly applied
• Ferns: Found in damp and shady places. Have stem,
to wounds or sores and
feathery leaves, roots and reproduce by spores in sori. helps to keep germs
• Conifers: Have needle-shaped leaves, stem, roots. They away.
do not produce fl wers but reproduce by seeds found
in cones. Example: Pine tree.
KEY WORDS
• mosses
• ferns
• conifers
Summary of unit
• Biodiversity is the wide variety of organisms inhabiting our planet.
• Classific tion is a system used to organise living things into groups according to
some common characteristics they possess.
• Bacteria are microscopic unicellular organisms. They differ in shape, cause diseases
and decay. They can be used in food production such as yoghurt and cheese making
• Fungi can be unicellular (yeast) or multicellular (bread mould and mushrooms). They
cannot manufacture their food due to the absence of chlorophyll. Bread moulds
have cell wall, many nuclei and large vacuole. They cause decay and are used in
bread making.
• Protista can be unicellular or multicellular organisms.
• Complex organisms include animals and plants.
• Animals are classified i to vertebrates and invertebrates.
• Vertebrates are animals that have backbone which include fish, amphibian, reptile,
bird and mammal.
• Plants are classified as flowering and non-fl wering plants.
• Flowering plants are plants that produce fl wers. Flowering plants are plants having
true root, stem and leaves. They are classified as monocotyledonous plants and
dicotyledonous plants.
• Non-fl wering plants are plants that do not produce fl wers. These include mosses,
ferns and conifers.
248
Concept Map • Unit 8 • Classiÿcation of Animals
Animals
Having backbone Having no backbone
Vertebrates Invertebrates
snail
can be
include
jellyfish
cold-blooded warm-blooded insects
crabs
with scales
without scales on the body
having feathers having hairs or

breathe breathe
through gills through lungs on the body fur on the body
are called are called
amphibians fish reptiles birds mammals

249
Concept Map • Unit 8 • Classiÿcation of Plants
Plants
classiÿed as
Flowering plants Non Flowering plants
classiÿed as classiÿed as
Monocotyledonous Dicotyledonous Mosses Ferns Conifers
plants plants
have reproduce by have have reproduce by have reproduce by
No true leaves, Spores Leaves, stem
Fibrous roots Leaves Seeds Tap roots Leaves stem and roots Seeds
and roots
from in
with with
parallel veins narrow shape flowers network veins broad shape cones
250
WORK OUT
Section A: Multiple Choice
1. The diagram below shows an example of simple organisms.
To which group do the organisms belong?

A fungi B bacteria C protista D plants
2. Both plants and __________________ have chlorophyll and can carry out photosynthesis.

A fungi B amoeba C animals D algae
3. How do mammals differ from birds?

A Mammals are warm blooded whereas birds are cold-blooded.
B Mammals have a backbone unlike birds.
C Mammals breathe though their lungs while birds breathe through gills.
D Mammals give birth to their young ones while birds lay eggs.
4. Which of the following organisms belong to the same group?

A sparrow, bat, pigeon, eagle B frog, toad, lizard, crocodile
C monkey, whale, bat, cow D tilapia, guppies, dolphin, shark
5. Which characteristics do fishes h ve?
backbone scales hair
251
6. Which of the following organism is an invertebrate?

A Snake B Snail C Sea horse D Salamander
7. Which of the following trees would be classified as a monocot with parallel veins and fib ous
roots?
A Bean Plant B Avocado plant
C Mango Plant D Maize plant
8. Seedless plants reproduce with _______________________________.

A spores B seeds
C binary fissio D fl wers
9. The diagram shows a key for fi e vertebrates.

START HERE
has legs has no legs

organism T
has feathers has no feathers
organism U
has scales has no scales

organism V organism W
Which class of vertebrates does organism W belong to?

A amphibians B birds C fis D reptiles
10. Pine and spruce trees are examples of what type of plant?
A Seed tree B Flowering without seeds

C Non-fl wering with spores D Non-fl wering with seeds in cones
252
Section B
1. Use the words from the list to complete the sentences below.
bacteria lungs conifers protista warm-blooded

birds invertebrates reptiles parallel gills club moss
cold-blooded hairs
(a) Animals that do not have a backbone are called _____________________.

(b) A _____________________ animal takes on the temperature of its environment whereas
a ________________________ animal keeps its body temperature in the same range at all
times.
(c) ___________________ are examples of unicellular organisms.
(d) Plants, which produce seeds in cones are called _____________________.
(e) Vertebrates which lay eggs with shells, can be either ______________________ or

______________________________.
(f ) An example of a plant which reproduces by spores is ___________________.
(g) Fishes breathe through their _________________ while adult amphibians breathe through
their ____________________
(h) Algae belong to the group called ____________________.
(i) Monocotyledonous plants have leaves with ____________________ veins.
(j) Most mammals have ______________ on their body.
2. Classify the following organisms into either invertebrates or vertebrates.
Beetle, tiger, penguin, jelly-fish, toad, cat, human, oyster, giraffe, octopus,
kangaroo, sea horse, polar bear, spider, cockroach, ant
Write your answer in the table below.
Invertebrates Vertebrates
3. (a) Bacteria and fungi are said to be decomposers. Explain why.

(b) Give one example of how bacteria are useful to us and one way in which they are harmful.
(c) Fungi such as bread moulds will never grow on food kept in the refrigerator. Explain why.
253
4. Use the keys to identify the plants. Fill in the blank spaces using the words below:
Monocot Dicot Fern Moss Conifer
1a. No true roots _______________________
1b. Roots are present go to 2a

2a. Reproduction by spores _______________________
2b. Reproduction by seed go to 3a

3a. Seeds are in a cone _______________________
3b. Seeds are in a fruit or fl wers are present go to 4a

4a. Parallel veins in leaves _______________________
4b. branching network of veins in leaves _______________________
5. Give two examples of:

(a) fungi (b) protista (c) fishe
(d) mammals (e) conifers (f ) dicotyledonous plants
6. Fig. 2 shows three different reptiles.
Figure 2
(a) (i) Reptiles are vertebrates.State one feature which all vertebrates have in common.
(ii) State two features which can be used to identify the animals in Fig. 2 as reptiles.
(iii) Fig. 3 shows a snake.

Snakes are also reptiles. State one way,
visible in Fig. 3, in which snakes are different
from the reptiles shown in Fig. 2.
Figure 3
The diagram shows a salamander which looks similar to some reptiles, but belongs to a different
vertebrate group.
(b) (i) State the vertebrate group to which the salamander
belongs. Choose from this list and circle your answer.
amphibian bird fish mammal
(ii) State two features of this group which distinguish it from

A salamander other vertebrate groups.
254
Unit 9 • Electricity
Unit
Electricity 9
Learning Outcomes
• Discuss the importance and main uses of electricity
• Recognise the main parts of an electric circuit as having a source of electrical energy,
connecting wires and a device to convert the electrical energy into other forms of energy
• Recognise some main components of electric circuits namely cells, batteries, bulbs,
switches and resistors
• Draw conventional electric circuits using appropriate circuit symbols
• Investigate the working of simple circuits
The discovery of electricity is one of the greatest wonders. Indeed, we cannot even dream of
living in modern times in the absence of electricity.
In Grade 5, you have been introduced to the topic of electricity and you have learnt about some
simple electric circuits. Now, you will learn more about this topic, for example, how electricity is
important to us and how electrical connections are made.
You will carry out interesting activities that will deepen your knowledge of electricity and
investigate whether electricity fl ws well in all materials.
You will also learn some interesting facts related to electricity.
THE IMPORTANCE AND MAIN USES OF ELECTRICITY

Electrical energy is a very important form of energy for us. It is useful in many different ways.
The following activity will allow you to recall some of the important uses of electricity.
255
255
ACTIVITY 9.1 - Recalling the uses of electricity

Group activity: Discuss with your group members and list 10 different uses of electricity in
table 1.
Table 1
DID YOU KNOW…
1
Word origin: Electricity
2 1. It comes from the latin
word ‘electrum’.
3 2. Electrum means amber.
3. Amber is a tree resin
4 used as a gemstone.
4. Rubbing amber ‘gives’
5 some material electric
charge.
6
10
DID YOU KNOW…

WHAT I HAVE LEARNT
Static Electricity
Electricity is used in different ways at home, in industries, in
hospitals and other places. In 1752, Benjamin Franklin
tried to capture nature’s
electricity using a kite.
It was a very dangerous

experiment and many
other scientists of Franklin’s
time got electrocuted by
lightning.
256
THE MAIN PARTS OF AN ELECTRIC CIRCUIT

All electrical connections form part of electric circuits.
In this section, you will learn more about what is an electric circuit and how it works.
ACTIVITY 9.2 - Investigating the main parts of a simple electric circuit

• 2 cells (1.5 V each) • 1 cell holder

• 2 connecting wires • 1 bulb holder
• 1 electric bulb (2.5 V)
Procedure:
1. Connect the circuit as shown in Figure 1.
Does the bulb light up? Why?

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Figure 1
2. Remove one wire from the circuit in figure 1, as shown in Figure 2.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Figure 2
3. Next, remove the electric cell and connect the circuit as shown in Figure 3.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Figure 3
257
Famous Scientist
Andre Ampere (1775-1836) was a French physicist and mathematician

who made very important discoveries in a branch of physics called
electromagnetism.
DID YOU KNOW…

WHAT I HAVE LEARNT
Electric current is the fl w of

1. An electric circuit consists of three main parts, namely: electricity from the positive
• A source of electrical energy (+) terminal to the negative
• Connection wires (-) terminal of a cell or
battery.
• An electrical device
2. When there are no gaps in the circuit, electricity fl ws
and the electric circuit is said to be complete or closed.
The bulb lights.
3. When there are gaps in the circuit, electricity does not
fl w and the electric circuit is said to be incomplete or
open. The bulb does not light.
Very often, the fl w of electricity needs to be monitored in a circuit, that is either fl w of

electricity is allowed or it needs to be stopped. The following activity will allow you to find out
how this is done.
ACTIVITY 9.3 - Investigating how electricity flows in a circuit

• 2 cells • 1 switch
• Connecting wires • 1 cell holder
• 1 electric bulb • 1 bulb holder
Procedure:
1. Connect the circuit as shown in Figure 4.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Figure 4
258
2. Now close the switch (put the plug in the switch) and observe the bulb.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Famous Scientist Famous Scientist

Alessandro Volta (1745-1827) Michael Faraday (1791 - 1867)
Italian physicist whose came from a very poor
invention of the electric family and he became one
battery provided the first of the greatest scientists
source of continuous in history.
electricity.
WHAT I HAVE LEARNT
1. The fl w of electricity in an electric circuit is determined by the state of a switch.

2. A switch that is ON (closed) allows the fl w of electricity in a circuit. Such a circuit is said
to be complete.
3. A switch that is OFF (open) does not allow the fl w of electricity in a circuit. Such a
circuit is said to be incomplete.
SOME MAIN COMPONENTS OF ELECTRIC CIRCUITS AND THEIR

SYMBOLS
When drawing electric circuits, electrical components are represented using circuit symbols for
easier drawing. The symbols of some common circuit components are shown in Table 2.
Table 2
Component Symbol Function
Is used to connect all

components in a circuit
Wire
259
+ -
Supplies electrical energy
Cell
Supplies large amount of

+ electrical energy (when more
-
than one cell is used, it is
called a battery of cells or a
battery)
Battery
Stops the fl w of electricity in

Open (OFF) a circuit
Open Switch (OFF)
Allows the fl w of electricity

Closed (ON) in a circuit
Closed Switch (ON)
Converts electricity into light

OR
(and heat)
Bulb/lamp
OR Limits the fl w of electricity

in a circuit
Resistor
260
REPRESENTING ELECTRIC CIRCUITS USING APPROPRIATE

CIRCUIT SYMBOLS
Electric circuits can be very complicated to draw, especially when they contain many
components. Fortunately, using appropriate symbols for each circuit components, electric
circuits can be more easily and conveniently represented.
ACTIVITY 9.4 - Drawing a simple electric circuit

Table 3 shows some simple electric circuits.
Draw the corresponding circuits using appropriate symbols for each circuit shown.
The first one has been d awn as an example for you.
Table 3
Real life electric circuit Corresponding circuit using symbols
+
-
261
WHAT I HAVE LEARNT
Electric circuits can be more conveniently represented using circuit symbols rather than
drawing the real components.
INVESTIGATING SIMPLE CIRCUITS

When designing and making electrical devices, the materials to be used must be carefully
chosen so that the device can be operated safely. This is because the fl w of electricity depends
on the type of materials used in a circuit or apparatus.
ACTIVITY 9.5 (a) - Investigating the flow of electricity through different

materials
• 1 electric bulb • Metal ruler • Pencil lead

• 1 switch • Glass tumbler • Bare copper wire
• 2 cells • Metal paper clip • Plastic coated paper clip
• Connecting wires • Eraser • Dry wooden rod
• Plastic ruler • Rubber band
Procedure:
1. Fill column 2 of Table 4 by writing YES or NO as appropriate.
262
Table 4
Column 1 Column 2 Column 3
Before connecting circuit
After connecting circuit
(in Fig. 5)
Material (in Fig. 5)
Prediction: Do you think the
Does the bulb light up?
bulb will light up?
Metal ruler
Glass tumbler
Metal paper clip
Eraser
Plastic ruler
Pencil lead
Bare copper wire
Plastic coated paper clip
Dry wooden rod
Rubber band
2. Connect the circuit as shown in figu e 5.
Figure 5
3. Touch the metal parts of the black and the red clips together. Does anything happen to the
bulb?
_____________________________________________________________________________________________________________________
4. (i) Now plug the switch and try again.
(ii) Press the red and black clips at the opposite ends of the dry wooden rod.
Make sure that the metal parts of the clips are in contact with the dry wooden rod.
263
5. Do you see the bulb light up?

Record your observation in column 3 of table 4 by writing YES or NO as appropriate. Remove
the dry wooden rod.
6. Repeat steps (3) to (5) for the different materials as listed in table 4.
7. Now answer the following questions.

(a) For some materials, the bulb lights up. Do you think electricity fl ws through such
materials?
_____________________________________________________________________________________________________________________
(b) What are such materials called?

_____________________________________________________________________________________________________________________
(c) For some materials, the bulb does not light up. Do you think electricity fl ws through
such materials?
_____________________________________________________________________________________________________________________
(d) How are such materials called?

_____________________________________________________________________________________________________________________
WHAT I HAVE LEARNT
1. If the bulb lights up, then the material is a conductor.

2. A conductor is a material that allows electricity to fl w through it.
3. If the bulb does not light up, then the material is an insulator.
4. An insulator is a material that does not allow electricity to fl w through it.
ACTIVITY 9.5 (b) - Distinguishing between conductors and insulators

With reference to the materials used in the activity 9.5(a), classify these in terms of conductors
and insulators in the Table 5.
Table 5
Conductors Insulators
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
264
After having learnt about conductors and insulators, now you are going to learn more about
electric circuits.
FIND OUT DID YOU KNOW…
• Find out other materials and classify them • Fresh wood can conduct electricity. This is
as conductors and insulators. why branches of trees that are very close
• Find out another name for insulator. to electric wires have to be cut off.
• Graphite is a non-metal but it conducts
electricity.
ACTIVITY 9.6 - Further investigation on electric circuits

• Connecting wires, 2 electric bulbs, 2 cells, 1 switch
Procedure:
1. Study figu e 6 and set up the circuit.

+
-
2. What do you observe?
_______________________________________________________
_______________________________________________________
_______________________________________________________
Figure 6
3. Add one more bulb as shown in figu e 7.

+
-
_______________________________________________________
_______________________________________________________
_______________________________________________________
Figure 7
265
5. Study figu e 8 and set up the circuit.

+
-
DID YOU KNOW…
Series connection
Electric devices are sometimes
connected in series for the same
current to fl w through each of
them, like in Christmas decoration
lights (chasing lights).
Figure 8

____________________________________________________________________________________________________________________
NOTE:
1. Figure 7 shows two bulbs connected in series.
2. The cells are connected in series in figu e 8. (For example, in a torch the cells are connected
in series).
3. You will learn about parallel circuits later.
KEY WORDS
WHAT I HAVE LEARNT
• conductor
1. Components in electric circuits can be connected in • insulator
• circuit
series.
• loop
2. When two bulbs are connected in series, the • electricity
brightness decreases.
266
Summary of unit
• A switch is used to close or open a circuit.
• Electricity fl ws when there is a closed circuit whereas no electricity fl ws in an open
circuit.
• Circuit diagrams are drawn using symbols to represent the different electrical
components in a circuit.
• Conductors are materials that allow electricity to fl w through them.
• Insulators are materials that do not allow electricity to fl w through them.
• The cells in an electric torch are arranged in series.
• When bulbs are added in series, their brightness decreases.
• Some of the main uses of electricity are as follows:
(a) For lighting - when there is no sunlight or dim light, artificial sources of light are
used. Some examples are given below:
Light
Floodlight Flashlight Lamp Incandescent lamp
(b) For communication - Electricity is important for communicating information

using different electronic devices such as those shown below:
Communication
Computer Mobile phone Radio TV
(c) For operating electrical devices - At home, many devices use electricity as shown
below.
Heating/ Cooling
Oven Iron Refrigerator Air conditioner
267
DID YOU KNOW ABOUT THESE SAFETY PRECAUTIONS?
1
Never touch any electrical 2 3
connection or apparatus Never use electrical Do not poke metal objects
with wet hands or while apparatus with damaged like pins, hair clips, pencil or
standing in water/ on damp wires or broken plugs forks in electrical sockets
floo
5
6
4 Hold the plug when
Do not fly ites or pluck
Never touch electric cables removing it from an
fruits near electric power
hanging from electric poles electrical outlet and do not
lines
pull its wire!
When in doubt ask an

adult about the dangers of
7 electricity
Do not overload an 8
electrical socket by Do not pass electric cords
connecting too many plugs under rugs or furniture
or appliances to it
FIND OUT
• Find out other safety precautions that should be taken while using electricity.
268
Concept Map • Unit 9 • Electricity
operating electrical
lighting communication devices
positive to negative
is important for
õ ws from
conductors õ ws is a õ w of electric current

through
Electricity
does not õ w can be circuits
insulators through uses symbols
represented by
is a form of
no gaps with gaps
connected in
energy closed open parallel series

269
WORK OUT
1. Fill in the blanks with the words given below. You can use these words more than once.
energy insulator negative path loop

closed electricity conductor positive current
(a) Electricity is a form of ___________________________ .

(b) A material that allows electric current to pass through it is called ___________________________ .
(c) A substance that does not allow electric current to pass through it is called ____________________ .
(d) A circuit is a ___________________________ that allows ___________________________ to pass through it.
(e) Electricity always travels from the ___________________________ to the ___________________________
terminal in a circuit.
(f ) A circuit will only work if it is ___________________________ . This means that it must make a complete
___________________________ otherwise the electric ___________________________ cannot fl w.
2. Match the symbol to the electrical component it represents.
Symbol Component
battery
cell
+ - bulb
+ - switch
270
3. Figure (a) shows an electric torch. Using appropriate circuit symbols, draw the circuit of the
torch in (b).
Figure (a): an electric torch Figure (b): circuit diagram of the torch

4. Sabrina is trying to connect a bulb to the cell. Tick the connection that is correct.
+ +
-
-
5. For Christmas decoration, Kevin is connecting 6 bulbs in series. He made an inventory list for
shopping. Please guide him by putting a tick beside the items he needs for this decoration.
• Bulbs • Measuring tape
• Ruler • Connecting wires
• Switches • Bulb holders
• Glue • Battery
271
6. Answer the following questions.
(a) What are the conditions necessary for electricity to fl w in a circuit?

(b) How will you differentiate between an open and a closed circuit?
(c) How do we call the component which is used to open or close a circuit?
7. Study the circuit below and answer the questions.

(a) What are the components shown in this circuit?

(b) Will electricity fl w through this circuit?
(c) What is missing from this circuit to make it work?
(d) Draw a diagram to complete the circuit that will allow electricity to fl w.
8. Study the circuit below which consists of two cells and two bulbs in series.
+
-
Bulb A Bulb B
272
(a) If the circuit has only one bulb, say bulb A, would it glow more brightly, less brightly or
with the same brightness?
(b) Predict what will happen if three electric cells are used. Will the bulbs be brighter or less
bright?
9. Draw the corresponding circuit diagrams for Figures (a), (b) and (c) using circuit symbols.

Figure (a)
Figure (b)
Figure (c)
273
274

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SCIENCE

Mauritius Institute of Education

MAURITIUS INSTITUTE OF EDUCATION

© Mauritius Institute of Education - 2021

The Science textbook panel wishes to thank:

Every endeavor involves a number of dedicated, hardworking and able staff

The “End-of-Unit Exercises” are to be used by educators for formative assessment

In the conceptualisation of the textbook, care has also been taken to

Wish all pupils an enriching and enjoyable learning journey in science.

The Science Panel

At the end of this unit, you should be able to:

ACTIVITY 1.1 - Identifying different types of measurements

(a) time (b) (c)

DID YOU KNOW…

The ancient methods

ACTIVITY 1.2 - Choosing instruments and appropriate units to

Materials you will need:

• 30 cm ruler, 50 cm laboratory rule, 100 cm laboratory rule, measuring tape

measuring tape ruler

50 cm laboratory rule 100 cm laboratory rule

1. Observe the four measuring instruments given to you.

Measurement Name of selected instruments Units

Width of classroom door

2. Give which unit you will use to express the following:

(ii) Length of a paper clip: _____________________

(iii) Thickness of a dictionary: _____________________

3. Give the unit you will use to express the distance

WHAT I HAVE LEARNT

A half - metre rule

• Very large lengths are expressed in kilometres (km).

DID YOU KNOW…

Light year is another unit of measuring

One light year is the distance travelled by

ACTIVITY 1.3 - Learning about area

After studying length, we can now move on to area.

Placing bricks on a rectangular wall Cultivated land in hectares

Length and width of a carpet Plan of a house in m2

Painting the surface of a room Tiles in cm2

Area is the measure of the extent of a surface.

Calculating the area of regular shapes

• A regular object is one that has a defini e size and shape.

Calculate the area of the following figu es.

ACTIVITY 1.4 - Calculating Area

Materials you will need: Laboratory metre rule, measuring tape

Objects Length Width Area

ACTIVITY 1.5 - Teacher Demonstration: Learning about volume of a solid

Materials you will need: 100 marbles, a small plastic container

1. Fill the container with marbles.

3. What do you conclude?

The volume of a solid is the amount of space it occupies .

ACTIVITY 1.6 - Learning about volume of a liquid

Materials you will need: 1 large cup, 1 small cup, water

1. Fill the small cup completely with water.

5. Using the idea of space occupied by the liquid define olume.

6. Which cup has a smaller volume? _____________________

7. What can you deduce about the volume of a hollow object?

Volume is the amount of space a liquid occupies.

WHAT I HAVE LEARNT

DID YOU KNOW…

How to measure a large volume of liquid?

ACTIVITY 1.7 - Measuring a large volume

Instruments needed: Measuring cylinder, graduated conical flas

Measuring cylinder Graduated conical flas

1. Pour the liquid into a measuring cylinder or a graduated flas .

___________________ _ ___________________

___________________ _ ___________________