Name

Class

Teacher

Year 8 Science
Chemical reactions
Chemical energy
Earth structure

1
2
Summary Sheets

Simple chemical reactions

Physical reactions
In a physical change no new substance is formed. Melting and evaporation are
examples of physical changes. Physical changes are usually reversible.

Chemical reactions
In a chemical reaction a new substance is always formed. Most chemical
changes are not easily reversed; they are irreversible.
You can tell that a reaction has occurred if there is a colour change or when a
gas is given off. Most chemical reactions also involve an energy change. This is
usually in the form of heat, but can also involve light being given off (for
example, when something burns).

3
Types of chemical reaction 1 Burning
When a metal burns, the metal combines with oxygen from the air to form a
chemical called an oxide. We can show this using a word equation. The chemicals
that you start with are called the reactants. The chemicals at the end are
called the products.



Fossil fuels contain a lot of carbon and hydrogen. When they burn they use up
oxygen from the air and produce water and carbon dioxide. We can show the
reaction using a word equation. Energy is in brackets in this equation because it
is not a chemical substance.

fuel + oxygen  carbon dioxide + water (+ energy)

Types of chemical reaction 2 Thermal Decomposition

A decomposition reaction is when a big molecule breaks in to smaller molecules . A

thermal decomposition is when a big molecule is heated and it breaks down.

For example

Calcium Carbonate  Calcium Oxide + Carbon Dioxide

Types of chemical reaction 3 Endothermic and exothermic reactions

Another way to group chemical reactions is by whether they absorb heat or give out
heat.

Endothermic reactions absorb heat and cause the temperature to drop.

Exothermic reactions release heat and cause the temperature to increase.

Word equations –
4
Word equations are a shorthand used to describe chemical reactions. Although there are many
millions of possible chemical reactions you are not expected to know about them all. It is useful
to remember that many reactions are of similar types.

1. Metal + acid

One type of reaction is that between a metal and an acid. When a metal reacts with an acid the
reaction produces a salt, and hydrogen gas is released. The salt produced depends upon the
metal and the acid. If magnesium reacts with hydrochloric acid, then the salt produced is
magnesium chloride.

metal + acid → salt + hydrogen

2. Metal carbonate + acid

Metal carbonates also react with acid, to give a salt.

When a carbonate reacts with acid the gas carbon dioxide is given off. The salt produced
depends upon which acid, and which metal carbonate react. If zinc carbonate reacts with
sulfuric acid, then the salt produced is zinc sulfate.

metal carbonate + acid → salt + carbon dioxide + water

3. Acid + alkali

When an alkali and an acid react the product is a salt solution. The particular salt produced
depends upon which acid and which alkali reacted. When nitric acid reacts with potassium
hydroxide the salt produced is potassium nitrate.

acid + alkali → salt + water

4. Metal + salt solution

When a reactive metal is placed in the solution of a salt of a less reactive metal, a
‘displacement’ reaction occurs. The more reactive metal is said to displace the less reactive
metal from solution. For example zinc is added to copper nitrate solution the copper is
displaced and the solution will contain zinc nitrate.

More reactive metal + salt of less reactive metal → Less reactive metal+

salt of more reactive metal

5. Element + element When two elements react together to form a compound the compound is
given a name to show which elements reacted. So if calcium reacts with chlorine the compound is
called calcium chloride.

5
7Fa/1 Is there a reaction? 1 L2 PRACTICAL
Apparatus
• Bunsen burner • Eye protection • Heatproof mat
• Spatula • Test tubes • Test tube holder
• Test tube rack • Chemicals

Make sure you are wearing eye protection for all these experiments.

Be especially careful with the hydrochloric acid and sodium hydroxide.

Method

1 Carry out the experiments described in the table, and look carefully at what happens.

2 Write your observations in the table. Use the ‘What happened?’ column.
3 Put a tick in the right column of the table if you think a reaction has taken place.

Experimen What to do Diagram What happened? Is there

t a
chemical

reaction
? ( or
)
1 • Half fill a test
tube with
lemon juice.
• Add a spatula
of
bicarbonate
of soda.
• Watch what
happens.
• Feel the tube.

2 • Half fill a
small test
tube with
water.
• Add a spatula
of baking
powder.
• Watch what
happens.
• Feel the tube.

3 • Half fill a small

beaker with
water.
• Add two
spatulas of
plaster of
Paris.
• Stir the
mixture.

6
4 • Put two spatulas
of zinc oxide
in a test tube.

• Heat the tube.

Watch what
happens.
• Leave the hot
tube in a rack
to cool down.

5 • Half fill a test

tube with
copper
sulphate
solution.

• Put a little iron

wool into the
copper
sulphate
solution.
• Watch what
happens.

6 • Put about 3cm

depth of
water into a
test tube.

• Add a spatula of
white copper
sulphate
powder.
Watch what
happens.
• Feel the tube.

7
8
7Fa/3 Reaction or no reaction? 1
LESSON 1 Consolidate
1 Choose the correct words to complete these sentences.
No new substances are formed when a (chemical/physical) change
happens. Physical changes are (irreversible/reversible/ permanent)
changes. New substances are formed when a _(chemical/physical)
reaction happens. You can tell a (chemical/physical) reaction has happened
if something changes (hardness/colour) or if a (gas/solid) is given off.
Sometimes there is a change in (energy/softness).
2 Complete the following sentences.
a If you put some water into a freezer, it turns to ice. You can tell that
this (is/is not) a chemical reaction because
____________________________________________________
__________________________________

b Bananas turn black if you leave them in a warm cupboard for a week.
You can tell that this (is/is not) a chemical reaction because
____________________________________________________
________________________________

c Some white powder from your kitchen fizzes when you put it into
vinegar. You can tell that this (is/is not) a chemical reaction because
____________________________________________________
____________________________
d When you boil water in a kettle, some of it turns to steam. You can
tell that this (is/is not) a chemical reaction because
____________________________________________________
____________________________________

e When you fry an egg it turns white and goes solid. You can tell that
this (is/is not) a chemical reaction because
____________________________________________________
__________________________________

9
10
7Fe/4 Reactions summary (NOT
DONE)
Cut out these statements. Choose the statements that help you to summarize
what you have learned in this unit. Number the statements in a sensible order, ,
or use them to help you to write your own summary of the unit.
A physical change is usually reversible.

Hydrogen explodes with a squeaky ‘pop’ if you put a lighted splint into it.

You can tell if a reaction has occurred if the temperature or colour changes, or
a gas is given off.

Some metals do not react with acids at all.

Rocks like limestone contain a chemical called calcium carbonate.

Hydrogen is lighter than air, and rises up out of a test tube.

You can see bubbles when an acid reacts with a metal.

Fossil fuels contain carbon, which combines with oxygen from the air when they
burn.

The fizz in fizzy drinks is carbon dioxide.

Fossil fuels contain carbon.

Chemicals called carbonates are found in rocks, some cooking ingredients, and in
some indigestion tablets.

Some metals can burn.

Acids react with some metals to give hydrogen gas.

When acids react with carbonates a gas called carbon dioxide is given off.

A chemical reaction is usually irreversible.

Fossil fuels produce carbon dioxide gas and water when they burn.

A chemical reaction makes new materials, called the products of the reaction.

When you add an acid to a carbonate you can see bubbles.

When metals burn they form metal oxides.

Carbon dioxide turns limewater milky.

11
12
7Fa/4 Reaction or no reaction? 2 L3
HOMEWORK
1 In the passage below the words in italics are anagrams – the letters have
been jumbled up. Copy out the passage with all the words spelt correctly.
When fireworks go off, you see coloured thligs and hear loud bangs. These
changes show that chemical snoriacte are happening. New busnatsces are
always formed in a mechalic reaction, and it is usually very difficult to
servere the nortiace. Chemical changes are usually mantenrep changes.
When a chemical reaction happens, there may be a roclou change or a
change in permteartue, and sometimes a sag is given off.
Not all changes are mechalic changes. A shlicpay change is one that can be
deserver fairly easily. When ice stelm no wen substances are formed. This
is a shlicpay gencah, because the tarew can be made back into cie quite
easily.
2 Look at each of the situations below. Decide whether or not each one is a
chemical reaction. Explain why you have come to your decision.
a If you put some water into a freezer, it turns to ice.
b Bananas turn black if you leave them in a warm cupboard for a week.
c Some white powder from your kitchen fizzes when you put it into
vinegar.
d When you boil water in a kettle, some of it turns to steam.
e When you fry an egg it turns white and goes solid.
f Your ice cream melts and runs over your hand.

[ knowledge, literacy ]

13
 7Fd/1
Burning copper 1 oxidation L3a
Copper is a metal which reacts with the oxygen in the air when it is heated strongly.

Prediction
I think that if I weigh a piece of copper and then heat it strongly in the air, the mass
of the piece of metal will ______________ (stay the same/go up/go down).I think this
because
_________________________________________________________________
14
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________ .

Apparatus
• Bunsen burner
• Heat-proof mat
• Tongs
• Copper foil
• Ruler
• Eye protection

Wear eye protection.

Method
1 Collect a piece of copper foil and weigh it accurately on a top pan balance.
Record the mass in the first column of the table.
2 Look carefully at the surface of the piece of copper and write down what it
looks like.
3 Measure the size of your piece of copper metal in mm and record it in the
table.
4 Now hold the piece of metal in a pair of metal tongs, and heat it strongly in
the flame of a Bunsen burner for about 3 minutes.
5 After 3 minutes, place the piece of copper onto the heat-proof mat and let
it cool down (be careful that none of the copper or any other chemical falls
off!).
6 When it is cool, find the new mass of the copper metal and complete the
last column of the table.

15
Recording your results
Complete

Observations Before experiment After experiment

Mass of copper metal (g)
Shiny/not shiny
Colour of copper metal
Texture of surface of metal
Size of copper metal (mm  mm)

Considering your results/conclusion

From my results I can see that after I had heated the copper metal the mass had

_______________________ (gone up/stayed the same/gone down).

I think this happened because:

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________ .

16
7Fd/8 A closer look at a chemical reaction
HWK L8

This experiment was set up to find out what happens when copper is heated in air.
Some powdered copper was put into a tube. The mass of the tube was measured. The
tube was then heated.

The air in the syringes was passed over the copper while it was being heated like this.

Each time air was passed over the copper, the volume of air in the syringe was
measured.

At the end of the experiment the copper had changed colour from brown to black, and
the mass of the tube was measured again.

Results
Mass of empty tube = 20.54g

Mass of tube + copper = 20.66g

Mass of tube + copper after heating = 20.69g

Number of passes Volume of gas (cm3)

0 (start) 100
1 92
2 87
3 84
4 82
5 81
6 81
7 80
8 80

17
 9 80
10 80

1 Suggest two things that tell you a chemical reaction has taken place.
2 Plot a line graph to show the volume of gas after each pass. Join up the
points with a smooth curve.
3 Is the reaction finished after four passes of air over the copper? How do
you know?
4 How do you know that the reaction has finished after 10 passes of air?
5 The black solid is called copper oxide. Which gas in the air do you think has
reacted with the copper to form the copper oxide?
6 a Does the mass of the copper go up or down when it reacts?
b Explain why this change occurs.
c If you carefully measured the mass of the whole apparatus, including
the syringes, before and after the experiment, would you expect the
mass to go up, go down or stay the same? Explain your answer.
7 Calculate:
a the mass of copper that was used
b the change in mass that took place when the copper was heated
c the percentage change in mass.

18
7Fe/1 Burning fuels 1 combustion
What happens when different fuels burn?
Label the diagram using words from the list below.

delivery tube bung suction pump glass thistle funnel U-tube large beaker
iced water boiling tube limewater thermometer candle

Recording your results

Now write the results from your experiment in the table below:

Observation Before experiment After experiment

Appearance of fuel
Appearance of limewater
Appearance of U-tube
Temperature shown on
thermometer (°C)
Considering your results/conclusion
Use your results, and the words in the box, to help you fill the gaps in these sentences.

When the fuel was burning, I saw ____________________ . A chemical _____________________ took
place and _____________________ materials were made. This experiment shows me that burning a
_____________________ produces _____________________ and ____________________
_____________________ .

It also gives out _____________________ . The reaction is ____________________ because we could

not get the _____________________ back, even if we put the water and carbon dioxide together again.

water new irreversible carbon dioxide fuel reaction energy

[ observing, considering ]

19
20
7Fe/6 Word equations for burning fuels L6
homework
1 When a candle burns, a chemical reaction happens.

Fill in the boxes and the gaps in the sentences, using words from the list.

This type of reaction is called a _________________ reaction. It is

_________________ (cannot be reversed). The candle wax is the
_________________ and oxygen comes from the _________________ .

air candle wax carbon dioxide combustion energy

21
 fuel irreversible oxygen water
2 Now complete these word equations for the combustion of different materials.

a wood +  + (+ )

b natural gas (methane) +  + (+ )

c ethanol +  + (+ )

22
Completing word equations - homework (see
powerpoints for anaswers)

Word equations are used to describe chemical reactions.

Look at the word equations below. In each case complete the word equation by adding the name of the
missing substance. (Explain your answers.)

Reactions of Acids and Alkalis

1. nitric acid + potassium hydroxide → ________________ + water

I think this is the answer because

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. zinc + _________________________→ zinc nitrate + copper

I think this is the answer because

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________
_________________________________________________________________________

3. ____________________+ zinc carbonate → zinc sulphate + water + carbon dioxide

I think this is the answer because

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Calcium + chlorine →_________________________________

I think this is the answer because

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
_________________________________________________________________________

5. magnesium + hydrochloric acid → ________________________ + hydrogen

I think this is the answer because

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

23
 Word equations – the reaction between acids and metals

When an acid reacts with metal, a salt and hydrogen are produced:

acid + metal→ salt + hydrogen

for example nitric acid + calcium → calcium nitrate + hydrogen. The salt that is produced
depends upon which acid and which metal react.

2. Complete the following word equation (acid + metal → salt + hydrogen)

hydrochloric acid + ____________→ calcium chloride + hydrogen

Word equations – the reaction between acids and metal carbonates

When an acid reacts with a metal carbonate, a salt, water and carbon dioxide are produced:

Acid + metal carbonate → salt + water + carbon dioxide

e.g sulphuric acid + zinc carbonate → zinc sulfate + water + carbon dioxide The salt that is
produced depends upon which acid and which metal react.

Complete the following word equation

(acid + metal carbonate → salt + water + carbon dioxide )

1. hydrochloric acid + magnesium carbonate →

________________ + water + carbon dioxide

24
 Word equations – displacement reactions

When a reactive metal is added to a solution containing the salt of a less reactive metal, a
reaction occurs. See if you can complete the following word equations (Hint – look for the
patterns). eg magnesium + iron chloride → magnesium chloride + iron

1. magnesium + iron nitrate → magnesium nitrate + ______________

2. magnesium + ________________ → magnesium sulfate + zinc

3. _______+ copper sulfate → magnesium sulfate + __________

4 zinc + ___________ → zinc sulfate + copper

5. zinc + iron chloride → _______+ ______________

6. zinc + __________ → zinc sulfate + iron

7. _______ + _________ → zinc nitrate + copper

8. iron + copper sulfate → iron sulfate + ________________

9. iron + copper nitrate → __________ + ______________

Word equations Reactions of metals and non metals

When a metallic element reacts with a non-metallic element a compound is produced. The name
of the compound contains the name of the metal and the altered name of the non-metal.

1. Complete this summary: When oxygen reacts with a metal, the compound is called an oxide.
When chlorine reacts with a metal, the compounds is called a chloride. When
___________________ reacts with a metal, the compound is called a sulfide. When fluorine
reacts with a metal, the compound is called a ___________________.

2. Complete the following word equations:

a) sodium + iodine → _________________________

b) nickel + sulfur → ______

c)___________________ + bromine → calcium bromide

25
Word equations More Practice

Look at the word equations below. In each case complete the word equation by adding the name
of the missing substance. (Explain your answers.)

1. sulfuric acid + sodium hydroxide →____________ + water

I think this is the answer because

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. iron + ______________________→ iron chloride + copper

I think this is the answer because

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. _______ acid + magnesium carbonate

→ magnesium chloride + water + carbon dioxide

I think this is the answer because

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. zinc + oxygen → _____________________

I think this is the answer because

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. calcium + nitric acid → _________________ + hydrogen

I think this is the answer because

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________

26
Endothermic and exothermic reactions
Procedure

Carry out the following reactions. Find out whether the reaction:

l gives out energy (exothermic), or l takes in energy (endothermic).

Experiment 1 A test for water

a Put a spatula measure of white, anhydrous copper(II) sulfate powder into a test-tube.

b Use a dropping pipette to add a few drops of water to the powder.

c Watch what happens and feel the bottom of the tube.

Observations

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________

Experiment 2 The sherbet mixture

a In a dry test tube, mix one spatula measure of citric acid with one spatula measure of sodium
hydrogencarbonate.

b Add about 2 cm3 water to the mixture.

c Watch what happens and feel the bottom of the tube.

Observations

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________

Experiment 3 Competition

a Put about 5 cm3 copper(II) sulfate solution in a test-tube.

b Using a spatula, add a small measure of powdered zinc. Stir with a glass rod.

c Watch what happens and feel the bottom of the tube.

Observations

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________

27
Earth Structure

28
Earth StructureTarget Sheet
Topic Targets Before the unit I have learned this I have revised this
Know the structure of the earth
Know what the crust is
Know what the mantle is
Know what the outer core is and
what its made of
Know what the inner core is and
what its made of
8Gb 1 Know what weathering means.
2 Know why rainwater causes
weathering.
3 Know what happens to limestone
when it is weathered.
4 Know what happens to granite when
it is weathered.
8Gc 1 Know how temperature changes can
weather rock.
2 Know how freeze–thaw action can
weather rock.
3 Be able to describe conditions when
freeze–thaw action will occur.
4 Understand the difference between
chemical and physical weathering.
8Gd 1 Know what sediment is.
2 Know about the transport of grains
by moving water.
3 Know what happens to pieces of
rock when they are transported.
4 Know why sediment is deposited.
8Ge 1 Know why sediment sometimes
forms layers.
2 Know how layers can form from
salty water.
3 Know what fossils are.
4 Know what coal, oil and natural gas
are made from.

29
8G Word Sheets
8Ga – Rock on

Word Pronunciation Meaning

crystals kris-tals Pieces of a mineral with sharp edges.
grain Tiny, rounded piece of rock.
interlocking When crystals fit together with no gaps between
them.
minerals The chemicals that rocks are made from.
mixture Two or more different kinds of mineral that are
not chemically joined to each other.
porous poor-us Porous rocks can soak up water.
texture The scientific word used to describe the shapes
and sizes of the crystals or grains in a rock.

8Gb – Out in all weathers

Word Pronunciation Meaning

chemical When rocks are broken up or worn away by
weathering chemical reactions, usually with rainwater.
weathered Rocks that have been worn away or broken up by
chemical, biological or physical processes.
8Gc – Hot and cold

Word Pronunciation Meaning

biological When rocks are worn away or broken up due to
weathering the activities of living things. For example,
growing plant roots can split rocks apart.
contract Get smaller.
erosion eh-rO-shun The movement of loose and weathered rock.
expand Get bigger.
freeze–thaw action A type of physical weathering that happens when
water gets into a crack in a rock and freezes. The
freezing water expands and makes the crack
bigger.
physical change fizz-ick-al A change that does not involve new chemicals.
Melting and freezing are examples of physical

30
 changes.
physical When rocks are worn away or broken up by
weathering physical processes such as changes in temperature.

8Gd – Go with the flow

Word Pronunciation Meaning

abrasion When rock fragments bump into each other and
wear away.
deposits When moving water drops rock fragments or
grains.
sediment Rock grains and fragments dropped on the bottom
of a river, lake or sea.
transport The movement of rock grains and fragments by
wind or water.

8Ge – Settling down

Word Pronunciation Meaning

coal A fossil fuel made from the remains of plants.
fossils Any sign of past life that has been preserved in a
rock.
natural gas Fossil fuel formed from the remains of dead plants
and animals that lived in the sea.
oil Fossil fuel formed from the remains of dead plants
and animals that lived in the sea.
salts Chemicals from rocks that have dissolved in
water.

31
8G Summary Sheets
Rocks and weathering

LESSON 1:
Rock textures
Rocks are made of grains. Each grain is made of a chemical called a mineral. The texture of
a rock depends on the size and shape of the grains.

Sandstone has rounded grains.

Sandstone is porous, because water can get into gaps
between the grains.

Granite has interlocking grains. The interlocking grains

are sometimes called crystals. Rocks with interlocking
grains are not porous.

Weathering
Rocks can be worn away by water or by changes in
temperature.

Chemical weathering happens when rainwater reacts with

minerals in the rock. Rainwater is slightly acidic, because
it contains dissolved gases.

Physical weathering can happen in different ways. The minerals in a rock expand if it gets
hot, and contract if it cools. These changes in size can produce strong forces. If the rock is
heated and cooled over and over again the forces can make cracks in the rock.

32
 Physical weathering can also happen if water gets into a
crack in the rock and freezes. Water expands when it turns
into ice, and makes the crack wider. This kind of physical
weathering is called freeze–thaw action.

Biological weathering is when rocks are broken up or worn away by plants and animals. For
example, plant roots can grow into cracks in rocks and make the cracks bigger.

Erosion and transport

Weathered pieces of rock fall to the bottom of cliffs. This
movement of bits of rock is called erosion. The bits of
rock can be transported away by streams and rivers.
Pieces of rock bump into each other while they are being
transported, and bits get knocked off them. This is called
abrasion. The bits of rock carried by a river are called
sediment.

Fast moving water can move larger pieces of rock than slow moving water. Rivers slow down
when they flow into a lake or the sea. The slow moving water cannot carry all of the
sediment, so some of it is deposited on the bottom. Sediments often form layers. Layers of
sediment can also form when sea water evaporates and leaves salts behind.

33
Sometimes dead plants or animals fall to the bottom of the sea. If their remains get covered
by other sediments they may form fossils. When a dead organism forms a fossil, its form can
still be seen because either it has not rotted away or its hard parts have been turned into stone.
Fossils can help geologists find out how rocks were formed.

If a lot of plant material is buried at once, it may turn into coal. When tiny sea plants and
animals get buried they sometimes turn into oil or natural gas. These are all fossil fuels.

The rock cycle

Rocks are made from a mixture of minerals. The shape of rocks can be changed by
weathering and erosion. Weathering can occur because of chemical, physical or biological
processes.

Sedimentary rocks
Rock fragments, formed as a result of weathering and erosion, are transported by rivers,
and the fragments get worn down. Small rock fragments are called grains. When the water
slows down, some of the grains are deposited at the bottom of rivers, lakes or seas, and form
sediment.

Layers of sediment collect on the sea bed, and the bottom layers get squashed. The grains of
sediment are forced closer together (compacted) and the water is squeezed out from between
34
the grains. Minerals in the sediment ‘glue’ the grains of rock together (cementation).
Eventually, sedimentary rock is formed. The composition of sedimentary rocks varies and
depends on the way they were formed. For example, there are different types of limestone –
chalk is formed from the shells of microscopic animals, coquina is formed from larger shell
fragments and oolite is formed from sediments deposited when sea water evaporated.

If any animals or plants get trapped in the sediment, they may form fossils.

35
Igneous rocks
Molten rock is called magma. If the
molten rock flows out of volcanoes it is
called lava. Igneous rocks are formed
when magma cools down.

Lava cools down quite quickly, and

forms igneous rocks with small crystals
(like basalt). Magma underground cools
down much more slowly and forms
rocks, like granite, with bigger crystals.

Metamorphic rocks
Sedimentary or igneous rocks can be changed by heat or pressure into new kinds of rock,
called metamorphic rocks. Metamorphic rocks have different properties from the
sedimentary or igneous rocks they were made from.

Type of rock sedimentary igneous metamorphic

Examples limestone, sandstone, basalt, granite marble, quartzite, slate,
mudstone, chalk gneiss
Grains or crystals? separate grains crystals crystals – often in bands of
different colour
Hard or soft? often soft or crumbly hard hard
Porous? often not usually not usually

The rock cycle

The Earth is continually changing. Rocks are weathered and eroded and new rocks are being
formed. The processes which make rocks, weather them and change them are linked together
in the rock cycle.

36
The Structure of the Earth LESSON 2
WORKSHEETS

37
 1. Use the words in the box to complete the sentences below.

Earthquakes core plates volcanoes mantle crust boundaries

The outer layer of Earth is called the _______________. It is made up of tectonic

_____________. Just underneath the crust is the ________________ and right
in the middle is the _____________. Colliding plates produce ______________
and ________________ at the plate ________________.
2. Draw a line to form six correct sentences from the fragments below. One has
been
The crust is made of iron and lies at the centre

Plate boundaries are under the oceans

The core is between the crust and the core

The mantle carry the continents

Oceanic plates is a thin rocky layer at the surface

Continental plates are where many earthquakes happen

3. Complete each of these sentences by putting a ring around the correct word.

 The innermost/outermost layer of the Earth is called the crust. It is made of

bionic/tectonic plates.
 In the middle/at the edge of the Earth is the core.
 The core is made of iron/lead and is very dense.
 Earthquakes/eclipses occur at plate boundaries. They are caused by plate
movements/global warming

4. Read each statement and decide if it is true or false.

 The earth has an iron mantle.

 The crust is made of tectonic plates.
 Volcanoes cannot exist in the ocean.
 Volcanoes and earthquakes occur in the lithosphere.
 America and Europe are moving apart.
 The mantle surrounds the iron core.
 Oceanic plates lie under the oceans.

38
 Oceanic plates are measured in seismic waves.

LESSON 2: Homework
5. Using the information below, draw a poster sized, scale drawing of the Earth.

 The centre of the Earth is 6370km down.

 The continental crust is 25km thick at its thinnest point and 90km thick at
its thickest point.
 The lithosphere is about 200km thick.
 Underneath the lithosphere is the main mantle.
 The outer core starts at 2900 km down.
 The outer core is liquid and made mainly of iron.
 The inner core starts 5155km down.
 The inner core is solid and made mostly of iron.

39
8Ga1 Looking at rocks LESSON 1
PRACTICAL
Rock Colour Size of grains Are the grains Do the grains Sketch of rock
shiny? fit together? texture

40
[observing]

8Gc3 Physical or chemical weathering?

L8 Worksheets/homework
When chemical weathering happens, a rock reacts with a chemical such as acid in rainwater.
A new substance is made.

When physical weathering happens, no new substances are made. The rocks do not change
into a new substance, but they are

Biological weathering is when living things cause rocks to break apart or wear away.

For each diagram, decide what is causing the weathering, and if it is an example of chemical,
biological or physical weathering. Fill in the gaps in the sentences using words from the box.
You may need some words more than once.
41
1 _______________ changes can cause 2 _______________ roots can cause

_______________ weathering. The rock _______________ weathering. The plant

_______________ during the day when it _______________ grow into small

is hot and contracts when it is _______________ in the rocks, and push

_______________ at night. the sides of the cracks apart when they

_______________ bigger.

3 _______________ – _______________ action can

cause _______________ weathering.

Water in in the rock expands when it

_______________ and makes the crack bigger.

42
4 _______________ can cause _______________

weathering. The _______________ in the

rain dissolves parts of the rock. This process is

speeded up if the rain contains a lot of acid.

Rain like this is called _______________

_______________ and can be caused by burning

_______________ fuels.

acid biological chemical cold cracks expands

fossil freezes freeze–thaw grow physical plant
rain roots temperature water

43
8Gc5 Heating and cooling - LESSON 8
Repeated heating and cooling of rocks can cause cracks to form. This often happens in desert
areas where there are large temperature changes between day and night.

44
 During the day, the outer part of the rock heats
up more quickly than the inside, and expands. At
night, the outer part of the rock cools and
contracts. The continual expansion and
contraction eventually causes cracks in the rock.

Some of the cracks are parallel to the

surface, and some are at right angles
to it. The outer part of the rock breaks
into layers. This kind of weathering
is sometimes called exfoliation.

1 Why doesn’t the whole rock heat up during the day? Use the word ‘conductor’ in your
answer.
2 The cracks parallel to the surface are caused by the expansion of rock during the day.
Look at the diagram above, and write an explanation of how this happens.
3 Explain how the cracks at right angles to the surface are formed. Use diagrams similar
to the ones above to help you to explain.

Water can get into cracks in rocks. When water freezes, it forms ice. Ice is a very unusual
solid. Most solids contract as they cool down, but as water cools down from 4 °C to 0 °C, it
expands.
A lump of ice has a bigger volume than the liquid water from which it was made.

4 Draw a series of labelled diagrams to explain how freeze–thaw weathering happens.

5 Physical and chemical weathering happen at different rates in different parts of the
world. They depend on the maximum temperature (chemical reactions happen faster
when it is warm), the minimum temperature, the temperature difference between day
and night, and the amount of rainfall. Which combination of conditions would make
these types of weathering happen fastest? Explain your answers.
a chemical weathering
b freeze–thaw action
c exfoliation

8Gd3 Moving grains 1 LESSON 10

45
Fill in the gaps using words from the box at the bottom of the
page. You may need some words more than once.

1 Chemical and ________________ weathering attack

rocks. Rock fragments break off and ________________

to the bottom of the cliffs. Some rocks roll down the

slope into streams or ________________ .

2 Rock fragments are ________________ (carried away)

by the river. Big rocks do not move very far, but

________________ grains can be moved a long way.

The

rocks ________________ into each other and get

________________ away. This is called

________________ . The pieces of rock in the river get

smaller and smaller.

3 When a river flows into a ________________ or the sea

it ________________ down. The water cannot

________________ all the rock grains, so they are

________________ (fall to the bottom) and form a layer

of ________________ .

abrasion bump carry deposited fall lake physical

rivers sediment slows small transported worn

46
47
48
8Ge1 Key ideas - L10 WORKSHEETS
Cut out these cards, and match them up into pairs. Stick the correct pairs into your book.

[ knowledge, revision ]

----------------------------------------------------------------------------------------------------------------------

Rainwater is slightly acidic,

and can react with the
minerals in rocks.

Remains of plants and When the roots of plants get

animals sometimes get buried bigger they can crack rocks
in sediments and can form apart.
fossils.

Mud and sand are deposited

as the river slows down.

Stones bump into each other Water gets into cracks in

as they are carried along by rocks and expands when it
water, and become smaller freezes, eventually breaking
and more rounded. rocks apart. Rock fragments
fall to the bottom of cliffs.

49
50
8Ge2 Rocks revision - LESSON 10
Complete these sentences using words from the box.

acidic animals big bump cracks deposited evaporates

expands fossils freeze–thaw grains interlocking layers
minerals physical porous react rocks shape temperature
transported water weathering worn

Rocks are made up from mixtures of ________________ . The

texture of a rock depends on the size and ________________ of

the grains. Rock A has ________________ grains. Rock B has

rounded ________________ . Rocks like this are often A B

________________ .

Rain is naturally ________________ , and can react with the minerals in

________________ .

Some rocks, like limestone, will slowly ________________ with rainwater. This is called
chemical
51
________________ . ________________ weathering is caused by changes in
________________ .

Temperature changes have bigger effects when

________________ gets into cracks in rocks. Water

________________ when it freezes, and can widen the

________________ . This is called ________________

________________ action. Rock fragments can be

________________ by flowing water. Small fragments are carried further than ________________

ones. The rock fragments ________________ into each other and get ________________ away

while they are being transported. The rock fragments are ________________ when the river slows

down. Sediment often forms ________________ . Sediment can also be formed when water

________________ and leaves salts behind. Parts of dead plants or ________________ can

sometimes be preserved as ________________ .

[ revision, literacy ]

52
8Ge3 Rocks crossword
53
Fill in the correct words on the crossword grid, using the clues below.
1

2 3

5 6

7 8

10

11

12

Across
2 This kind of weathering happens when ice forms in cracks in a rock.
8 Rainwater is naturally acidic because carbon ____________ dissolves in it.
10 A chemical compound that forms part of a rock.
11 Remains of plants or animals sometimes found in rocks.
12 This kind of weathering is caused by changes in temperature.
Down
1 Bits of rock are____________ , or carried along, by moving water.
3 Rocks ____________ , or get bigger, when they are heated.
4 The small pieces that make up a rock are called ____________ .
5 Bits of rock are ____________ when water carrying them slows down.
6 ____________ rocks can absorb water.
7 This kind of weathering is caused by acidic rainwater.
9 Sediment often forms ____________when it falls to the sea bed.

Rearrange the letters in the shaded boxes to make a word. _______________________

Write your own clue for this word

__________________________________________________
___________________________________________________________________________
____

8Ge5 Evidence from the rocks

54
 We can find out what the landscape and
climate were like millions of years ago using
evidence from rocks and fossils. Geologists
know that some kinds of rock are only formed
under water, some are formed in swamps or in
river deltas (where the river slows down as it
enters the sea, and drops the mud and sand that
it is carrying), and so on.

Fact file
• Coral only lives in warm waters.
• Coal is formed when trees and other
plants are buried under sediments. This
often happens when swamps are flooded.
• The shells found in one layer of
mudstone are from animals that only live
in the sea.
• Rocks formed from ancient sand dunes
have sets of curved layers in them, called
cross-bedding, formed as the wind
changed the shape of the dunes.
• Coal often contains fossils of plants that
would have grown in tropical climates.
• Shale forms when mudstone is squashed.
• Crinoids are sometimes called sea lilies.
They lived in clear, shallow water. This diagram shows the sequence of rocks found
• Mudstone can be formed in river deltas at Stanston in the UK.
or under the sea.

1 Which is the oldest rock here: the sandstone or the shale? Explain your answer.
2 Which layer (or layers) of rock formed beneath the sea? Explain your answer.
3 Which layer (or layers) of rock formed from sediments deposited on land? Explain your
answer.
4 a Which layers can tell us about the climate when the rocks were forming?
b What was the climate like for each of those layers?
5 Why do you think the layers of rock are different thicknesses? Give as many reasons as
you can.
6 Describe what could have happened at Stanston over millions of years to form the
sequence of rocks shown.

[ knowledge, literacy ]

55
8Ha2 Sedimentary rocks 1 - if have
time
Apparatus
• Hand lens or microscope • Sedimentary rock samples

Sedimentary rocks are formed when layers of sediment are compacted (squashed) and
cemented (glued) together. As they are all formed in the same way, we might expect them to
have similar properties.

You are going to examine and test different sedimentary rocks to find out what features they
have in common.

Recording your results

Name of Colour Texture Grains obviou
sedimentary rock grains not obvi

Considering your results/conclusions

From my observations, I can see that sedimentary rocks have these features in common:

a__________________________________________________________________________
____________________________________

______________________________________________________________________
________________________________________

______________________________________________________________________
________________________________________

[ observing, considering ]

56
8Ha5 Sedimentary rocks 2 - LESSON
10
This picture shows layers of sedimentary rocks in a cliff face. Each rock layer has been
drawn using a different symbol for each type of rock.

1 Fill in the gaps using words from the box. You may need to use some words more than
once.

Over a _________________ period of time, layers of _________________ collect on

top of each other. The newer layers on top _________________ the layers of
sediment below them.

This forces the _________________ closer together. The water gets squeezed out from

between the _________________ and they get ‘glued’ together by chemicals that had
been in the _________________ . Sedimentary _________________ is formed.

Some sedimentary rocks are made from small grains such as _________________ .

57
Others, like conglomerate, are made from _________________ grains such as gravel or
stones.

dissolved grains large long sand sediment squash rock

water

58
2 This key shows what symbols are used to show
different types of rocks.
Look at the diagram on the first page.
What sort of rock forms:
a the oldest layer
___________________________________
b the youngest layer
___________________________________
c the greatest number of layers
___________________________________
d the most common type of rock in the
cliff face?
___________________________________

3 A sandy sea bed was covered by a thick layer of sea shells from dead sea creatures.
This layer of shells was covered by a layer of clay from a huge landslide. Gravel and
some large boulders then covered this layer. Over millions of years all these layers were
turned into rock.
Fill in the diagram below with correct symbols for each rock layer.

4 Why do you think scientists often show different types of rock with symbols rather than
just

drawing what the rock looks like?

_______________________________________________

______________________________________________________________________
____

59
 ______________________________________________________________________
____

[ knowledge, literacy ]

8Hb2 Limestone gridword

60
This is a slightly more difficult type of puzzle!

1 Write your answer to the clues on the lines.

2 Using a pencil put the words into the grid. You will notice that there are no numbers for
the clues or on the grid. You have to get the words to all fit into the grid!

All rocks are made of these chemicals.

___________________________________________
Limestones react with these chemicals to produce carbon dioxide.
______________________
Many limestones are formed from these. They are the things that many small sea
creatures live inside. ______________________________
Most limestones are basically this colour (although some contain other minerals which
make them different colours). ______________________________
The first word of this chemical compound is ‘calcium’. It is the chemical found in all
limestones. ______________________________
These are the remains of dead plants and animals that have got buried in a layer of rock
grains and turned into rock. ______________________________
This is a type of limestone which used to be very common in school classrooms.
This is a type of sedimentary rock. ______________________________
This is a word which refers to any rock that has been formed from layers of grains
which have been deposited and then squashed. ______________________________
This is the name given to the particles that make up a rock. They can be rounded or
interlocking. ______________________________
[ knowledge, literacy ]

8Hd1 Investigating crystal size 1 - L3 _

4 PRACTICAL
Method
Complete the gaps in the following sentences using the words from the box. You may need to
use some words more than once.

61
 cooled crystals fridge hot salol

Rock is very difficult to melt, so I used some____________ instead. This melts easily and
can be down so that it makes ____________ in the laboratory.

I took some of the ____________ liquid and let it cool down slowly on a warm watch glass. I
also put some of the ____________ liquid in a ____________ so that it would cool down
quickly.

Recording your results

Draw what each of the crystals looked like after they had cooled.

Cooled slowly. Cooled quickly.

Considering your results/conclusion

From my results I can see that the crystals which are made when the chemical cools quickly
are (smaller/bigger) than the crystals made when it cools slowly. Slow cooling makes
______________ (big/little) crystals; quick cooling makes ______________ (big/little)
crystals.

Imagine you are being interviewed about this

experiment on TV. Complete the interview using
information from your experiments.

Scientists have made a major break-through in

their understanding of the structure of the
Earth. Careful observation and recording of
data has enabled a leading team of scientists to
describe how granite was formed and why
different pieces of granite have different sized
crystals in them. We interviewed one of the
scientists who said …

‘Granite, an ______________ (igneous/sedimentary) rock, is made when molten rock cools

down.

Different pieces of rock have different sized crystals in them. I think that the
______________
(big/little) crystals were made when the molten rock cooled down ______________

62
(slowly/quickly) and that the ______________ (little/big) crystals have been made when the
molten

rock cooled down more ______________ (slowly/quickly).’

[ observing, considering ]

63
 8
Hd3 Density of igneous rock - not done
(maybe at the end if we have time)
64
You are going to compare the densities of some igneous rocks. The density of a material is
the mass (in grams) of one cubic centimetre (1 cm3) of that material.

density (g/cm3) = mass (g) / volume

(cm3)

Apparatus
• Samples of granite and gabbro
• Large plastic measuring cylinder (or displacement can and large bowl)
• Accurate top pan balance

Different rocks contain different minerals, some of which are more dense than others. Granite
and gabbro are igneous rocks which have different densities.

Experiment 1: Finding the density of granite and gabbro

Method
1 Select a dry piece of granite and use a top pan balance to find its mass in grams. Draw a
results table like the one below and record the mass.
2 Place 100 cm3 of water in a large plastic measuring cylinder. Record the volume of
water in your results table.
3 Carefully place your piece of granite into the water in the measuring cylinder. Record
the new volume in your table.
4 Calculate the volume of the piece of granite (Hint: The volume of the piece of granite
will be the increase in volume shown on the measuring cylinder). Record the volume of
the granite in your table.
5 Calculate the density of the granite and write it in your table.
6 Repeat steps 1 to 5 using a piece of gabbro.

Recording your results

Considering your results/conclusions

1 Which rock has the highest density: granite or gabbro?
2 Both of these rocks are igneous rocks. Why do they have different densities?

65
8Hd4 The changing Earth - start L4
Cut out the labels at the bottom of the sheet, and stick them into the correct places on the
diagram.

[ knowledge ]

----------------------------------------------------------------------------------------------------------------------

mantle igneous quickly magma slowly

igneous lava small large volcano

66
8Hd5 Igneous rocks - L3 HOMEWORK -
don't use
1 Write the answers to these clues in the grid.
a An igneous rock with large crystals.
b Liquid rock.
c The layer of hot rock under the crust of the Earth.
d If a rock gets hot enough it will _______________ .
e This is where magma escapes through the crust of the Earth.
f The solid part of the Earth, on which we live.
g An igneous rock with small crystals.
h Size of crystals made by slow cooling.
i Lava on the surface of the Earth _______________ down quickly.
67
 j These are different sizes of these in different igneous rocks.

a
2 Write out the letters in the
b
shaded boxes, and add the last
c missing letter.
d
e
f
g
h
i
j

______________________________________________________________________
____

3 Now write a clue for these words.

______________________________________________

______________________________________________________________________
____

[ knowledge, literacy ]

68
8He3 The rock cycle 1 - do not use
Cut out these sentences. Match the pairs, and put them in the correct order to describe the
rock cycle. Stick them into your book.

[ literacy, knowledge ]

----------------------------------------------------------------------------------------------------------------------

Small fragments of rock get transported away … If the rock is heated enough, it melts …

… are deposited at the bottom of the river. The layers of sediment gradually get squashed …

… through cracks and volcanoes. … igneous rocks.

… metamorphic rock. … squashed under the surface of the Earth.

… and are changed into metamorphic rock. Some magma rises to the surface of the Earth …

When the river slows down, the bits of rock … Over many years, these bits of rock …

Some igneous rocks get buried and squashed … Rocks get weathered by chemical …

… and eventually form sedimentary rock. Some sedimentary rocks get heated and …

When the magma cools, it forms … … and forms magma.

… build up to form layers. … and physical weathering.

This changes the rock into … … from rock faces by rain, streams and rivers.

69
70
8He4 The rock cycle 2 - LESSON 11
Cut out the labels below and stick them on this diagram to show the rock cycle.

[ knowledge ]
----------------------------------------------------------------------------------------------------------------------
Lava cools quickly on the Magma rises to the surface Rocks get weathered by Some igneous rocks are If the rock is heated enough,
surface to form igneous of the earth. chemical and physical changed into metamorphic it melts and forms magma.
rocks with small crystals. weathering. rock.

Some magma gets trapped, The layers of sediment Small fragments of rock get
and cools underground to gradually get squashed and transported away from rock
form igneous rocks with eventually form sedimentary faces by rain, streams and
large crystals. rock. rivers.

71
Some sedimentary rocks get heated
and squashed under the surface of
the Earth. This changes the rock
into metamorphic rock..
volcano
When the river slows down, the
bits of rock are deposited at the
bottom of the river, or sea. Over
many years, these bits of rock
build up to form layers.
72
 eoi

8H Quick Quiz
On your answer sheet, write in or circle the correct letter for each question.
8Ha
1 Which of these is an example of a sedimentary rock?
A soil
B sandstone
C gravel
D tarmac

2 Which of these sentences best describes a characteristic of all sedimentary rocks?

A They are porous.
B They never contain fossils.
C They are very smooth.
D They taste sweet.

3 Which sentence best describes the pressure on different layers of rock?

A The pressure will be greatest on the youngest layer of rock.
B The pressure will be greatest on the oldest layer of rock.
C The pressure will be greatest on the middle layer of rock.
D The pressure will be greatest on the highest layer of rock.

4 Sedimentary rock is formed as grains of rock which get fixed together by:
A compaction and cementation.
B squeezing the dry rock grains together.
C adding clay particles.
D adding water to the mixture.

8Hb
1 Rocks are:
A solutions of minerals.
B compounds of minerals.
C mixtures of minerals.
D elements.

2 The word ‘limestone’ refers to:

A rocks which all contain sand.
B rocks which are mainly made of calcium carbonate.
C hard parts found inside certain green fruits.
D rocks that do not contain calcium carbonate.

3 Limestones can have different textures because:

A they contain slightly different minerals.
B some of them have been weathered.
C they are made from rock.
D they are made in different factories.

73
4 Limestones are carbonate-rich. This means that they:
A are very expensive.
B contain a lot of carbonate compounds.
C are attracted to carbonate compounds.
D react with carbonate compounds.

8Hc 1 The word metamorphic means:

A deposited.
B crushed.
C changed.
D sedimentary.

2 Which of the following statements is true?

A Marble is formed from limestone.
B Marble is not a metamorphic rock.
C Slate is formed from granite.
D Gneiss is formed from marble.

3 Which statement describes some of the ways in which metamorphic rocks are different
from sedimentary rocks?
A Metamorphic rocks do not contain crystals and are very porous.
B Metamorphic rocks are softer, more porous and have large grains.
C Metamorphic rocks may be harder, less porous and have crystals which may be
lined up.
D Metamorphic rocks are softer, less porous and may contain clear fossils.

4 Metamorphic rocks are formed by the effects of:

A the high pressure and low temperature inside the Earth.
B the high pressure and high temperature inside the Earth.
C the low pressure and high temperature inside the Earth.
D the low pressure and low temperature inside the Earth.

8Hd 1Which of the following is an igneous rock?

A granite
B chalk
C slate
D sandstone

2 Igneous rocks are formed when:

A magma or lava is put under pressure.
B magma or lava cools down.
C magma or lava is heated up.
D magma or lava evaporate.

3 When an igneous rock is forming:

A large crystals will form if the magma heats up quickly.
B small crystals will form if the magma cools slowly.
C large crystals will form if the magma cools slowly.
D small crystals will form if the magma evaporates quickly.
74
4 According to the particle theory, large crystals will form if:
A the particles have time to collect together before they cool.
B the particles are kept as far apart as possible.
C the particles have time to collect together before they melt.
D the particles cool quickly and don’t have time to move apart.

8He 1 Which of these sentences about the rocks of the Earth is true?
A The rocks have been exactly the same since it was formed.
B The rocks changed when the rock cycle started 10 000 years ago.
C The rocks have always been changing very quickly.
D The rocks have always been changing very slowly.

2 Which of the following is not part of the rock cycle?

A respiration
B weathering
C rocks getting buried underground
D volcanoes erupting

3 Evidence that rocks melt during the rock cycle comes from:
A scientists who think rocks are liquids.
B observations of erupting volcanoes.
C experiments to heat lumps of rock.
D observation of lumps of sedimentary rock.

4 Rocks are weathered by:

A physical processes only.
B chemical and physical processes only.
C biological processes only.
D biological, chemical and physical processes.

75