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

ProximaCentauri (4light-years), 1997ff(10.000mill l-y)o Inner planets: rocky, small, hot, little gas (CO2, O2)o Outer planets: liquid/gas(H,He), big, cold, with ringso Dwarf planets (pluto, ceres, eris), o Meteorite: rock from /in space

Comets (ice, long orbit; close to the sun = with a tail of evaporating ice)

Asteroids (no ice, irregular)o Shooting star (asteroid burning as it enters our

atmosphere)• 2Outer space:

o Stars & Black holes (what’s left after a star exploding)o Galaxies (many stars, Eg Milky Way) & Nebulas

(gigantic clouds of dust & gas). Constellation: a drawing people imagine in the sky using stars.

o Clusters (many galaxies)o Universe (all)

• 3Movements:o Rotation: round an axis (eg Earth round itself). This

causes the day & night.o Nutation: wobbling of the axiso Precession: change of direction of the axis because of

revolution. This causes the seasons.o Revolution: an orbit in ellipses (eg Earth round sun).

The far planets have the longest revolutions. Ecliptic: the plane of the orbit.

• 4Measurements:o Astronomical unit (AU): distance Earth-Sun (150mill km)o Light-year: distance light travels in 1 year

(9.500000000000km).• Layers of Earth:

o Atmosphere, hydrosphere (fresh & sea water), biosphere

o Geosphere: inner core (hot, solid,Fe+Ni), outer core (liquid), mantle (semisolid), crust (oceanic Basalt, continental Granite).

• Theories of the solar system:o Geocentric: Earth is in the centero Heliocentric: the sun is the center

Kuiper Belt(source of asteroids)

Oort Cloud (outside)(source of ice comets)

Dwarf planet!Last planetRotates horizontally!

Big rings!

Biggest, most satellites

CO2, red, little atmosphere

Life!

Rotates in opposite direction!

Smallest, closest to sun

Universe & Earth

Exercises1. Make a list of the planets in the correct order• Write your complete galatic address• Think what planet can have the longest orbit in the solar system.• If Mercury is 0.4AU from the sun, express this in km. How many AU is

the Earth from the sun?• Calculate how many km is a light day.• Explain why in Venus a day is longer than a year• What is an orbit?• Why do we use light years for measuring in astronomy?• What do you cal lthe plane where planets orbit the sun?• Which planet has a) Big rings b)Big size c)Life d)Opposite rotation

e)Horizontal rotation• On Earth, where does the sun rise, East or West? And in Venus? Why?• Explain the difference between the geocentric and heliocentric theories.• What 2 movements do ALL planets have?• Why does a comet have a tail? When it travels far away from the sun,

will it still have a tail?• Which is our natural satellite? And our galaxy? And our cluster?• Draw a diagram of Earth and 1 person standing on each pole.• Many planets have atmospheres with acids. Could humans live there?

What would we need to do to survive?• Explain the difference between a new and a full moon. • If the moon shines on the left when you look from the vNorth Pole, what

side shines when you are on the South Pole?• Earth has 2 main energy sources: sunlight and gravity. Which makes

the nucleus hot?• List the different places of the Earth where we find water.• What are they made of: a)inner nucleus b)continental crust c)oceanic

crust• Define solstice and equinox. Why are there two of each?• Why is the sun more perpendicular at noon (12:00) in summer than

winter?• Why do we never see the dark side of the moon?

Projects, tasks & Experiments1. Summer: Make a project on the solar system

(1page per planet; image+size+conditions+proximity).

• Make a constellation on a black piece of paper, then shine it on the roof

• Make a model of the Earth & Moon using polyestirene balls. Paint continents, oceans and a triangle with the layers. Explain layers, day/night, moon phases and seasons in front of the class.

• Make a model of the solar system to scale in the patio using peanuts, a ball, pins, peppercorns, and chesnut.

• Investigate what the words mean and draw a continent+ocean with plains, mountain ranges, continental shelves, ridges, trenches, abyssal plains, and volcanic archipielagos.

• Make a model of Earth’s layers: shake and let settle a mixture of sand, water, and oil

• Investigate and describe a satellite made by human beings.

• Investigate and explain if life would be possible on Mars.

• Investigate and copy Jupiter’s conditions. Then invent and draw an alien that lives in Jupiter. Explain what characeteristics it has for surviving in Jupiter’s conditions.

• Investigate what is your horoscope, and copy what is the symbol and it’s constellation (stars).

TRANSVERSAL: Probabilities of aliens? If aliens are very different, will we recognise them as live beings? Black holes. Ethic to build spaceships if hunger in Kenia? What was before/after universe? Parallel universe theories. Timetravel paradoxes (nothing moves faster than light). Could we survive if Sun disappears? Artificial satellites are watching us all the time. Scientific approach to horoscope meanings: psychology and self-suggestion.

Glossary U11. star – dwarf planet– meteorite– comet– asteroid– shooting star– black hole– galaxy– cluster– rotation– nutation– precession– revolution– season– nebula– orbit– ellipse– ecliptic– AU– light year

1. atmosphere• hydrosphere• geosphere• biosphere• core• mantle• crust• geocentric• heliocentric• scientific theory• wobble• axis• new moon• equinox• solstice• artificial satellite• full moon• ring• belt• quarter

Extra Resources• Circles in the sky• For thousands of years most people believed that the Earth was at the

centre of the Universe, and that the Sun and the planets moved around the Earth.

• Ptolemy was an astronomer who lived in Egypt around 130 ad. He drew a map showing the Solar System, and this ‘model’ lasted for 1500 years.

• In 1543 a Polish astronomer called Nicolas Copernicus published a book that said that it was the Sun and not the Earth that was the centre of the Solar System. Copernicus had written the book years before, but he did not have it printed until the year of his death, because he was afraid of what might happen to him.

• The Roman Catholic Church believed that the Earth was the most important place in the Universe, and so it must be at the centre of the Universe. People who argued against the Church were called heretics, and were often tortured or put to death if they would not change their minds.

• Other astronomers observed the sky, and believed that Copernicus was right. Others were not convinced until an Italian astronomer called Galileo Galilei started observing the sky through a telescope in 1609. The following year, Galileo discovered four of the moons of Jupiter, and decided that they were orbiting Jupiter just like the Moon orbits the Earth. This was important, because it showed that the Earth was not the only planet with moons. This observation helped to persuade most astronomers that the Sun, not the Earth, was at the centre of the Solar System. Galileo was arrested when he wrote about his theory, and his book could only be published abroad.

• 1How many other planets did Ptolemy know about when he drew his map of the Solar System?

• 2Write a list of the planets and Sun in Ptolemy’s system in order of their distance from the Earth, starting with the Moon.

• 3Why didn’t Copernicus publish his book as soon as he had written it?• 4What invention helped Galileo to prove that Copernicus was correct?• 5What did Galileo discover that helped him to prove Copernicus’ theory?• 6Why do you think that Galileo was arrested when he published his book?• Ptolemy’s Solar System:

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

• aThe northern hemisphere is tilted towards the Sun in the summer.

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

• 1Experiments always have the following parts:o Titleo Aim / hypothesis: what we want to find out doing

this experimento Apparatus: list of apparatus and substances usedo Method: instructions to do the examo Diagram: pictures in SYMBOLS (4)o Results: a table, graph or explanation showing

what happened.o Conclusion: what we learned doing this

experiment, and problems, suggestions and improvements.

• 2Graphs: Always with a title. The scales begin separated from the corner of the axis, and go from the minimum to the maximum value of each data. The divisions must always be equal in number and in distance; not too many to read, and not too few to find the data. o Pie chart : when we have %.; 100% equals 360º.o Bar graph: when one set of data is NOT

numerical (this set goes on the horizontal line). Pictographs are a kind of bar graph.

o Linegraph: when boht sets of data are numerical. The set that we decided before measuring goes on the horizontal line, the one we find out by measuring on the vertical axis. Always use smooth lines, not cornered zigzags.

• 3Safety: use your common sense and listen to the teacher! Also remember to: o Tie hair, sleeves and separate paper/flammables

from fireo Clear tables, bags on the side wall, apparatus in

the center of the tableo Never leave fire or dangerous liquids alone.

Never eat/ drink/ run in the lab.o If glass breaks tell teacher, if corrosive splashes

on skin wash quickly, if something goes on fire leave it on the floor and dont touch it.

o When you finish, leave the tables clean and wash apparatus and leave them to dry.

Experiments and graphs

Exercises1. Draw a lab with 6 things that are wrong, and label them explaning what

is wrong.• Imagine you do the following experiment: You want to know if chocolate

melts faster than ice cream in the sun, so you leave a piece of chocolate in a beaker and a piece of ice cream in another beaker beside the window for 1 hour. The ice cream melts but the chocolate doesn’t. Now write the experiment report with all the parts.

• Make the graph for the following tables of data:

1. Make the drawing for the symbol of oxidising. • The symbol of harmful has a “h” underneath. What can the symbol for

irritant be? (very similar)• Some symbols are yellow and others orange. Why do you think this is

so?• Blue circular symbols are recommendations. Invent the symbol

“recommended to use goggles”.• If a glass apparatus falls and breaks on the floor, what do you have to

do?• Make the diagram for a beaker containing a thermometer, on top of a

gauze on top of a tripod, all over a bunsen burner (arrow).• Make a list of the apparatus in this diagram:

Projects, tasks & Experiments1. Safety: Burning a secret milk/lemon message on

paper.• You want to discover how long it takes for 1

spatula of salt to dissolve while stirring. What apparatus will you need? Write down a method for this experiment. Ask the teacher if it is correct, and when the teacher says you can try to do the experiment. Do it three times to compare. Afterwards make a correct kind of graph with the results.

• Make a leaflet with the most important 6 rules in the lab, and pictures to show each rule.

• Exp: how many peas fall on either side of labelled (cellotape) petri dish when shaking 10, 12, 14, 16, 20 peas. Linegraph.

• Exp: survey in the lab people’s height, sex, eyes, hair, waist circumpherence (measuring tape). Eys convert to %, then to º. Hair make bargaph. Height vs waist make linegraph.

Student Height (cm)

Mark 120

Jack 130

Sarah 115

Rachel 140

Gases in air %

Nitrogen 70

Oxygen 20

Water Vapour 5

Carbon dioxide 5

Time (seconds)Temperature (Cº)

0 20

5 25

10 27

15 33

20 24

TRANSVERSAL: Difference between science(objective proof) & faith(personal belief) & disciplines(arbitrary pragmatic rules, eg law/ethics). Necessity of cooperation for daily life. Universal pictograms (eg pictograms on gold disc on Voyager). Cases of falsifying data in science (eg nicotine% with filter holes), manipulating data results (eg A-flu predictions), patents & economy (1st world medicines, crop strains, weapons for 3rd world). The political option: science (education) vs inculture (+manipulation)(lower content, poorer skills, etc).

Glossary U21. experiment – scientific method– results– data– smooth– scientific diagram– graph– scale– intervals or divisions– pie chart– bar graph– line graph– pictograph– dependant variable– continuous variable– independant variable– discontinuous variable– flammable– safety rules– corrosive

1. Common sense • harmful• irritant• explosive• toxic• oxidising• hazard• beaker• test tube• tongs• measuring cylinder• bung• mortar• pestle• pipette• clamp stand• bunsen burner• gauze• safety goggles• conical flask

Extra Resources• Planning• In the aim or hypothesis you write down______________________.• In the method write down what you will do, what you will measure and

what _________ you will use. Your investigation should be a fair test. This means that you should only change one thing at a time and keep all the other things _________. The things that you can change are called variables. Write down what you will change and what you will keep the same. Write down anything that you will do to make sure you can do your investigation___________ and not hurt yourself.

• Recording your results• Make sure you use all the equipment _________. Write down all your

results______. Do not forget to write down the _______that you are measuring in. Write down any other observations carefully.

• Make sure you use scientific _______ when you write down what you have found out.Write down any __________ you can find in your results. Simple patterns between things are called relationships.

• Evaluation• Write down how you could make your investigation _________ and

why this would make it better.

• 1What is a variable?• 2What is a fair test? • 3What variable has the pupil changed?• 4Which variables has the pupil kept the same?• 5What equipment did the pupil use to measure the

mass?• 6What units was the mass measured in?• 7What is the relationship the pupil found?• 8Now write down the plan for the experiment the pupil

performed.

• You will usually find a set of ‘Lab Rules’ in a science lab. They are there for your safety!

• The drawing below shows a lab where there are no safety rules.

• 1Write down a list of all the things going wrong in this lab.

• 2For each of your answers, write a safety rule.• 3Design a poster for your lab, showing one safety rule

and the reason for having it.

Matter, states, elements

and mixtures

• 1Properties of matter (space & mass):o General (all matter has them): mass, volumeo Specific (not all): colour, texture, etc

• 2Measurements (International System): Base Unit = main one. The rest = Derived.o Length(m): Measured with ruler, decimal system (k/h/D/m/d/c/mm x/:10)o Surface: in m2, calculated using lengths, square decimal system to convert

(km, hm, Dm, m, dm, cm, mm x/:100). Square: S=lxl Circle: S=πr2 Triangle: S=(basexh)/2

o Volume (capacity): in m3, measured by Displacement in a Measuring Cylinder (change of Volume; with s/l/g). Also in L (1L=1dm3). Cubic decimal system (km, hm, Dm, m, dm, cm, mm x/:1000). Meniscus on top!

o Mass: in g, measured with scales (electronic / with weights). Decimal system to convert (kg, hg, Dg, g, dg, cg, mg x/:10)

o Density: calculated with the formula D=m/V, units of m/V.o Temperqature: in K, measured with a thermometer; 0ºC is 273K. To convert

use the formulas K=C+273 or C=K-273.o Time: measures cronometer/watch. s, min, h, day, week, month, year, etc

• 3Composition:o Atoms: the smallest stable particles. Each kind of atom is an Element. Many

elements in nature are in groups (eg Oxygen = O2). The Periodic Table is a list of elements in order of their number of protons (atomic number, Z).

o Mollecules: groups of atoms joined together. Eg water is made of groups formed by two H and one O. It’s chemical formula (H2O) shows the number and kind of atoms it contains.

o Pure substances: made of only one kind of mollecule. Elements: substances made of mollecules with only one kind of atom. Compounds: mollecules that contain 2/more kinds of atom.

o Mixtures: made of 2/more kinds of mollecules (groups). Homogeneous: looks the same. Eg milk. Solution=solvent(l)+solute(s) Heterogeneous: different substances can be seen. Eg granite

• 4Changes:o Physical: particles change position, but not the atoms they are made of.

Eg mixing / dissolving / separating (filtering, decanting, distilling/evaporating, chromatography); changing shape; or changing of States of Matter (they depend on the temperature and on each substance):

Solid: fixed shape (doesn’t flow), fixed volume, dense, particles are touching and joined in an organised network. Gel: mixture of s-l. Foam: mixture of g-l. Smoke: mixture of g-sLiquid: flows, fixed volume, not so dense, particles are touching but not joinedGas: flows, expands and contracts easily, light, particles not touching.

• Chemical: particles change their composition of atoms. Irreversible. Things you can see: colour, temperature on it’s own, fizz (bubbles). Eg burning.

Different physical shapes of carbon

Temporary subatomic particlesThe universe visible from Earth is a sphere with a radius of 46

billions of billions of light years (460,,,,,000.000,,,,000.000,,, 000.000,,000.000,000.000km), our Milky Way Galaxy is 100,000 light years in diameter, and our nearest galaxy, the Andromeda, is 2.5 million light years away. There are probably more than 100 billion galaxies, each with between ten million to one trillion stars, so around 300 sextillion (36zeros) stars in the observable universe, possibly each of them with 10 planets. Alien life only needs 1chance out of 3000sextillions to exist, but it will probably be so far away we will never meet!

Exercises1. What are the general properties of matter?• You can’t see air. Explain why air is matter.• How long is your sheet of paper? And how wide? Transform this into

the base unit of the International System.• Measure the diameter of a cello tape. The radius is half the diameter.

Now calculate the surface.• A triangle measures 6cm high and 4cm wide. What is it’s surface?• Make the outline of your hand on a paper. Divide the area into regular

shapes (rectangles, triangles, circles), calculate their areas and add the total.

• Make the drawing of the apparatus being used to measure the gas produced in a conical flask. You will need a measuring cylinder, stopper, tube, dish, the conical flask and water.

• What is the capacity in litres of a container with 3.4cm2 volume?• How many bottles of 250ml are needed to fill a tank of 10L?• On a traditional balance there are 3kg on the left, and 2kg on the right.

Which side goes up and which side goes down?• Calculate the density of a ball of lead that has a volume of 6cm3 and a

mass of 3g? Show your working and the units of the answer.• A drop of water with 5000 mollecules (mass) increases in volume when

it freezes. Which is denser, water or ice?• A wet sponge contains 5000mollecules of water. When it dries only 500

mollecules are left. When is the sponge denser?• Convert 280K into Celsius. Convert -20Cº into Kelvin.• How many seconds are in a day?• Convert 3000m2 into dm2. Convert 3000dm3 into m3.• Water is 1g/cm3, and oil is 0.9g/cm3. Which floats?• What states of matter a)has particles joined b)can be compressed

c)flows• What particles vibrate more, the ones in a ags, liquid or solid?• 50g of water evaporate. How much will the vapour weigh? Why?• Classify into mixtures (homo/heterogeneous) or pure

(element/compound): a)Mayonnaise b)Honey c)Chicken soup d)Granite e)Iron f)Water

Projects, tasks & Experiments1. Make/cut models of atoms, and join them to make

elements, compounds, or mixtures. Show H2O, CO2, O2, C, H2, and CH4.

• Investigate one element: properties, where it is found, and what we use it for.

• Play bingo: each student one column, the teacher says random elements. First complete column wins!

• Experiments of separating: decanting (sand/oil+water), filtering (filter paper, gauze; compare sand water vs inked water solution), chromatography (felt pen), evaporation (salt), distillation (ink).

• Recording experiments: volume (liquid, then solid, then gas), temperature (chronometer, then make the graph, in K).

• Changes experiment: ice-water, plasticine shape, elastic heated, cutting paper; burning paper, vinegar-sodium bicarbonate, Mg-acid heating.

TRANSVERSAL: The high compression states of matter (when atoms disintegrate). Antimatter. Special properties: perfect conductors, hard liquids (corn flour/maizena), new materials (hard plastics, not flammable clothes, light metals; patents), nature’s solutions (velcro from seeds, permadry from lotus leaf, etc). What happens to liquids loose in space, infinite density (black holes,?), the impossible 0K (movement=heat). Aristotle’s surface-measuring method (cut-out shape in wood, divide by 1cm2 weight). The mysteries of atoms (impossible to predict complex mollecules, the tunnel e- effect, etc).

Glossary U31. property– texture– measurement– base unit– decimal system– surface– length– volume– meniscus– mass– weight– density– cronometer– thermometer– cubic meter– atom– element– mollecule– periodic table– mixture

1. compound• to dissolve• solution• solvent• solute• expand• contract• flow• fizz• network• chromatography• state of matter• to filter• to decant• to distil• fixed shape• bond• foam• sublimation• condensation

Extra Resources• The story of Robert Brown 1

• Robert Brown was a Scottish scientist who studied botany – the science of plants.

• One day in 1827, he was using his microscope to look at some pollen grains that were floating in water. To his surprise, he noticed that the pollen grains were moving in a strange, zigzag way. He checked his observations carefully and found that they were correct.

• He knew that pollen came from living plants. He thought at first that the pollen itself might be alive, and capable of moving on its own. He tried the experiment again, but instead of pollen he used something that he knew definitely couldn’t be alive. The zigzag motion was still there! This really baffled Brown, who reported his results, but could not explain why the pollen moved in this way. The experiment was then forgotten as no-one could come up with a convincing explanation.

• Nearly eighty years later, in 1905, Albert Einstein came up with a theory to explain Brown’s observations. He suggested that the pollen grains were being bombarded on all sides by water particles. The water particles were too small to be seen. The effect of lots of the water particles added together was just enough to push the pollen grains around.

• In 1908, Jean-Baptiste Perrin used Einstein’s theory to calculate the size of a water particles. This estimate suggested that water particles were less than 0.000 000 001 metres (10–9 m) in size.

• 1 What nationality was Robert Brown?.• 2Which part of the story involves scientists:• a making predictions• b planning experiments• c making observations• ddrawing conclusions and thinking of theories?• 3Which scientist first made the observations of the moving pollen

grains?• 4Who successfully explained the observations?• 5How many years were there between the observations and the

conclusion?• 6What was Robert Brown’s first explanation for the movement of the

pollen grains? • 7Suggest something that was non-living and in very small grains that

Brown might have used to check his ideas.• 8Scientists knew that bacteria could be found in water. How could you

plan an experiment to show whether bacteria were responsible for moving the pollen grains around?

• Who scraped the gatepost?• Police were called to 10 Manor Road because there had been a

burglary. There were some bits of red paint on the gatepost, and the police suspect that the robbers’ car or van scraped against the gatepost when they were making their getaway.

• A forensic science laboratory was asked to find out what make of car the burglars had used. Different car manufacturers use different mixtures of colours in their paint. The scientists used chromatography to find out the make of the getaway vehicle.

• These are the results of the tests:

• 1The scientists did not use water as a solvent when they carried out their tests. Why not?

• 2Which manufacturer (or manufacturers) used one pure colour in their red paint?

• 3Which manufacturer (or manufacturers) used a mixture of only two colours?

• 4Which manufacturer (or manufacturers) used a mixture of three colours?

• 5Which manufacturer uses the same paint as the paint from the gatepost?

• The chromatography test does not prove that the getaway vehicle was made by the manufacturer in your answer to question 5. Post Office vans are red, so the marks could have been made when a parcel was delivered.

• 6How could you show that the paint did not come from a Post Office van?

• 7If the police found a vehicle that they suspected had been used in the burglary, what could they check to see if they were right?

Living Things• 1Smallest uni of life: the Cell (bacterias, plant, and animal). • Live beings are made of Inorganic (salt, water, etc) and Organic

Substances (contain carbon, not common in rocks; fats, proteins, DNA, carbohydrates). Biodiversity: different kinds of live beings.

• 2Complex live beings are made of cells with the same function grouped in tissues (eg muscle), in organs (eg stomach), in systems (eg digestive), and into an organism.

• A species is a kind of live being. Different species normally can’t mix to make a new fertile (mules are sterile!) hybrid species. Dimorphism: when the male looks different than the female.

• 3Live beings do MRS GREN: o Move. o Reproduce: asexual (1parent makes an exact copy) or sexual (2parents eg

sperm gamete +ovule gamete join to make a new individualo Sensitive: detect and react (in animals a Response, in plants a Tropism)o Grow (in size and number of cells)o Respire: chemical reaction done in the mitochondrions that burns food

stored in the vacuoles to make energy.o Excrete: get rid of waste from INSIDE the body (eg urine, sweat).o Nutrition: autotrophs take energy from the sun, heterotrophs from external

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

nature as new species appear. Destroying habitats make species disappear. Scientists classify biodiversity into 5 kingdoms:o Monera (bacterias): cells without a nucelus.o Fungi (yeast, mushrooms): eucariotic (cells with a nucleus) with a cell wall

of Chitin.o Plant: eucariotic pluricellular that do photosynthesiso Animal: eucariotic pluricellular that don’t do photosynthesiso Protoctist: eucariotic unicellular without chitin (=the rest!).

• 5Observing live beings: microscopic with a microscope, whole forests with “samples” (describing pieces of it). Dichotomous Classification: separating two at a time. Binomial system: scientific names have 2 parts.

MRS GREN

Exercises1. What is a cell?• Order in complexity: brain, squirrel, neuron, nerve tissue, nervous

system.• The jungle has more sunlight than the North Pole. Which has more

biodiversity? Why? Does a city have more or less than the jungle? Why?

• When a sperm joins an ovule, is it asexual or sexual reproduction? Why?

• Explain the difference between a rock and an organic substance.• Using the following words say the differences between animal, plant

and bacteria cells: chloroplast, wall, big vacuole, size, mitochondrion, nucleus.

• Draw and label an animal cell.• Describe the characteristic that each cell needs for it’s function: sperm,

neuron, root hair, red blood cell, muscle.• A zebroid is a hybrid of horse and zebra. Is it fertile? Why?• How do we call the fact that lions have a mane and lionesses don’t?• Imagine you build Frankenstein. What characteristics must it have to be

alive?• Make a dichotomous classification for the bacteri, animal and plant cell.• Make a dichotomous classification key for the 5 kingdoms.• Where does the slide go in a microscope? What is the coverslip for?• Where do we look when using a microscope? What do we have to

change to make the image bigger?• What is a sample? • What is the main difference between a plant and a fungi? And what are

the similarities?

Projects, tasks & Experiments1. Investigate what is the size of a virus. Are they

alive?• Use a microscope (algae, moss, cheek, blood,

onion).• Make a dichotomous classification for pencilcase

contents, then exchange and test with partner.

TRANSVERSAL: the incredible biodiversity (2mill sps described; 6mill estimated!), making cells or even organisms “a la charte” in the future, sex: a necessary instinct for gene survival, dimorphic specialisation (strength vs babies; nowadays “civilized” life smoothens differences), asexual reproduction in humans (clones; lack of recombination of characteristics), chemistry as limitant of hybrid formation, electron microscopes (even atoms), difference resolution – magnification, “carnivorous” plants, Levels of organistaion include biosphere?(“alive”?), a robot could ever be alive?, what is “you” the conscious if you are made of individual cells?

Glossary U41. cell– inorganic– fat– protein– DNA– carbohydrate– biodiversity– tissue– organ– system– dimorphism– hybrid– asexual– sensitive– tropism– autotroph– excretion– kingdom– monera– fungi

1. eucariotic• procariotic• unicellular• chitin• microscope• dichotomous• sample• objective lens• focusing wheel• diaphragm• membrane• cytoplasm• mitochondria• chloroplast• vacuole• cell wall• neuron• root hair cell• palisade cell• sperm cell

Extra Resources1Fill in the missing words in the sentences below. Use the words in the box. Each word can be used more than once.adapted move muscle tissueaSome cells have special jobs to do. They often have special shapes to help them do their job. We say that these cells are _________________ to do their jobs.bA group of the same type of cells, all working together, is called a _________________ .cA group of muscle cells all grouped together is called _________________ . Muscle cells help us to _________________ .2Here is a drawing of a nerve cell.

aWrite in the words cell surface membrane, cytoplasm and nucleus on the correct lines.bHow is its shape adapted to carry messages around the body?_________________________________________________________________________________________________________________________ ________________________________________________________3Here is a drawing of a ciliated epithelial cell.

How is it adapted to remove dirt from people’s lungs?______________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Make a drawing of a microscope. Now use the bold black words from the text underneath to label the parts of the microscope.

Kingdoms I• 1Semi-living beings: Viruses do not do respiration, move, grow,

sense, excrete or nutrition, so scientists don’t classify them as “alive”. They are microscopic organic robots that use cells to reproduce. Many illnesses are caused by viruses (eg flu, AIDS).o Vaccines: false microorganisms that the bpdy uses to practice

fighting.o Antiviral: substance that stops virus reproducingo Antibiotic: substance that kills bacterias (NOT virus!)o Disinfectant: washing substance that destroys microorganismso Antiseptic: washing substance that stops microorganisms

reproducing• 2Monera (bacteria): unicelular cells without a nucleus, with a cell wall.

They are very varied: autotroph, heterotroph parasite(+,-), symbiont(+,+), saprophyte(+,0). They ONLY do asexual reproduction.

• 3Fungi: they do NOT do photosynthesis. o The cells are eucariotic, have a cell wall of chitin, and are

parasites (+,0) or saprophytes (eat dead tissues; +,0).o They grow in Hyphae (filaments) and reproduce by spores

(special cells).o They are unicellular (Yeasts & Moulds) or pluricellular

(Mushrooms).• 4Plant: pluricellular, eucariotic, have a cell wall of Cellulose, and have

Chloroplasts to do photosynthesis (chemical reaction that uses sunlight to make food to store). They live fixed to the ground, They are:o Mosses: they have no vessels to carry water/food.o Ferns: have vessels but no flowers. Big leaves, short stems.o Gymnosperms: they have flowers but produce pine cones (not

real fruits). Eg Pine tree.o Angiosperms: they produce real fruits (cover+seed). Eg roses,

oak trees, green algae…• 5Protoctists: this kingdom is where live beings that do not fit any other

kingdom go. Unicellular and eucariotic, they are very varied (cell walls, hetero/autotroph, mobile/not, etc). Eg red algae, diatoms…

• Photosynthesis: CO2+H2O > glucose

• Respiration: glucose > CO2+H2O

Exercises1. What are the differences between antibiotic and vaccine?• What kind of substance would you use to clean a doctor’s knife and kill

microbes? And to stop them from reproducing?• In what kingdoms can we find heterotroph organisms? And autotroph?• Make a dichotomous classification key for plants.• What is the difference between gymnosperm and angiosperm?• Find four plants in your home, and classify them. Explain the reasons.• Draw a plant and label: root, stem, leaf, flower.• Find four plants in your home, and draw the outline of their leaves.• What parts of the flowervare male and what parts are female?• Make a diagram to show how insect pollination happens.• The plant makes food in the leaves. Food is used in the stem and roots.

Make a drawing of a plant and put an arrow showing the direction of food.

• What gases go in and out of leaves when they do photosynthesis? And when they do respiration?

• Make a table with four rows: plant, fungi, monera and protoctist. Put columns: cell, cell wall, auto/heterotroph, uni/pluricellular. Complete.

• What are hyphae? What organism has them?• Explain the difference between saprophyte and simbiont.• Draw a bacteria and label: cell wall, cytoplasm, cell membrane.• If a cell has a cell wall of chitin and is autotroph, what is it’s kingdom?• What do red algae have in common with plant algae? And differences?• Which vital functions do virus not have? (MRS GREN)• Can antibiotics cure flu (a cold)? Why?

Projects, tasks & Experiments1. Investigate the following illneses: AIDS,

pneumonia, cholera, athelete’s foot. Find out what kind of organism causes it, how it is transmitted, and the symptoms.

• Microscope: yeast, paramecium, algae, pre-pared bacterium, plant parts.

• Dissection of a flower.• Let bread go mouldy. Observe the fungus in the

magnifying glass.• Investigate how bread and cheese are made.• Investigate the flora of your local area.

TRANSVERSAL: The origin of oxygen on Earth (Photosynthesis), the origin of chloroplasts & mitochondria, artificial “cells” (organic bags), saline channels as “nervous” system in plants for movements, the biggest n smallest flowers, timestanding of seeds, illnesses (ebola, pandemias, how little we can do, resistances to antibiotics), the camouflage of VIH outside cells, the perfect symbiont: lichens, the weird & strange moneras (citopharynx, citostomach, citoocellus…), killer moulds (worm-trapping rings in plants).

Glossary U51. virus – illness– vaccine– antiviral– antibiotic– disinfectant– antispetic– parasite– symbiotic– saprophyte– hyphae– spore– yeast– mould– mushroom– cellulose– photosynthesis– moss– fern– gymnosperm

1. angiosperm • stem• fruit• pine cone• cover• seed• to fit• varied• mobile• algae• pollen tube• filament• petal• style• stigma• ovary• sepal• pedicel• anther• cross pollination

Extra ResourcesPlant fertilisationName _____________________________ Class ____________1 The drawing below shows a pollen tube starting to grow.

a Complete the drawing to show where the pollen tube will end up.bLabel the parts of the diagram. Use the words in the box.

egg cell ovary ovule pollen grain pollen tube stigma style

2Fill in the missing words in the following sentences. Use the words in the box. Each word may be used more than once.

egg embryo fertilisation nucleus ovule pollen seed stigma style tube

When a _______________ grain lands on a _______________ , a pollen _______________ starts to grow. This grows down the _______________ and into the ovary. It then grows towards an _______________. Here it finds an _______________ cell. The nucleus from the pollen _______________ then joins with the _______________ in the _______________ cell. This is called _______________. An _______________ now grows inside the ovule. The ovule turns into a _______________.

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

There are many parasites of humans. Headlice are insects that attach themselves to hair and feed on blood from the head. Many humans have worms, such as tapeworms, living in their intestines. This is common in developing countries. The tapeworm can absorb digested food through its skin. People can get infected with tapeworms by eating uncooked pork. The larvae of the worm live in the muscles of pigs. If these larvae are eaten, they get into the human intestine and grow into adults. The eggs of the adults leave the human’s body in the faeces. If pigs are allowed into areas where there is human waste containing the eggs, the eggs may well be eaten by the pigs and the cycle starts again.

Not all human parasites are animals. Bacteria are microscopic organisms that can cause disease. Tuberculosis, a disease of the lungs, is caused by bacteria. Viruses are even smaller than bacteria. Colds and flu are caused by viruses. Athlete’s foot is caused by a fungus which grows and feeds on the skin between your toes.

1Explain what a parasite is and what it uses its host for.2Name one disease that is caused by a virus.3Fungi need damp places in which to grow. How might athlete’s foot be prevented?4Suggest why many religions might class pork as an ‘unclean’ meat.5Explain these adaptations of adult tapeworms:aflattened bodies with a large surface areaba head with many hooks and suckers.6Draw a diagram showing the life cycle of a tapeworm.7Why do you think tapeworms infect many more people in developing countries than in the UK?8aWhat is the microhabitat of a tapeworm larvae?bDescribe the environment of an adult tapeworm.

Kingdoms II

• 1Animal kingdom: eucariotic pluricellular, heterotrophic cells, mobile.o Invertebrates: without a backbone (vertebrates).

Sponges, jellyfish: radial symmetry (round an axis).

Starfish, sea urchin, sea cucumber: radial, ambulacral feet, plaques.

Worms (soft, bilateral symmetry), molluscs & snails (shell & sticky skin),

Arthropods (with exoskeleton of chitin, oviparous, metamorphosis by moulting):

Insects (6legs) eg flies, ants Arachnids (8legs) eg scorpions Crustaceans (10legs) eg crabs Myriapods (many legs) eg scolopendra

o 2Vertebrates: with a backbone (inner skeleton). Fish: wet scales, oviparous (eggs), fins, gills

to breathe, poikilotherm (cold blooded) Amphibians: wet skin, no scales, lungs & skin

breathing, jelly eggs, metamorphosis, poikilotherm.

Reptiles: dry scales, poikilotherm, with lungs, soft dry eggs

Birds: feathers, homeotherm (constant blood temperature) hollow bones, beak

Mammals: hair, mammary glands, teeth, viviparous (no eggs), homeotherm. 4

• 3Taking samples:o Pooter (for insects)o Quadrat (for counting plants)o Tullgren funnel (for earth insects)o Butterfly net & pond net (for flying & acuatic

insects)

Exercises1. Make a dichotomous classification key for vertebrates.• Which animals are oviparous?• The platypus is acuatic, has a mouth in the shape of a beak, and has

hair and mammary glands. What kind of vertebrate is it?• What characteristic can you use to differentiate an arthropod from

another?• What apparatus can you use for taking samples?• What does “bilateral symmetry” mean?• Molluscs have a shell. Where is the shell of a squid (Calamar)?• Which kinds of animals can do metamorphosis?• Draw a penguin. Now make a line dividing it into the two equal sides.

Do the same with a starfish. What kind of symmetry do each have?• What kind of animal is a whale? What characteristics must it have?• What characteristics help a bird to fly?• When we eat we use forks, knifes, spoons… Birds use beaks. Make

three drawings of different beaks (eagle, duck, stark) and explain what they use them for.

• What is the shell of a tortoise for? Do you think it’s made of chitin or of bone?

• Make a list of the poikilotherm vertebrates. • Why do whales have to go to the surface regularly? What vertebrates

dont need to do this? Why?• Make a table: Rows= mammal, bird, reptile, amphibian, fish; Columns=

blood temperature, breathing system, reproduction, skin.

Projects, tasks & Experiments1. Investigate: what insects can be eaten in an

Indonesian restaurant?• Card game of animals• Impermeable for water tension acuatic spiders:

model with/without wax on feet.• Find out what crustaceans you can buy in your

local fish shop.• Microscope: scales of fish vs reptile/bird. Feathers.

Test if they are impermeable.• Dissection of fish. Dissection of mussel. Dissection

of egg/bird.• Investigate the fauna of your local area.• Observe, describe (color, shape, limbs/feet, head)

and classify the lab zoo.

TRANSVERSAL: semivertebrates (lamprea, etc), imperfect bilateral symmetry (eg stomach, heart), fossil miracles (dinosaurs, megasharks, armour-plated fish, origin of birds…), the weird cambric fauna explosion, why insects can’t be big (O2 diffusion, circulatory is slow, & L=m vs V=m3=weight so muscle-exoskeleton need strength-resistance/thickness to the 3), prehistoric & NewZealand megainsects ~1m(+O2, less speed competition, some in water), coldblood adv(save energy by deactivation; freezable frogs) vs disadv(deact till warm), our body makes the way we think (10fingers we count every 10, vocal chords we use sound language, sexual reproduction so we have love, etc)

Glossary U61. invertebrate – backbone– sponge– jellyfish– starfish– sea urchin– sea cucumber– ambulacral feet– plaques– symmetry– bilateral– worm– mollusc– snail– shell– exoskeleton– oviparous– metamorphosis– moulting– arthropod

1. arachnid• crustacean• myriapod• scales• gills• poikilotherm• amphibian• pooter• quadrat• tullgren funnel• butterfly net• fin• opercle• crest• crown• tail• beak• jelly• viviparous• skin breathing

Extra ResourcesFill in the crossword using the clues below.

Across 2 The body of a fish is covered in these. 4 Mammals feed their young on this. 7 An animal with a backbone10 Fish breathe using these.11 All animals are in a group called the animal ________.Down 1 These animals move using fins. 2 The backbone is part of this. 3 A frog is one. 5 These animals have hair 6 A lizard is one. 8 Many animals lay these. 9 An animal with feathers.

1Write the word ‘True’ or the word ‘False’ next to each of these sentences.aBlackbirds feed their young on milk bAll fish live in water cFrogs have moist skin dHumans are reptiles eParrots lay eggs fFish can breathe under water using gills gLizards have dry scales on their skin hToads lay eggs with hard shells iDogs have hair jFish have backbones

Make a table to record some of the features of the animals that you observe. Include the following columns:

• Name of animal

• What is the outer covering of its body like? (e.g. feathers)

• Does it have any markings on its body? (e.g. stripes)

• How many legs does it have?

• Is its body divided into segments?

• Does it have antennae?

• Anything else you notice?

Atmosphere and hydrosphere• 1Atmosphere: gases (N2, O2, CO2, H2O, etc). Oxygen has been

created by plants.o Layers:

Troposphere: clouds, pollution, It gets colder with altitude (to -70ºC)

Stratosphere: strong winds, contains a layer of ozone (O3, protects from UV radiation), it gets a bit hotter with altitude (to 0ºC).

Mesosphere: contains ice & dust, constant temperature Ionosphere: gets hotter (to 1000ºC). Layers of pure gases.

o 2Weather conditions: humidity, clouds (stratus=low, cumulus=middle, cirrus=high), precipitation (rain, snow, hail), temperature, wind, pressure (in mbar). Other factors: latitude (N/S), altitude, distance to sea (closer to the sea, temperature is less extreme), ocean currents (tropical currents warm the area).

Cyclon: area of LOW pressure, warm air goes up, producing rain as it cools. In the North hemisphere surface winds rotate anticlockwise.

Anticyclon: + pressure, dry, cold air descends, surface wind clockwise.

o 3Metereology: studies the weather. Instruments: thermometer, barometer, pluviometer, hygrometer, anemometer, wind vane. Problems in the atmosphere:

Greenhouse effect: CO2 traps the infrared (heat) produced when sunlight bounces on Earth’s surface.

Hole in the ozone layer: CFC and other pollutants destroy ozone (O3), so UV radiation (cancerigenous) can pass.

Acid rain: acid from car smoke comes down with rain. It corrodes slowly fixed things (plants, buildings…)

Smog: irritant pollutants float on the surface hurting people’s lungs.

• 4Hydrosphere: most is sea water. Most fresh water is frozen and underground. Water is a thermorregulator (keeps heat), a universal solvent, has cohesion (sticks together) and adhesion (is attracted to other substances). o Movements: oceanic (waves by the wind, currents by

temperature&salts, tides by the moon); continental (rivers, swamps, glaciers, lakes).

o Water cycle: evaporate, transpire, condense, precipitate, runoff, infiltrate

o Problems: oil slicks (petrol), fertilisers & pesticides kill fish, sewage dirties water for us to use.

Exercises1. Why is it important that the atmosphere contains oxygen? Pure oxygen

is toxic. Why is the atmosphere not toxic? Is CO2 important for life? • Why does the atmosphere create pressure? Why does the atmosphere

not float away from Earth? Is the pressure at the top of a mountain the same as at sea level? Why?

• Make a list of weather conditions. Now list the factors that affect climate.

• What are the factors that affect climate like in your local area?• When clouds are high they get cold and very often it rains. What

climate will you probably have if you see a cirrus? And a stratus?• What instruments were used for this report: Windspeed of 95km/h,

200L/m2 of rain, and a 2% humidity.• What is measured by an anemometer, a weather vane, and a

thermometer?• When the pressure of air is low, what phenomenon happens? In what

direction does air go? Is it dry or rainy weather?• Explain the difference between rain, snow and hail.• What pollutants do we find in the atmosphere?• Imagine you are the energy of a ray of sun coming to Earth with the

greenhouse effect. Explain your journey when you are trapped in Earth.• How can we avoid making the ozone hole bigger? Why is this hole

bad?• Acid rain corrodes plants and buildings but not animals. Why?• In what layer of the atmosphere can we find the smoke that forms

smog?• Why do climbers carry oxygen tanks when they climb the Everest?• Name the 4 main gases of the atmosphere and why each is important.• Draw a greenhouse. Show how heat is kept inside.• Represent in a pie chart: 97% sea water, 2% ice, 1% liquid fresh water.• What is the difference between adhesion and cohesion?• Where is there more oxygen dissolved: in surface or in deep waters?

Why?• Salt dissolves better in hot water. Which part of the world will be

saltier?• When you breath your hot air onto a window, condensation appears.

Why?• Where does sea’s salt come from? Why do we wet the floor if we are

hot?• List water movements. Now use them to label a drawing of the water

cycle.

Projects, tasks & Experiments1. Investigate what is ozone and why it can be good

and bad.• Investigate and show in a table the differences

between the atmosphere of primitive Earth, nowadays Earth, and of Venus.

• Collect the weather maps of a newspaper for a week. Where there is rain put a cyclon, where it’s dry an anticyclon, and separate them with concentric circles. Describe the weather at your home that day.

• Measuring weather: make an anemometer-weather vane, try it out. (cups, plastic dish, pencil).

• Exp: condensation after 5min at 20, 40, 60, 80Cº; measure by counting drops (big=2small). Control T!

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

Glossary U71. atmosphere – layer– troposphere– stratosphere– mesosphere– ionosphere– altitude– ozone– dust– hail– precipitation– latitude– ocean current– cyclon– anticyclon– hemisphere– anticlockwise– barometer– pluviometer– hygrometer

1. anemometer• wind vane• greenhouse effect• infrared light• to bounce• CFC gases• pollutant• UV radiation• cancerigenous• fertiliser• swamp• salty water• fresh water• cohesion• adhesion• tide• runoff• infiltration• oil slick• sewage

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

1Where does the water come from that falls as rain?2Why isn’t rainwater salty?3How does salt get into the water?4Lakes in the UK are not salty. Why do you think this is?5Why is the Dead Sea so salty? (Hint: There are two reasons.)6The Dead Sea is an interesting place to go swimming. Find out what would be different about swimming in the Dead Sea, and why this happens. (Hint: It would taste saltier, but that is not the answer needed here!)

Global warming 11Complete the following sentences, using words from the box.Mean world _____________ have increased by about ______ _____ in the last 100 years and scientists have predicted a _____________ rise of between 2 and 5 °C during the next century. This rise in temperature has been called _____________ _____________ and if it happens it would have a great affect on all _____________ on Earth.

life 0.6 °C greater global warming temperatures

4What does the graph predict will happen to mean temperatures over the next 100 years?5Using only the information on the graph, do you think that this prediction is correct?

A mean temperature for the period 1961–1990 has been calculated. This is shown by 0 on the graph. The line on the graph shows how each year’s mean temperature compares with the 30-year mean.2Label the graph to indicate where the following statements apply:athe mean temperature this yearbmean temperatures start to rise.3What has been the general trend in mean world temperatures overthe last 100 years?

Geosphere• 1Minerals: natural, inorganic, solid, reasonably pure substance (small

amount of impurities). With a chemical formula, so properties are constant; eg pyrite=FeS. Often make crystals (regular shapes). Mineraloids: substances that are NEARLY a mineral (eg Hg).o Elements (metals, S…), Carbonates (with C).o Silicates: O + Si (silicon, NOT silicona). Eg quartz. Most common.o Halides (with Cl/F), Sulphides (with S), oxides (with O)

• 2Mineral Properties: Colour, shape, colour of streak on porcelain, lustre (metallic shine, glassy shine, waxy, dull), cleavage (breaks into sheets, cubes, etc), hardness (Moh’s scale measures from soft to hard 1 to 10).

• Rocks: natural mixtures of minerals. Classifications:• 3The rock cycle: rocks are created, transformed and destroyed. A stratum of

rocks is a layer. o Igneous: formed by cooled magma from inside the Earth. They are

“weathered”: broken, dissolved or used by live beings. Eg Basalt, granite.

Plutonic/Intrusive: cooled slowly underground. Big crystals Volcanic/extrusive: cooled quickly overground. Small crystals

o Sedimentary: formed by sedimen ts (rock pieces) accumulated, compacted and cemented with salts. Weathering= breaking rocks. Erosion=transproting rocks.

Organic: from live beings (coal, oil) Chemical: crystals formed in oceans (limestone, rock salt) Detritical: pieces of other rocks stuck together (clay, sandstone,

conglomerate)o 4Metamorphic: formed by rocks transformed with pressure

(underground) & heat (close to magma). Foliated: in sheets (eg Slate) Non-foliated (eg Marble).

• Fossils: dead bodies leave a skeleton. Stone hardens round it, then the bone dissolves leaving a hole, then salts fill the hole and harden into a new stone in the shape of the fossil!

Exercises1. Explain which are minerals and which are not: petrol, wood, gold,

water, sand, quartz, granite, silica.• Classify minerals depending on if they contain or not oxygen.• What number of Moh does the softest mineral have? And the hardest?• Alabaster is hardness 2-3. Is ot hard or soft? • Your fingernail can’t scratch quartz. Can quartz scratch your fingernail?• Say which are rocks & why: sand, cement, marble, quartz, petrol,

honey.• Crystals grow slowly. What kind of igneous rock will have bigger

crystals?• Make three pictures showing the three steps necessary to make

sediments into a sedimentary rock.• Explain why slate is a foliated rock.• Make a comic strip showing the formation of a fossil.• Can you extract DNA from a fossil? Why?• Diamonds are made 100% of carbon. What kind of mineral is it?• Write the definition of the three main kinds of rock.• What is the difference between rock and mineral?• What is the difference between erosion and weathering? Which

happens when a stone is carried down a river? Could the other also happen?

• Make a drawing of a cliff made of stratum of different colours.• Lava is magma on the surface of the earth. What kind of igneous rock

can lava produce?• Can igneous rocks contain fossils? Why?• Make a drawing of a sedimentary, metamorphic and igneous rock

showing the particles/crystals it is made of.• Draw the rock cycle. Label with an example of each stage.• Compare the origin of metamorphic and of igneous rocks.• Artificial diamonds can be made. Diamond is metamorphic. How do we

make them?

Projects, tasks & Experiments1. Primary Project: of the mineral/rock you had, find

out information: classification (see theory), description, uses, where in the world it is extracted.

• Describe properties of minerals (hardness with fingernail-copper coin-steel nail-glass; shine, colour..)

• Quartz is transparent, but impurities give it a colour. Investigate what colour are each kind of quartz: smoky quartz, agate, milky quartz, amethyst, jasper, citrine, creolite, rose quartz, rock crystal.

• Investigate what minerals are used to make: cement, glass, tabel salt, plaster, toothpaste.

• Describe rocks, classify them Then make a dichotomous classification.

• Investigate how stalactites and stalagmites are formed

• Investigate what stone represents your horoscope, it’s properties and also copy your horoscope for this year.

• Investigate the uses of oil.• Observe crystals of salt/sand in the microscope,

draw.• Collect 5rocks and describe, drae and classify

them.• Exp: weathering of marble with acid, erosion &

sedimentation (decanting) with pebbles & sand.• Grow crystals on a clip in salty hot, check day afterTRANSVERSAL: the impossible slowness & homogeneous pressure for artificial diamonds, rare metals means high-priced(demand), mountain levelling means prehistoric villages are covered by new cities, will we ever be someone’s fossil?, we are made with matter from old stars, 100m-crystals found in Australia, the weathering force of constant drops of water (the “drop” torture), fluorescent and phosphorescent minerals,

Glossary U81. mineral– impurity– crystal– mineraloid– silicate– halide– streak– lustre– waxy– cleavage– hardness– stratum– igneous– sedimentary– metamorphic– detritical– plutonic– extrusive– to compact– to cement

1. underground• foliated• magma• lava• fossil• to dissolve• Moh’s scale• steel• coin• fingernail• to cool• to weather• to erode• to melt• the rock cycle• soft• quartz• talc• basalt• granite

Extra ResourcesThe rock cycle 1Match the pairs, and copy them complete and in the correct order to describe the rock cycle. Stick them into your book.

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

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

… through cracks and volcanoes. … igneous rocks.

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

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

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

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

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

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

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

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

1Write the answers to these clues in the grid.aAn igneous rock with large crystals.bLiquid rock.cThe layer of hot rock under the crust of the Earth.dIf a rock gets hot enough it will _______________ .eThis is where magma escapes through the crust of the Earth.fThe solid part of the Earth, on which we live.gAn igneous rock with small crystals.hSize of crystals made by slow cooling.iLava on the surface of the Earth _______________ down quickly.jThese are different sizes of these in different igneous rocks.

j

i

h

g

f

e

d

c

b

a

2Write out the letters in the shaded boxes, and add the last missing letter.3Now write a clue for the last shaded word.

Diamonds are forever

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

1What element are diamonds made from?2How are diamonds formed in the Earth?3If diamonds are only made of the element carbon, are they a rock or a mineral?4Diamonds have very special properties. List as many properties of diamonds as you can.5Why do you think chemists needed to make ‘industrial diamonds’?