1. •
Universe &
1Solar system:
Oort Cloud (outside) Dwarf planet!
(source of ice comets) Last planet
o Earth
Star: made of incandescent gas. Eg: Sun, Rotates horizontally!
ProximaCentauri (4light-years), 1997ff(10.000mill l-y)
Big rings!
o Inner planets: rocky, small, hot, little gas (CO2, O2) Kuiper Belt
o Outer planets: liquid/gas(H,He), big, cold, with rings (source of asteroids)
o Dwarf planets (pluto, ceres, eris), Biggest, most satellites
o Meteorite: rock from /in space
 Comets (ice, long orbit; close to the sun = with a CO2, red, little atmosphere
tail of evaporating ice)
Life!
 Asteroids (no ice, irregular)
o Shooting star (asteroid burning as it enters our Rotates in opposite direction!
atmosphere)
• 2Outer space:
o Stars & Black holes (what’s left after a star exploding) Smallest, closest to sun
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 axis
o 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:

3. Exercises
1. Make a list of the planets in the correct order Projects, tasks & Experiments
• Write your complete galatic address 1. Summer: Make a project on the solar system
• Think what planet can have the longest orbit in the solar system. (1page per planet;
• If Mercury is 0.4AU from the sun, express this in km. How many AU is image+size+conditions+proximity).
the Earth from the sun? • Make a constellation on a black piece of paper,
• Calculate how many km is a light day. then shine it on the roof
• Explain why in Venus a day is longer than a year • Make a model of the Earth & Moon using
• What is an orbit? polyestirene balls. Paint continents, oceans and a
• Why do we use light years for measuring in astronomy? triangle with the layers. Explain layers, day/night,
• What do you cal lthe plane where planets orbit the sun? moon phases and seasons in front of the class.
• Which planet has a) Big rings b)Big size c)Life d)Opposite rotation • Make a model of the solar system to scale in the
e)Horizontal rotation patio using peanuts, a ball, pins, peppercorns, and
• On Earth, where does the sun rise, East or West? And in Venus? Why? chesnut.
• Explain the difference between the geocentric and heliocentric theories. • Investigate what the words mean and draw a
• What 2 movements do ALL planets have? continent+ocean with plains, mountain ranges,
• Why does a comet have a tail? When it travels far away from the sun, continental shelves, ridges, trenches, abyssal
will it still have a tail? plains, and volcanic archipielagos.
• Which is our natural satellite? And our galaxy? And our cluster? • Make a model of Earth’s layers: shake and let
• Draw a diagram of Earth and 1 person standing on each pole. settle a mixture of sand, water, and oil
• Many planets have atmospheres with acids. Could humans live there? • Investigate and describe a satellite made by
What would we need to do to survive? human beings.
• Explain the difference between a new and a full moon. • Investigate and explain if life would be possible on
• If the moon shines on the left when you look from the vNorth Pole, what Mars.
side shines when you are on the South Pole? • Investigate and copy Jupiter’s conditions. Then
• Earth has 2 main energy sources: sunlight and gravity. Which makes invent and draw an alien that lives in Jupiter.
the nucleus hot? Explain what characeteristics it has for surviving in
• List the different places of the Earth where we find water. Jupiter’s conditions.
• What are they made of: a)inner nucleus b)continental crust c)oceanic • Investigate what is your horoscope, and copy what
crust is the symbol and it’s constellation (stars).
• 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? 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.

4. Glossary U1
1. star 1. atmosphere
– dwarf planet • hydrosphere
– meteorite • geosphere
– comet • biosphere
– asteroid • core
– shooting star • mantle
– black hole • crust
– galaxy • geocentric
– cluster • heliocentric
– rotation • scientific theory
– nutation • wobble
– precession • axis
– revolution • new moon
– season • equinox
– nebula • solstice
– orbit • artificial satellite
– ellipse • full moon
– ecliptic • ring
– AU • belt
– light year • quarter

5. •
•
Circles in the sky Extra Resources
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 • All the statements on this page are true. The ones at the bottom
Earth. of the page EXPLAIN the ones in the table. Copy the
• Ptolemy was an astronomer who lived in Egypt around 130 ad. He drew a explanations in the correct places in the table.
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:
• 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.

6. Experiments and
• graphs
1Experiments always have the following parts:
o Title
o Aim / hypothesis: what we want to find out doing
this experiment
o Apparatus: list of apparatus and substances used
o Method: instructions to do the exam
o 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 fire
o Clear tables, bags on the side wall, apparatus in
the center of the table
o 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.

8. Exercises
1. Draw a lab with 6 things that are wrong, and label them explaning what
is wrong. Projects, tasks & Experiments
• Imagine you do the following experiment: You want to know if chocolate 1. Safety: Burning a secret milk/lemon message on
melts faster than ice cream in the sun, so you leave a piece of paper.
chocolate in a beaker and a piece of ice cream in another beaker • You want to discover how long it takes for 1
beside the window for 1 hour. The ice cream melts but the chocolate spatula of salt to dissolve while stirring. What
doesn’t. Now write the experiment report with all the parts. apparatus will you need? Write down a method for
• Make the graph for the following tables of data: 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.
1. Make the drawing for the symbol of oxidising. • Exp: how many peas fall on either side of labelled
• The symbol of harmful has a “h” underneath. What can the symbol for (cellotape) petri dish when shaking 10, 12, 14, 16,
irritant be? (very similar) Temperature 20 peas. Linegraph.
Student Height (cm)
• Timedo you think this is
(seconds) (Cº) %
Some symbols are yellow and others orange. Why Gases in air • Exp: survey in the lab people’s height, sex, eyes,
so? Mark 120 hair, waist circumpherence (measuring tape). Eys
Nitrogen 0 70 20
• Blue circular symbols are recommendations. Invent the symbol convert to %, then to º. Hair make bargaph. Height
Jack 130
“recommended to use goggles”. Oxygen 5 20 25 vs waist make linegraph.
• Sarah 115
If a glass apparatus falls and breaks on the floor, what do you have to 5 27
10
Water Vapour
do? Rachel 140
15 33
• Make the diagram for a beaker containing a thermometer, on top of a 5
Carbon dioxide
gauze on top of a tripod, all over a bunsen burner (arrow). 20 24
• Make a list of the apparatus in this diagram:
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).

9. Glossary U2
1. experiment 1. Common sense
– scientific method • harmful
– results • irritant
– data • explosive
– smooth • toxic
– scientific diagram • oxidising
– graph • hazard
– scale • beaker
– intervals or divisions • test tube
– pie chart • tongs
– bar graph • measuring cylinder
– line graph • bung
– pictograph • mortar
– dependant variable • pestle
– continuous variable • pipette
– independant variable • clamp stand
– discontinuous variable • bunsen burner
– flammable • gauze
– safety rules • safety goggles
– corrosive • conical flask

10. •
•
Planning
Extra Resources
In the aim or hypothesis you write down______________________.
• In the method write down what you will do, what you will measure and • You will usually find a set of ‘Lab Rules’ in a science
what _________ you will use. Your investigation should be a fair test. lab. They are there for your safety!
This means that you should only change one thing at a time and keep • The drawing below shows a lab where there are no
all the other things _________. The things that you can change are safety rules.
called variables. Write down what you will change and what you will • 1Write down a list of all the things going wrong in this
keep the same. Write down anything that you will do to make sure you lab.
can do your investigation___________ and not hurt yourself. • 2For each of your answers, write a safety rule.
• Recording your results • 3Design a poster for your lab, showing one safety rule
• Make sure you use all the equipment _________. Write down all your and the reason for having it.
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.

11. Matter, states,
• 1Properties of matter (space & mass):
o General (all matter has them): mass, volume elements
o Specific (not all): colour, texture, etc and mixtures
• 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-s
Liquid: flows, fixed volume, not so dense, particles are touching but not joined

12. Different physical shapes of carbon
Temporary subatomic
The universe visible from Earth is a sphere with a radius of 46 particles
billions of billions of light years (460,,,,,000.000,,,,000.000,,,
000.000,,000.000,000.000km), our Milky Way Galaxy is 100,000
light years in diameter, and our nearest galaxy, the Andromeda, is
2.5 million light years away. There are probably more than 100
billion galaxies, each with between ten million to one trillion stars,
so around 300 sextillion (36zeros) stars in the observable
universe, possibly each of them with 10 planets. Alien life only
needs 1chance out of 3000sextillions to exist, but it will probably
be so far away we will never meet!

13. Exercises
1. What are the general properties of matter?
• You can’t see air. Explain why air is matter. Projects, tasks & Experiments
• How long is your sheet of paper? And how wide? Transform this into 1. Make/cut models of atoms, and join them to make
the base unit of the International System. elements, compounds, or mixtures. Show H2O,
• Measure the diameter of a cello tape. The radius is half the diameter. CO2, O2, C, H2, and CH4.
Now calculate the surface. • Investigate one element: properties, where it is
• A triangle measures 6cm high and 4cm wide. What is it’s surface? found, and what we use it for.
• Make the outline of your hand on a paper. Divide the area into regular • Play bingo: each student one column, the teacher
shapes (rectangles, triangles, circles), calculate their areas and add the says random elements. First complete column
total. wins!
• Make the drawing of the apparatus being used to measure the gas • Experiments of separating: decanting
produced in a conical flask. You will need a measuring cylinder, (sand/oil+water), filtering (filter paper, gauze;
stopper, tube, dish, the conical flask and water. compare sand water vs inked water solution),
• What is the capacity in litres of a container with 3.4cm2 volume? chromatography (felt pen), evaporation (salt),
• How many bottles of 250ml are needed to fill a tank of 10L? distillation (ink).
• On a traditional balance there are 3kg on the left, and 2kg on the right. • Recording experiments: volume (liquid, then solid,
Which side goes up and which side goes down? then gas), temperature (chronometer, then make
• Calculate the density of a ball of lead that has a volume of 6cm3 and a the graph, in K).
mass of 3g? Show your working and the units of the answer. • Changes experiment: ice-water, plasticine shape,
• A drop of water with 5000 mollecules (mass) increases in volume when elastic heated, cutting paper; burning paper,
it freezes. Which is denser, water or ice? vinegar-sodium bicarbonate, Mg-acid heating.
• 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? TRANSVERSAL: The high compression states of matter (when
atoms disintegrate). Antimatter. Special properties: perfect
• 50g of water evaporate. How much will the vapour weigh? Why? conductors, hard liquids (corn flour/maizena), new materials
• Classify into mixtures (homo/heterogeneous) or pure (hard plastics, not flammable clothes, light metals; patents),
(element/compound): a)Mayonnaise b)Honey c)Chicken soup d)Granite nature’s solutions (velcro from seeds, permadry from lotus leaf,
e)Iron f)Water 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).

14. Glossary U3
1. property 1. compound
– texture • to dissolve
– measurement • solution
– base unit • solvent
– decimal system • solute
– surface • expand
– length • contract
– volume • flow
– meniscus • fizz
– mass • network
– weight • chromatography
– density • state of matter
– cronometer • to filter
– thermometer • to decant
– cubic meter • to distil
– atom • fixed shape
– element • bond
– mollecule • foam
– periodic table • sublimation
– mixture • condensation

15. • The story of Robert Brown 1
•
Extra Resources
Robert Brown was a Scottish scientist who studied botany – the
science of plants.
• One day in 1827, he was using his microscope to look at some pollen • Who scraped the gatepost?
grains that were floating in water. To his surprise, he noticed that the • Police were called to 10 Manor Road because there had been a
pollen grains were moving in a strange, zigzag way. He checked his burglary. There were some bits of red paint on the gatepost, and the
observations carefully and found that they were correct. police suspect that the robbers’ car or van scraped against the
• He knew that pollen came from living plants. He thought at first that gatepost when they were making their getaway.
the pollen itself might be alive, and capable of moving on its own. He • A forensic science laboratory was asked to find out what make of car
tried the experiment again, but instead of pollen he used something the burglars had used. Different car manufacturers use different
that he knew definitely couldn’t be alive. The zigzag motion was still mixtures of colours in their paint. The scientists used chromatography
there! This really baffled Brown, who reported his results, but could to find out the make of the getaway vehicle.
not explain why the pollen moved in this way. The experiment was • These are the results of the tests:
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? • 1The scientists did not use water as a solvent when they carried out
• 4Who successfully explained the observations? their tests. Why not?
• 5How many years were there between the observations and the • 2Which manufacturer (or manufacturers) used one pure colour in their
conclusion? red paint?
• 6What was Robert Brown’s first explanation for the movement of the • 3Which manufacturer (or manufacturers) used a mixture of only two
pollen grains? colours?
• 7Suggest something that was non-living and in very small grains that • 4Which manufacturer (or manufacturers) used a mixture of three
Brown might have used to check his ideas. colours?
• 8Scientists knew that bacteria could be found in water. How could you • 5Which manufacturer uses the same paint as the paint from the
plan an experiment to show whether bacteria were responsible for gatepost?
moving the pollen grains around? • 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

16. 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 individual
o 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 photosynthesis
o Animal: eucariotic pluricellular that don’t do photosynthesis
o 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.

17. MRS GREN

18. Exercises
1. What is a cell?
• Order in complexity: brain, squirrel, neuron, nerve tissue, nervous Projects, tasks & Experiments
system. 1. Investigate what is the size of a virus. Are they
• The jungle has more sunlight than the North Pole. Which has more alive?
biodiversity? Why? Does a city have more or less than the jungle? • Use a microscope (algae, moss, cheek, blood,
Why? onion).
• When a sperm joins an ovule, is it asexual or sexual reproduction? • Make a dichotomous classification for pencilcase
Why? contents, then exchange and test with partner.
• 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?
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?

19. Glossary U4
1. cell 1. eucariotic
– inorganic • procariotic
– fat • unicellular
– protein • chitin
– DNA • microscope
– carbohydrate • dichotomous
– biodiversity • sample
– tissue • objective lens
– organ • focusing wheel
– system • diaphragm
– dimorphism • membrane
– hybrid • cytoplasm
– asexual • mitochondria
– sensitive • chloroplast
– tropism • vacuole
– autotroph • cell wall
– excretion • neuron
– kingdom • root hair cell
– monera • palisade cell
– fungi • sperm cell

20. Extra Resources
1Fill in the missing words in the sentences below. Use the words in the
box. Each word can be used more than once. • Make a drawing of a microscope. Now use the bold black words
adapted move muscle tissue from the text underneath to label the parts of the microscope.
aSome cells have special jobs to do. They often have special shapes
to help them do their job. We say that these cells are
_________________ to do their jobs.
bA group of the same type of cells, all working together, is called a
_________________ .
cA group of muscle cells all grouped together is called
_________________ . Muscle cells help us to _________________ .
2Here is a drawing of a nerve cell.
aWrite in the words cell surface membrane, cytoplasm and nucleus
on the correct lines.
bHow is its shape adapted to carry messages around the body?
________________________________________________________
________________________________________________________
_________
________________________________________________________
3Here is a drawing of a ciliated epithelial cell.
How is it adapted to remove dirt from people’s lungs?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________________

21. • Photosynthesis: CO2+H2O >
Kingdoms I glucose
• Respiration: glucose >
• 1Semi-living beings: Viruses do not do respiration, move, grow,
CO2+H2O
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 reproducing
o Antibiotic: substance that kills bacterias (NOT virus!)
o Disinfectant: washing substance that destroys microorganisms
o 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…

23. Exercises
1. What are the differences between antibiotic and vaccine?
• What kind of substance would you use to clean a doctor’s knife and kill Projects, tasks & Experiments
microbes? And to stop them from reproducing? 1. Investigate the following illneses: AIDS,
• In what kingdoms can we find heterotroph organisms? And autotroph? pneumonia, cholera, athelete’s foot. Find out what
• Make a dichotomous classification key for plants. kind of organism causes it, how it is transmitted,
• What is the difference between gymnosperm and angiosperm? and the symptoms.
• Find four plants in your home, and classify them. Explain the reasons. • Microscope: yeast, paramecium, algae, pre-pared
• Draw a plant and label: root, stem, leaf, flower. bacterium, plant parts.
• Find four plants in your home, and draw the outline of their leaves. • Dissection of a flower.
• What parts of the flowervare male and what parts are female? • Let bread go mouldy. Observe the fungus in the
• Make a diagram to show how insect pollination happens. magnifying glass.
• The plant makes food in the leaves. Food is used in the stem and roots. • Investigate how bread and cheese are made.
Make a drawing of a plant and put an arrow showing the direction of • Investigate the flora of your local area.
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. TRANSVERSAL: The origin of oxygen on Earth
• What are hyphae? What organism has them? (Photosynthesis), the origin of chloroplasts & mitochondria,
• Explain the difference between saprophyte and simbiont. artificial “cells” (organic bags), saline channels as “nervous”
• Draw a bacteria and label: cell wall, cytoplasm, cell membrane. system in plants for movements, the biggest n smallest flowers,
timestanding of seeds, illnesses (ebola, pandemias, how little
• If a cell has a cell wall of chitin and is autotroph, what is it’s kingdom? we can do, resistances to antibiotics), the camouflage of VIH
• What do red algae have in common with plant algae? And differences? outside cells, the perfect symbiont: lichens, the weird & strange
• Which vital functions do virus not have? (MRS GREN) moneras (citopharynx, citostomach, citoocellus…), killer
• Can antibiotics cure flu (a cold)? Why? moulds (worm-trapping rings in plants).

24. Glossary U5
1. virus 1. angiosperm
– illness • stem
– vaccine • fruit
– antiviral • pine cone
– antibiotic • cover
– disinfectant • seed
– antispetic • to fit
– parasite • varied
– symbiotic • mobile
– saprophyte • algae
– hyphae • pollen tube
– spore • filament
– yeast • petal
– mould • style
– mushroom • stigma
– cellulose • ovary
– photosynthesis • sepal
– moss • pedicel
– fern • anther
– gymnosperm • cross pollination

25. Extra Resources
Plant fertilisation
Name _____________________________ Class ____________
Little parasites
1 The drawing below shows a pollen tube starting to grow.
Some organisms live in very special habitats, they live in or on other
organisms. They are called parasites. The organisms that parasites live in or
on are called hosts.
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.
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. Not all human parasites are animals. Bacteria are microscopic organisms that
can cause disease. Tuberculosis, a disease of the lungs, is caused by bacteria.
egg cell ovary ovule pollen grain pollen tube stigma style 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
2Fill in the missing words in the following sentences. between your toes.
Use the words in the box. Each word may be used more than once.
1Explain what a parasite is and what it uses its host for.
egg embryo fertilisation nucleus ovule pollen seed stigma style tube 2Name one disease that is caused by a virus.
3Fungi need damp places in which to grow. How might athlete’s foot be
When a _______________ grain lands on a _______________ , a pollen prevented?
_______________ starts to grow. This grows down the _______________ 4Suggest why many religions might class pork as an ‘unclean’ meat.
and into the ovary. It then grows towards an _______________. Here it finds 5Explain these adaptations of adult tapeworms:
an _______________ cell. The nucleus from the pollen _______________ aflattened bodies with a large surface area
then joins with the _______________ in the _______________ cell. This is ba head with many hooks and suckers.
called _______________. An _______________ now grows inside the 6Draw a diagram showing the life cycle of a tapeworm.
ovule. 7Why do you think tapeworms infect many more people in developing countries
The ovule turns into a _______________. than in the UK?
8aWhat is the microhabitat of a tapeworm larvae?
bDescribe the environment of an adult tapeworm.

26. 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)

28. Exercises
1. Make a dichotomous classification key for vertebrates.
• Which animals are oviparous? Projects, tasks & Experiments
• The platypus is acuatic, has a mouth in the shape of a beak, and has 1. Investigate: what insects can be eaten in an
hair and mammary glands. What kind of vertebrate is it? Indonesian restaurant?
• What characteristic can you use to differentiate an arthropod from • Card game of animals
another? • Impermeable for water tension acuatic spiders:
• What apparatus can you use for taking samples? model with/without wax on feet.
• What does “bilateral symmetry” mean? • Find out what crustaceans you can buy in your
• Molluscs have a shell. Where is the shell of a squid (Calamar)? local fish shop.
• Which kinds of animals can do metamorphosis? • Microscope: scales of fish vs reptile/bird. Feathers.
• Draw a penguin. Now make a line dividing it into the two equal sides. Test if they are impermeable.
Do the same with a starfish. What kind of symmetry do each have? • Dissection of fish. Dissection of mussel. Dissection
• What kind of animal is a whale? What characteristics must it have? of egg/bird.
• What characteristics help a bird to fly? • Investigate the fauna of your local area.
• When we eat we use forks, knifes, spoons… Birds use beaks. Make • Observe, describe (color, shape, limbs/feet, head)
three drawings of different beaks (eagle, duck, stark) and explain what and classify the lab zoo.
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.
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)

29. Glossary U6
1. invertebrate 1. arachnid
– backbone • crustacean
– sponge • myriapod
– jellyfish • scales
– starfish • gills
– sea urchin • poikilotherm
– sea cucumber • amphibian
– ambulacral feet • pooter
– plaques • quadrat
– symmetry • tullgren funnel
– bilateral • butterfly net
– worm • fin
– mollusc • opercle
– snail • crest
– shell • crown
– exoskeleton • tail
– oviparous • beak
– metamorphosis • jelly
– moulting • viviparous
– arthropod • skin breathing

30. Fill in the crossword using the clues below.
Extra Resources
Across
2 The body of a fish is covered in these.
4 Mammals feed their young on this.
7 An animal with a backbone
10 Fish breathe using these. Make a table to
11 All animals are in a group called the animal ________. record some of the
features of the
Down animals that you
1 These animals move using fins. observe. Include the
2 The backbone is part of this. following columns:
3 A frog is one.
5 These animals have hair • Name of
animal
6 A lizard is one. • What is the
8 Many animals lay these. outer
9 An animal with feathers. covering of
its body like?
(e.g.
feathers)
1Write the word ‘True’ or the word ‘False’ • Does it have
next to each of these sentences. any markings
aBlackbirds feed their young on milk on its body?
bAll fish live in water (e.g. stripes)
cFrogs have moist skin • How many
dHumans are reptiles legs does it
eParrots lay eggs have?
fFish can breathe under water using gills • Is its body
gLizards have dry scales on their skin divided into
hToads lay eggs with hard shells segments?
iDogs have hair • Does it have
jFish have backbones antennae?
• Anything else
you notice?

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

33. Exercises
1. Why is it important that the atmosphere contains oxygen? Pure oxygen
is toxic. Why is the atmosphere not toxic? Is CO2 important for life? Projects, tasks & Experiments
• Why does the atmosphere create pressure? Why does the atmosphere 1. Investigate what is ozone and why it can be good
not float away from Earth? Is the pressure at the top of a mountain the and bad.
same as at sea level? Why? • Investigate and show in a table the differences
• Make a list of weather conditions. Now list the factors that affect between the atmosphere of primitive Earth,
climate. nowadays Earth, and of Venus.
• What are the factors that affect climate like in your local area? • Collect the weather maps of a newspaper for a
• When clouds are high they get cold and very often it rains. What week. Where there is rain put a cyclon, where it’s
climate will you probably have if you see a cirrus? And a stratus? dry an anticyclon, and separate them with
• What instruments were used for this report: Windspeed of 95km/h, concentric circles. Describe the weather at your
200L/m2 of rain, and a 2% humidity. home that day.
• What is measured by an anemometer, a weather vane, and a • Measuring weather: make an anemometer-weather
thermometer? vane, try it out. (cups, plastic dish, pencil).
• When the pressure of air is low, what phenomenon happens? In what • Exp: condensation after 5min at 20, 40, 60, 80Cº;
direction does air go? Is it dry or rainy weather? measure by counting drops (big=2small). Control
• Explain the difference between rain, snow and hail. T!
• 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. TRANSVERSAL: the climatic change (proofs that it is
• Represent in a pie chart: 97% sea water, 2% ice, 1% liquid fresh water. happening? Long term effects?), who wants to(the principle of
• What is the difference between adhesion and cohesion? cooperative progress vs egoistic anarchy)/can afford to(3rd
world necessities) earn less and be more ecological, the
• Where is there more oxygen dissolved: in surface or in deep waters? importance of NGOs & voter’s pressure, buying an ecological
Why? pose (publicity, “green certificates”), the weather forecast
• Salt dissolves better in hot water. Which part of the world will be exactitude limits (butterfly effect), controlling the climate in the
saltier? future & today (Mg2+ rain-prompting, altering vegetation cover,
• When you breath your hot air onto a window, condensation appears. urban heat), understanding tornados (space, miniballoons,
tornadohunters), smog & health, the drinkable-water-based
Why? wars, the energy market highways (France, Russia, OPEP)
• 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

34. Glossary U7
1. atmosphere 1. anemometer
– layer • wind vane
– troposphere • greenhouse effect
– stratosphere • infrared light
– mesosphere • to bounce
– ionosphere • CFC gases
– altitude • pollutant
– ozone • UV radiation
– dust • cancerigenous
– hail • fertiliser
– precipitation • swamp
– latitude • salty water
– ocean current • fresh water
– cyclon • cohesion
– anticyclon • adhesion
– hemisphere • tide
– anticlockwise • runoff
– barometer • infiltration
– pluviometer • oil slick
– hygrometer • sewage

35. Extra Resources
The Dead Sea
Rainwater is not salty. Rain is formed when water evaporates from seas,
rivers and lakes, and then condenses again. When the water flows through Global warming 1
cracks in rocks it dissolves some chemicals from the rocks. These salts 1Complete the following sentences, using words from the box.
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 Mean world _____________ have increased by about ______
and Jordan. Water flows into the lake from the River Jordan and the _____ in the last 100 years and scientists have predicted a
surrounding land. The lake is lower than the Mediterranean Sea, which is _____________ rise of between 2 and 5 °C during the next
the nearest sea, and there is no river taking water from the Dead Sea into century. This rise in temperature has been called _____________
the Mediterranean Sea. The weather is very hot, with summer _____________ and if it happens it would have a great affect on all
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
_____________ on Earth.
normal sea water.
The Dead Sea got its name because people thought that nothing could live life 0.6 °C greater global warming temperatures
in such salty water. However, there are a few species of micro-organisms
that can live in these conditions.
A mean temperature for the period 1961–1990 has been
1Where does the water come from that falls as rain? calculated. This is shown by 0 on the graph. The line on the graph
2Why isn’t rainwater salty? shows how each year’s mean temperature compares with the 30-
3How does salt get into the water? year mean.
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.)
2Label the graph to indicate where the following statements apply:
6The Dead Sea is an interesting place to go swimming. Find out what athe mean temperature this year
would be different about swimming in the Dead Sea, and why this bmean temperatures start to rise.
happens. (Hint: It would taste saltier, but that is not the answer needed 3What has been the general trend
here!) in mean world temperatures over
the last 100 years?
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?

36. Geospher
• e 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!

38. Exercises
1. Explain which are minerals and which are not: petrol, wood, gold,
water, sand, quartz, granite, silica. Projects, tasks & Experiments
• Classify minerals depending on if they contain or not oxygen. 1. Primary Project: of the mineral/rock you had, find
• What number of Moh does the softest mineral have? And the hardest? out information: classification (see theory),
• Alabaster is hardness 2-3. Is ot hard or soft? description, uses, where in the world it is extracted.
• Your fingernail can’t scratch quartz. Can quartz scratch your fingernail? • Describe properties of minerals (hardness with
• Say which are rocks & why: sand, cement, marble, quartz, petrol, fingernail-copper coin-steel nail-glass; shine,
honey. colour..)
• Crystals grow slowly. What kind of igneous rock will have bigger • Quartz is transparent, but impurities give it a
crystals? colour. Investigate what colour are each kind of
• Make three pictures showing the three steps necessary to make quartz: smoky quartz, agate, milky quartz,
sediments into a sedimentary rock. amethyst, jasper, citrine, creolite, rose quartz, rock
• Explain why slate is a foliated rock. crystal.
• Make a comic strip showing the formation of a fossil. • Investigate what minerals are used to make:
• Can you extract DNA from a fossil? Why? cement, glass, tabel salt, plaster, toothpaste.
• Diamonds are made 100% of carbon. What kind of mineral is it? • Describe rocks, classify them Then make a
• Write the definition of the three main kinds of rock. dichotomous classification.
• What is the difference between rock and mineral? • Investigate how stalactites and stalagmites are
• What is the difference between erosion and weathering? Which formed
happens when a stone is carried down a river? Could the other also • Investigate what stone represents your horoscope,
happen? it’s properties and also copy your horoscope for
• Make a drawing of a cliff made of stratum of different colours. this year.
• Lava is magma on the surface of the earth. What kind of igneous rock • Investigate the uses of oil.
can lava produce? • Observe crystals of salt/sand in the microscope,
• Can igneous rocks contain fossils? Why? draw.
• Make a drawing of a sedimentary, metamorphic and igneous rock • Collect 5rocks and describe, drae and classify
showing the particles/crystals it is made of. them.
• Draw the rock cycle. Label with an example of each stage. • Exp: weathering of marble with acid, erosion &
• Compare the origin of metamorphic and of igneous rocks. sedimentation (decanting) with pebbles & sand.
• •
Artificial diamonds can be made. Diamond is metamorphic. How do we TRANSVERSAL: the impossible slowness hot, check day after
Grow crystals on a clip in salty & homogeneous
pressure for artificial diamonds, rare metals means high-
make them? 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,

39. Glossary U8
1. mineral 1. underground
– impurity • foliated
– crystal • magma
– mineraloid • lava
– silicate • fossil
– halide • to dissolve
– streak • Moh’s scale
– lustre • steel
– waxy • coin
– cleavage • fingernail
– hardness • to cool
– stratum • to weather
– igneous • to erode
– sedimentary • to melt
– metamorphic • the rock cycle
– detritical • soft
– plutonic • quartz
– extrusive • talc
– to compact • basalt
– to cement • granite

40. Extra Resources Diamonds are forever
The rock cycle 1 Diamond is a particularly hard form of one
Match the pairs, and copy them complete and in the correct element, carbon. Diamond is made of the same
order to describe the rock cycle. Stick them into your book. element as soot and graphite. Diamonds are
very rare and are only found in a few places in
Small fragments of rock get transported away … If the rock is heated enough,world. They are the hardest mineral known.
the it melts …
They are also very beautiful when they have
… are deposited at the bottom of the river. The layers of sediment gradually get squashed … – the surfaces reflect
been cut and polished
light, forming rainbow spectrum effects. They
… through cracks and volcanoes. … igneous rocks.formed when pure carbon crystallises deep
are
within the Earth, where pressures are extreme
… metamorphic rock. … squashed under the surface temperatures are very high. Recently, a
and of the Earth.
… and are changed into metamorphic rock. Some magma rises to the surface of the Earth designed which enables
process has been …
chemists to make ‘industrial’ diamonds –
When the river slows down, the bits of rock … Over many years, these diamonds formed from pure carbon in the
bits of rock …
laboratory. These have the same properties as
Some igneous rocks get buried and squashed … Rocks get weathered by chemical … but are much cheaper. These
natural diamonds
industrial diamonds can be used for any job
… and eventually form sedimentary rock. Some sedimentary rocks get heated andmaterial that is very hard and
which needs a …
that will last for a long time. One example is as
When the magma cools, it forms … … and forms magma.
the cutting surface on a drilling machine. The
drilling machine that cut the Channel Tunnel
… build up to form layers. … and physical weathering.
used diamond drill bits.
This changes the rock into … … from rock faces by rain, streams and rivers.
1What element are diamonds made from?
1Write the answers to these clues in the grid. a 2How are diamonds formed in the Earth?
aAn igneous rock with large crystals. 3If diamonds are only made of the element
bLiquid rock. b carbon, are they a rock or a mineral?
cThe layer of hot rock under the crust of the Earth. 4Diamonds have very special properties. List as
c
dIf a rock gets hot enough it will _______________ . many properties of diamonds as you can.
eThis is where magma escapes through the crust of the d 5Why do you think chemists needed to make
Earth. ‘industrial diamonds’?
fThe solid part of the Earth, on which we live. e
gAn igneous rock with small crystals.
hSize of crystals made by slow cooling.
f
iLava on the surface of the Earth _______________ g
down quickly.
jThese are different sizes of these in different igneous h
rocks.
i
2Write out the letters in the shaded boxes, and add the
last missing letter. j
3Now write a clue for the last shaded word.