Grade 7 General Science Module 2

Table of Contents
UNIT FIVE...................................................................................................................................................5
LIVING THINGS AND THEIR DIVERSITY..............................................................................................5
Section 1: LIVING THINGS.........................................................................................................................5
Section 1.1 Characteristics of Living things..............................................................................................7
Section 1.2 Classification and Scientific names of organisms...................................................................9
Section 1.3 Scientific names of organisms..............................................................................................10
Section 1.4 Hierarchy in the classification of organisms.........................................................................11
Section 1: Important points.........................................................................................................................13
Section 1: Check-list...................................................................................................................................15
Section 2: The Kingdoms of Life................................................................................................................16
Section 2.1 Kingdom Animalia...............................................................................................................18
Section 2.2 Kingdom Plantae..................................................................................................................22
Section 2.3 Kingdom Fungi.....................................................................................................................24
Section 2.4 Kingdom Protista..................................................................................................................25
Section 2.5 Kingdom Monera..................................................................................................................26
Section 2: Important points...................................................................................................................29
Section 2: Check list....................................................................................................................................29
Unit summary..............................................................................................................................................30
Self-test exercises........................................................................................................................................31
Answer keys to self-test exercise.................................................................................................................32
Glossary......................................................................................................................................................33
UNIT SIX....................................................................................................................................................34
EARTH IN SPACE.....................................................................................................................................34
Section 1: Shape & dimensions...........................................................................................................34
Section 2 Parts of the Earth (Body & Atmosphere).....................................................................................34
Section 3 Movements of the Earth..............................................................................................................34
Section 4 Atmospheric and lithospheric Systems & Cycles, (effects, measurement ideas/estimation)........34
Section 1: Shape & dimensions...............................................................................................................34

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1.1 Earth science.....................................................................................................................................35

1.2 Shape of the Earth.............................................................................................................................35
1.3 Evidence about the Shape of the Earth..............................................................................................38
Section 2 Parts of the Earth (Body & Atmosphere).................................................................................43
2.1 structure of the earth........................................................................................................................44
1.1.2. Internal Structure of the Earth (Inner zone)..............................................................................47
II. Choose the best answer from the given multiple-choice.................................................................49
Section 3: Earth’s movements.....................................................................................................................52
3.1 Rotation of Earth...............................................................................................................................52
Effects of motions of the Earth............................................................................................................52
3.2 Revolution of the Earth.....................................................................................................................53

Section 3 self-test................................................................................................................56
Section 4 Systems & Cycles........................................................................................................................58
4.1. Earth's systems.................................................................................................................................58
6.4.2. Cycles of the Earth System and effects......................................................................................60

Section4 self-test....................................................................................................................64
UNIT SEVEN.................................................................................................................................................67
MOTION, FORCE, ENERGY AND ENERGY RESOURCES.................................................................................67
Section 1 Definition and types of motion..............................................................................................68
Section 1 competency at the end of these section learners should be able to:..........................................68
1.1 Definition of Motion..........................................................................................................................68
7.1 different types of motion......................................................................................................................70

Section 3 self-test....................................................................................................................72
Section 2 Definition of Force and Gravitational Force............................................................................74
1.1 Definitions of force............................................................................................................................75

Section 2 self-test.................................................................................................................77
Section 3 Effects of force and measuring of force.......................................................................................79

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3.1 Effect of force....................................................................................................................................80

3.2 Measuring forces...............................................................................................................................82
Section 3 self-test..............................................................................................................................84
Section 4 Definition of Energy and Forms and Conversion of Energy..........................................................85
4.1 Defintion of energy............................................................................................................................86
Section 4 self-test..............................................................................................................................89
7.7. Energy Sources (sun, fuel, hydroelectric, wind, nuclear)..................................................................93
Matching.............................................................................................................................................99
Assignment Questions.........................................................................................................................99
7.8. Wise use & Conservation of energy...............................................................................................100
7.9. Resource depletion and environmental degradation.......................................................................102
Assignment Questions.......................................................................................................................107
Review Exercise....................................................................................................................................110

Module Introduction

Dear distance learner, this is grade seven general science distance module 2. In previous module-
1 you have studied the first four units of grade seven general science, but the rest three units will
be covered in this module 2. You are advised to cover all the units and contents included under
this module. Try to study overview, do self-test, check-list and in-text questions. In this module 2
will are going to learn about:

 Living things and their diversity (Unit-5)

 Earth in space (Unit-6)
 Motion, Energy and energy Resources (Unit-7)

Module objective:

This distance module for grade seven general science was developed to:

 Cover contents of grade seven general science in distance modality

 Offer an opportunity for distance learning which could probably complement face-to-face
learning
 Make learning possible without the immediate support of the teachers on a daily basis

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 Create a consistent learning material throughout the region (Southwest Ethiopian

Regional state).


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UNIT FIVE
LIVING THINGS AND THEIR DIVERSITY
 Dear distance learner! In module 1 of unit four you have studied about cell as a basis of life.
In this unit you are going learn about the living things and their diversity. The first section of the
unit deals about Living things. Here you will learn about characteristics of living things,
classification and scientific names of organisms, scientific naming of organisms and hierarchy in
the classification of organisms (Kingdom to species). In the same manner, the second section of
this unit deals about the Kingdoms of Life. This covers the five kingdom of classification of
organisms at it begins with explaining the major features and representative groups of Kingdom
animalia, then proceeds with the Kingdom plantae, Kingdom fungi, Kingdom Protista and finally
deals about Kingdom Monera with their basic characteristics and representative examples of
organisms under each kingdom.

Unit competences

Dear distance learner, at the end of this section, you will be able

 Identify the characteristics of living things

 Differentiate living and non-living things
 Define classification and its purpose
 Tell the importance of scientific name
 List down the hierarchical levels in the classification of organisms
 Point out the distinguishing characteristics of Kingdom Animalia, Plantae, fungi, Protista
and Monera
 Identify representative examples of Kingdom Animlaia, Plantae, Fungi, Protista and
Monera
 List the habitats of Anmalia, Plantae, Fungi, Protista and Monera

Section 1: LIVING THINGS

Dear distance learner, what do you know about living things? Are living things the same with
non-living things? If ‘No’ why?

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In this section, you will study about living things: organisms having life or those that can have
typical characteristics of living things such as reproduction, growth, respiration, genetic makeup
etc.

There are at least five million different kinds of living things in the world. These organisms are
classified according to similarities and differences. The need for classifying living things is to
identify them and to study their relationship, their origin and development in order to understand
how life comes to exist.

Section 1 Competences

Dear distance learner, after completing this section, you will be able to:
 Differentiate living and non-living things
 Describe the characteristics of living things
 Relate diversity with classification of organisms
 Tell the major purpose of scientific naming of organisms than local naming
 Describe the relationships of the hierarchical levels (Kingdom, to Species) in the
classification of organisms.
Section 1 Overview
Dear distance learner! Section one of this unit (Living thins) contains important points about
the characteristics of living things, classification and scientific names of organisms and hierarchy
in the classification of organisms (Kingdom to Species).

Therefore, you are advised to study this module very carefully as there are questions you are
expected to answer (Self-test exercises) and contents of this section are parts of your assessment
(assignments and Final examination).

Introduction

If you observe your surrounding environment you realize many different kinds of organisms
living on Earth, including animals, plants and microorganisms. In this section, you are going to
learn about the characteristics of life, scientific naming of organism and how to classify those
organisms into different groups.

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Section 1.1 Characteristics of Living things

What characteristic features are commonly shared by all living organisms?

Living things belong to any organism or a life form that possesses or shows the characteristics
of life or being alive. However, a living thing shows certain properties that help define what life
is.
Dear learner, in this sub section, you will learn about the common characteristics of living
organisms shared by all organisms such as Movement, Sensitivity, Growth, Reproduction, ,
Respiration, Excretion and Nutrition. These seven features/characteristics serve to define life.
Therefore, remember, it is difficult to define life in a single sentence, but life can be characterized
by these common features.

What are the seven common characteristics of living organisms?

Good attempt! Hopefully you mentioned major characteristics of living things which are shared
by all organisms. These common characteristics include: Growth, Reproduction, Nutrition,
Excretion, Sensitivity, Movement, and Respiration. Common characteristics of living things
and their major features are listed below;
 Movement: an action by an organisms or part of an organism causing a change of position
or place. Most single-celled creatures and animals move about as a whole. Fungi and
plants make movements with parts of their bodies.
 Respiration: the chemical reactions that break down nutrient or food molecules in living
cells to release energy.
 Sensitivity/irritability: the ability to detect or sense stimuli (change) in the internal or
external environment and to make appropriate responses. Organisms can respond to
diverse stimuli. For example, plants can grow towards a source of light, climb on fences
and walls, or respond to touch. Even tiny bacteria can move toward or away from
chemicals or light.
 Growth: is a permanent increase in size and dry mass by an increase in cell membrane or
cell size or both. Remember, non-living organisms grow by addition of new material to
the outside surfaces; however, living organisms grow from within using food.
 Reproduction: all living things can reproduce. Reproduction is the ability of all living
things to make more organisms like themselves. Single-celled organisms (bacteria) may

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simple keep dividing into two. However, multicellular organisms (E.g., plants and
animals) reproduce sexually or asexually.
 Excretion: excretion is the removal of metabolic wastes produced in cells as a result of
chemical reactions taking place inside the living cell (metabolism) and substances in
excess of requirements. For example, respiration and other chemical reactions in the cells
produce waste products such as carbon dioxide which can be harmful in excess and must
be removed.
 Nutrition: is the process of obtaining nutrients or materials required for energy. Growth,
and development; plants require light, carbon dioxide, water and ions; animals need
organic compounds, ions and usually water.
Exercise 1.1

Dear distance learner! Before you proceed to the next sub section of this unit, to check your
understanding on the common characteristics of living things; try to answer the following
questions.
1. Can you mention at least five common characteristics of living things? If so list them down
_____________________, _______________________, _______________________,
_______________________, ________________________________.
2. Which common characteristic is related with?
a. the property of living organisms to make their own copies? __________________
b. the ability to detect or sense stimuli (change) in the internal or external environment
and to make appropriate responses?
c. the chemical reactions that break down nutrient or food molecules in living cells to
release energy.
d. the process of obtaining nutrients or materials required for energy. Growth, and
development
e. the removal of metabolic wastes produced in cells as a result of chemical reactions
taking place inside the living cell (metabolism)

Section 1.2 Classification and Scientific names of organisms

Dear learner! In this section you are going to study about important topics which are relevant
to organize, identify and name scientific names of organisms.

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Dear learner! Do you think classification has implication in our daily life experience? For
example what do you think will happen if books in the library are not arranged using certain
criteria? Do you think it is possible to access a book out of many if they are not organized and
arranged on shelves? Of course, this is impossible unless things are arranged and systematically
organized in certain criteria to make them accessible. You can imagine how living organisms in
the world are diverse. Organizing items not only makes them easier to find but can also make
them easier to understand. Hence, to manage such huge number of organisms, biologists use a
tool to organize and understand living organisms using what we call classification.
 Scientists have found and describe approximately 1.75 million species, and moreover new
species are being discovered every day. With such diversity of life on the earth, how does one go
about sense of it all? One way to manage these greater numbers of organisms is by classification.
Classification is an important step in understanding the present diversity and the past evolutionary
history of life on earth.

Classification is the process of sorting or grouping things together on the basis of common
features or similar characteristics or criteria.

The science of classification is called Taxonomy. Taxonomy involves two branches: the naming
of organism or nomenclature, and placing of organism in to group, or systematic which is done
based on their similarities and differences. Classification is usually a hierarchical process. One
begins with general and broad differences, and then one systematically introduces more and more
detailed and specific criteria.

Dear distance learner! Why we classify organisms?

Biologists/Taxonomists classify living things because:
 To identify organisms at risk of extinction and to understand common ancestor.
 It helps scientists to sort organisms in order and to make easy for study.
 It enables to identify new organisms by finding out which group they fit.
There are two ways of classifying organisms. These are artificial and natural.

The artificial classification is based on one or few easily observed characteristics and readily
available characteristics. Artificial system of classification is usually designed for practical
purpose with an emphasis on convenience and simplicity. For example, according to artificial

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system of classification, all animals can be grouped into two based on their flying ability; animals
that can fly and cannot fly. In this grouping butterflies (invertebrates) and bats, birds
(vertebrates) are placed in the same group.

Natural or biological system of classification: Based on a broader range of characteristics

(morphology, anatomy, and genetics) to reveal evolutionary relationships and natural affinities .
This system of classification considers both external and internal features than the superficial
artificial system of classification.

Section 1.3 Scientific names of organisms

Dear distance learner! In the above sub section (classification of organisms) you have learned
about how to group divers organisms based of common characteristics. You have also learned
about important terminologies: classification, taxonomy and nomenclature. In this section
(scientific naming of organisms) you will study how to name organisms using a binomial
system (binomial nomenclature).

Dear distance learner! What do you understand from the term “Binomial”? That is great dear
learner! As you can guess, Binomial nomenclature (‘bi’-two; ‘nomial’- name; Hence, “Binomial
nomenclature is the biological system of naming the organisms in which the name is composed of
two terms, where, the first term indicates the genus and the second term indicates the species
of the organism.” Here, you should bear in mind that the genus and species names are those
simply obtained from the hierarchy of the classification of organisms that you will learn in the
next section (Section 1.4).
 Organisms were first classified by a Swedish naturalist call Cark Linnaeus (1707 to 1778) in
a way that allows the subdivision of living organisms into smaller and more specific groups. He
designed a scientific system of naming organisms called binomial nomenclature.

The binomial system of naming species is an internationally agreed system in which the
scientific names of an organism is made up of two parts showing the genus and the species.
Binomial means ‘two names’; the first name gives the genus and the second gives the species.
Carl Linnaeus named organisms in Latin using the binomial system.

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Dear distance learner! For instance if you are asked to write your name, you probably write your
name and your father’s name as a common and accepted by the community standard. Likewise, in
giving scientific name, there are certain rules to be followed. Some of the rules are:
 The scientific name should contain two names (first and second)
 The first name is the genus name to which group the organism belongs and it should begin
in capital letter.
 The second name is the name of species to which the organism belongs and it is written in
all small letters.
 The scientific name must always be either underlined hand written or italics in
printed/computerized.
For example, the scientific name of human race is Homo sapiens (computerized case)/Homo
sapiens (Hand written case). Similarly, the scientific names of some organism are listed in the
table given below:
No. Common name Scientific name
1. Maize/Boqollo/ Zea mays
2. Lion/Anbessa/ Panthera leo
3. Cat/Dimet/ Felis domestica
4. Mango Mangifera indica
5. Enset Enset ventricosum

Section 1.4 Hierarchy in the classification of organisms

Dear Distance learner! In previous section you have studied scientific naming of organisms
using two words system called binomial nomenclature. Do you remember how to write a
scientific name of an organism using genus and species name?
 In this section you will learn about hierarchy in the classification of organisms including genus
and species name so far you used to write a scientific name.
Alright dear distance learner! Linnaeus extends the binomial system to include more groups
than just genus and species. The largest hierarchy is the Kingdom placed at the top of hierarchy.
When these hierarchies are arranged in descending order, the sequence of classification is:
Kingdom, Phylum, Class, Order, Family, Genus and Species.

Taxon Dog Tiger Maize

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Kingdom Animalia Animalia Plantae

Phylum Chordata Chordata Mangoliophyta
Class Mamalia Mamalia Lilopsida
Order Carnivore Carnivore Poales
Family Canidae Felidea Poaceae
Genus Canis Felis Zea
Species familaries tigris mays
Scientists have used broader features to put organisms into kingdoms, which are the largest
groups of organisms. When you move down towards the species, which are the smallest category,
features are more specific. That means, two organisms belong to the same species share more
features than those in the same kingdom.
Table 4.1 The taxonomic breakdown of a few familiar animals and plant

 Kingdom: group of related phyla or divisions

 Phylum or Division: a group of related classes
 Class: a group of related order
 Order: a group of related family
 Family: a group of related genera
 Genus: a group of closely related species
 Species: the basic unit of classification or taxonomy

A species can be defined as a group of organisms with similar features and these organisms
capable of breeding and produce fertile offspring. You know the fact that horse and donkeys
belong to the same kingdom, phylum, class, order, family as well as genus but they are from
different species. Therefore, if a donkey and the horse happen to breed, they produce an
offspring called a mule (‘Bequlo’-በቅሎ). The mule is infertile, meaning it cannot produce
offspring because it is the product of organisms of different species.

Classification hierarchy (figure 4.1) has many uses:

o First, it helps scientists to sort organisms in order.
o Second, it helps them to identify new organisms by finding

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out which group they fit.

o Third, it is easier to study organisms when they are sorted in
groups.

Figure 5.1 Diagram showing

hierarchy of classification

Section 1: Important points


Common characteristics share by all living things include: Movement, Respiration,
Sensitivity, Growth, Reproduction, Excretion and Nutrition.
Classification: is the process of sorting or grouping things together on the basis of common
features/defined characteristics or criteria.
Taxonomy: is the science of classification.
Systematics: a branch of biology that deals with classification and nomenclature.
Two ways of classifying organisms include artificial and natural system of classification.
Binomial nomenclature: involves scientific system of naming organisms using two words,
Genus and species name in the hierarchy.
Carl Linnaeus was the first naturalist to classify and name organisms using binomial system.
The scientific naming or binomial nomenclature follows accepted rules and principles to name
organisms
Hierarchy of classification consists seven main categories and when arranged in descending order:
Kingdom, Phylum, Class, Order, Family, Genus and Species.

A species is the basic unit of classification and contains a group of organisms with similar
features and capable of interbreeding to produce fertile offspring.

Dear learner! Do you remember what have been covered in section one (Microscope) of this
grade seven general science distance module unit 4 (Living Things and Their Diversity)?

That is good! Hopefully you remembered the points addressed in this section are about common
characteristics of living things, classification and scientific naming of organisms and hierarchies
in the classification of organisms.

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Section 1: Check-list
 Dear Distance learner! This check list is developed to assess your achievement of the
expected competencies given in section one (Living things) of unit four (Living things and their
Diversity) of this distance module. Therefore, you are requested to assess yourself against the
points given in the table below by putting a tick () mark under “Yes” column if you are able to
perform the competency or under “No” column if you are unable to perform the competency.
Please, don’t worry if you still didn’t achieve these competencies, as you can do them after you
read and revise the contents of the sections given over again and again.
No. Can I Yes No
1. Mention the major common characteristics of living things?
2. Define classification?
3. Differentiate artificial and natural system of classification
4. Write the scientific names of some organisms using Genus and
species name considering binomial nomenclature?
5. List down rules in binomial system of naming organisms?
6. Arrange hierarchies in the classification of organisms in a descending
order from broader to narrow category?

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Section 2: The Kingdoms of Life

 Dear learner! As you remember in previous section you studied about living things (common
characteristics of living things, classification of organisms, scientific naming of organisms and
hierarchy in the classification of organisms). In the upcoming section (Section two); you are
going to study about the Kingdoms of life: Kingdom Animalia, Kingdom Plantae, Kingdom
Fungi, Kingdom Protista and Kingdom Monera.

This section will contain the five Kingdoms of life, major characteristics of each Kingdom with
their representative groups of organisms.

That is interesting! We are sure that you are eager to learn and know about the five kingdom
classification of organisms, major features of each kingdom, and groups of organisms included
under each kingdom. To have details about the five kingdoms of life, you are advised to go
through all the contents included in this section and other related materials containing information
about five kingdom classifications of organisms.

Section 2 Competences

Dear distance learner, after completing this section, you will be able to:
 Identify the five Kingdoms of life
 Point out major and typical features of the five Kingdoms
 Mention the commonest examples of organisms belong to each Kingdom.
 Relate each Kingdom of organisms to their major habitat types as aquatic, terrestrial or
moist.

Section 1 Overview
Dear distance learner! Section two of this unit (The Kingdoms of life) deals with the five
Kingdom classifications of all organisms found on the Earth’s surface. It begins with briefing why
the five Kingdom system is taken into account and who developed this five kingdom system of
classifying organisms. In addition, this section gives details on each of the five Kingdoms of life
with major features, representative organism and main habitats of each Kingdom. Therefore, you
are highly advised to study this section very carefully as there are questions you are expected to

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answer (Self-test exercises) and even contents of this section will be parts of your assessment
(assignments and examination).
Introduction
Dear distance learner! How many groups of organisms do you know so far? What Kingdoms
of life are in use to classify organisms now days? What do you know Kingdoms of life? Can you
mention some of the major features for each of the five Kingdoms? Which of the five Kingdoms
do you think contains the highest number of organisms? Under which Kingdom do you think
human being belongs to? Please try these by your own and if you face difficulty with any of the
questions, jot down them all in your note book and you can ask your distance course tutor during
the tutorial time.
Good attempt! We hope you tried to answer the above questions and it is also good to do so.
Most of you may group organisms as plants and animals. That good dear learner! Because,
classification of organisms into plants and animals was easily done and understood, but a large
number of organisms did not fall into either category. Therefore, the five kingdom system is the
most common way of grouping living things based on simple distinctive characteristics. The five-
kingdom system was developed by Robert Wittaker in 1969. Living things can be classified into
five major kingdoms. These are Kingdom Animalia, Kingdom Plantae, Kingdom Fungi,
Kingdom Protista and Kingdom Monera. Each of the Kingdoms has its own major feature,
main habitats, and commonest & representative organisms.. In the next sub section, you are going
to study about each of the five Kingdoms of life: Kingdom Animalia, Kingdom Plantae,
Kingdom Fungi, Kingdom Protista and Kingdom Monera.

Figure 5.2 some diversity of life on planet earth

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Section 2.1 Kingdom Animalia

Dear learner! How do you define Kingdom animalia? What major characteristics are common for
all organisms under this Kingdom?

The major characteristics of organisms under Kingdom animalia (animals) include:

- The have eukaryotic cellular organization
- They are multicellular
- They have no cell wall or photosynthetic pigments
- They are mostly motile and
- They are heterotrophic- mostly feed on other organisms and cannot make their own food.
- They reproduce sexually or asexually

Dear learner! Did you get the major characteristic features of Kingdom animalia? Can you
mention some them? What do you think are the major groups of organisms found in this
Kingdom? Of course, the major groups of organisms in this Kingdom as you can mention are
invertebrates and vertebrates.

Major groups of animal and their habitats

Invertebrates
Invertebrates are one of the major groups of Kingdom animalia. Invertebrates are animals without
back bone. Best examples of these are insects (arthropods). Insects form a very large class of
arthropods. Insects live in every possible environment on Earth and are among the most highly
adapted of all animal species.
Representative groups invertebrates are bees, butterflies, mosquitoes, houseflies, greenfly, ants,
beetles and worms are a few of the sub groups of invertebrates.

Insects have segmented bodies with a firm exoskeleton,

three pairs of jointed legs (six legs), compound eyes and,
typically, two pairs of wings (four wings). T
he body is divided into three parts: head, thorax and abdomen regions.
Insects have one pair of antennae and only three pairs of leg and have no
limbs on the abdominal segment.
Figure 5.3 the body structure of insects

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Heterotrophs- are organisms that cannot produce their own food.

Multicellular- composed of many cells.
Exoskeleton- is the external skeleton that supports and protects an animal’s body (insects).

Dear distance learner! What do you know about worms? Worms are members of several
invertebrate phyla. They typically have a long cylindrical tube-like, flattened, or leaf like shaped
body, no limbs and no eyes.

Commonest groups of worms include: Platyhelminthes (flat worms), Annelida (segmented

worms), nematode (round worms, pin worms) and etc.

Habitat: worms live in marine, fresh water and terrestrial habitats. Some types of worms are
parasitic (e.g., Ascaris, tape worm, leech, liver fluke etc.) and others are free-living.

Figure 5.4 different worms of phylum Annelida

Vertebrates- are animals which have a vertebral column (back bone). The vertebral column is
also called the spinal column consists a chain of cylindrical bones (vertebrate) joined end to end.
Representative classes of this group include fish, amphibians, reptiles, birds and mammals.

Poikilothermic- is an animal whose internal body temperature varies considerably.

Homoeothermic- is organisms able to maintain a constant internal body temperature.

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Figure 5.4 major classes of vertebrates and their characteristics (a- Fish and
amphibian)

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Figure 5.4 major classes of vertebrates and their characteristics (b- reptiles, birds and
mammals)

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Section 2.2 Kingdom Plantae

 Dear distance learner! We hope you are very familiar with plants in general and you can
mention some major characteristics of plants.

Organisms belonging to the plant kingdom are eukaryotic and multicellular organisms. They
have a distinct cell wall made of cellulose. Plants contain plastids and photosynthetic pigments
such as chlorophyll. Plants make their own food by the process called photosynthesis. Some
plants are parasitic and depend on other organisms to live. Nearly all live on land.

Major groups of plants and their habitats

Important examples of plants are mosses, ferns, conifers and flowering plants. Plants can be
grouped as non-vascular and vascular based on their possession of vascular tissue (xylem and
phloem). Xylem tissue transports water and minerals, and phloem tissue transports sugar and
protein (food).

Figure 5.5 major groups of plants

Non-vascular plants (lack vascular tissue)
- These group of plants generally lack vascular tissue such as xylem and phloem tissue. Non-
vascular plants include bryophytes.
Bryophytes (mosses, liverworts and hornworts)
 Bryophytes are the most diverse groups with more than 10,000 plan species.
 They lack vascular tissue and wood that can render them structural support.

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 They also lack true leaves, stem and roots

 They live in moist and dark places
 Reproduction is through spores

Figure 5.6 different types of bryophytes

Pteridophytes
* Pteridophytes have well developed xylem and phloem
* They are seedless plants and reproduce using spores
* Stem is usually entirely grows below the ground (underground stem)
* Are adapted to a wide range of habitats and they can be aquatic, terrestrial and even cold
resistant.

Figure 5.7 the structure of pteridophytes (fern)

Gymnosperms (confers plant)

The term “gymnosperm” refers to “naked seed”, which is exhibited by the members by having
cones instead of seeds to reproduce. Their seeds are not enclosed in fruit. For example,
Juniperous (Tid- ጽድ) is a common type of gymnosperae.
- Gymnospers are characterized by having wood, and
green, needle-like or scale foliage.
- They are also good source of wood and paper

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Figure 5.8 structures of gynosperm

Dear distance learner! We hope you are more familiar with flowering plants and you may
appreciate flowers and they are also major sources of food in the whole world. Dear learner! Can
you mention some of the flowering plants that are found in your locality?

That is good dear!, in the following you will study the major characteristics, their sud division and
some importance of angiosperms (flowering plants).

Angiosperms (flowering plants)

Major characteristics
 They have true root, stem, leaves and flowers as reproductive organ and
 They posse enclosed seed in fruits
 They reproduce by seeds which are formed in flowers
 Angiosperms (flowering plants) are divided into two subclasses: Monocotyledons (one
cotyledon) and di-cotyledon (two cotyledons). Examples of monocotyledon; Maize,
Wheat, barley etc. Examples of Dicotyledon: Bean, pea, lentil, check pea, Kidney bean
etc.
 Their leaves are usually broad and the leaf form a branching network
 Most angiosperms are good sources of food, medicine, clothing fibers and wood.

Section 2.3 Kingdom Fungi

Dear learner! Do you know some points about fungi? What do you know about some
organisms like yeast, mushroom (እንጉዳይ)? Where does such type of organisms grow mostly?
In the coming lesson you are going to learn about Kingdom fungi (major characteristics, and
common types of organisms under Kingdom fungi).

Major characteristics of fungi

 Fungi are eukaryotic (having membrane bounded nucleus) organisms that can be unicellular
or multicellular. For example: Mushroom and molds are multicellular fungi and yeast is a
unicellular fungus.
 All fungi have a cell wall made of chitin.
 They are non-motile (cannot move)
 They consist a thread like structure called hyphae (hyphi)

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 Fungi are heterotrophs and obtain nutrients by absorption rather than photosynthesis.
 Fungi play crucial roles as decomposers in ecosystems, breaking down organic matter and
recycling nutrients.
 Fungi reproduce sexually or asexually by spore formation

Figure 5.9 different types of fungi

Section 2.4 Kingdom Protista

Dear distance learner! What can you guess about kingdom protista and group of organisms
under this kingdom? In this sub section you will learn about Kingdom Protista and its major
features as well as representative organisms.

Major characteristics of Protista

 Protista encompasses a diverse group of eukaryotic organisms, most of which are
unicellular.
 They are distinguished by their lack of complex tissue differentiation, unlike plants,
animals, and fungi.
 Protists exhibit a wide range of characteristics, including various modes of locomotion,
nutrition, and reproduction.
 There are animal like (Protozoa), plant like (algae),
fungus like organisms.
 They reproduce sexually or asexually
 Important examples include: Plasmodium
(Which causes malaria), Amoeba, Euglena,
Trypanosomes, etc. and diverse groups of algae

Figure 5.10 different types of Kingdom Protista

The two major groups of Protista include:

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i) Protozoa: are similar to animal cells in that they do not have cell wall. Organisms such as
Amoeba and Paramecium take in and digest solid food and thus resemble animals in their
feeding. These may be called unicellular ‘animals’.

ii) Algae: are plant-like cells having cell wall, but do not have roots, stem or leaves. Algae are
photosynthetic and autotrophs. Euglena and Chalmydomonas possess chloroplast and make their
own food by photosynthesis. These are often referred to as unicellular ‘plants’

Section 2.5 Kingdom Monera

 Dear distance learner! In the above sections you studied Kingdom Protista consisting
‘animal-like’ protozoa and ‘plant-like’ algae. In this sub section you will study about Kingdom
Monera that will contain organisms that are not so far classified in the above four Kingdoms
(Kingdom animalia, Kingdom Plantae, Kingdom Fungi and Kingdom Protista). Kingdom Monera
is found to contain unicellular prokaryotic organisms (lack membrane bounded nucleus)

 Kingdom Monera consists of prokaryotic unicellular organisms.

 They have a cell wall protein plus poly saccharide compound, but not cellulose or chitin.
 They reproduce asexually by binary fission.
 Important examples of Monera include blue green algae and bacteria.
Major groups of monera and their habitats (Blue green algae & Bacteria)
The two important groups of Kingdom monera are: Blue green algae and Bacteria.
Dear learner! We hope you heard at least about bacteria. If so, what are bacteria? Where in the
five Kingdoms do bacteria grouped? In the coming lesson, you will study about the two important
groups of Kingdom Monera (Blue-green algae and Bacteria).
Blue Green algae
o Blue-Green algae are a prokaryotic single celled photosynthetic organism.
o It contains a blue pigment in addition to chlorophyll; hence they are also called
cyanobacteria.
o Predominantly they occur singly or in colonies in diverse habitats in freshwater or
terrestrial environment.
o They are microscopic, but can be seen when they are in colony, or bloom.

Figure 5.11 colonial and filamentous form of blue green algae

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Bacteria are very small organisms consisting single cells. Bacteria have strong cell wall made
mixtures of protein, sugars and lipids (Peptidoglycan). They exist in various shapes and forms,
may be spherical, rod-shaped or spiral. Some bacteria make their own food (autotrophs), others
make energy by chemical reactions. Some bacteria have flagella, projecting from them and help
for movement.

Figure 5.12 structures and shapes of bacteria

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Table 4.2 Summary of the five kingdom system of classification, major features, habitat and
representative examples of each kingdom of life

Kingdoms Major feature Means of Common examples

of life reproduction
Kingdom - Have eukaryotic cellular organization - Sexual or - Invertebrates (bees,
Animalia - Multicellular asexual butterflies, mosquitoes,
- Have no cell wall or photosynthetic
houseflies, worms)
pigments
- Mostly motile and - Vertebrates (Fish, Frog,
- Heterotrophic- mostly feed on other Birds, mammals)
organisms and cannot make their own
food.
Kingdom * Contain plastids and photosynthetic - Sexually or - Bryophytes (mosses),
Plantae pigments such as chlorophyll asexually - Pteridophytes (Fern),
* Have a distinct cell wall made of - Non-flowering and
cellulose
- Flowering plants
* Eukaryotic and multicellular
organisms
* make their own food by the process
called photosynthesis
Kingdom  Eukaryotic organisms that can be  sexually  Mushroom
Fungi unicellular or multicellular. or  Molds
 Yeast
 Have a cell wall made of chitin. asexually
 Non-motile (cannot move) by spore
 Consist a thread like structure called formation
hyphae
Kingdom  Diverse group of eukaryotic most sexually or o Protozoa and Algae
Protista unicellular organisms asexually
 animal like (Protozoa), plant like
(algae), fungus like organisms
Kingdom - Prokaryotic unicellular organisms Asexually by o Bacteria and Blue-
Monera - Cell wall protein plus poly saccharide binary fission Green algae
compound
- Reproduce asexually by binary fission

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Section 2: Important points


 Classification is the process of sorting or grouping things together on the basis of
common features or defined characteristics or criteria.
 Taxonomy is the science of naming and classifying species.
 Nomenclature: Aspect of taxonomy that deals with the scientific naming of organisms.
 Genera: a group of closely related species.
 Species: is the group of organism that can reproduce to produce fertile offspring.
 Binomial system: is an internationally agreed system in which the scientific name of an
organism is made up of two parts showing the genus and the species.
 The five Kingdoms of life are Kingdom Animalia, Kingdom Plantae, Kingdom Fungi,
Kingdom Protista and Kingdom Monera

Section 2: Check list

 Dear distance learner! Try to check your understanding against the criteria given in the form
of question yourself as ‘Can I’? Great! If your answer to the entire question is ‘Yes’; then you did
all the points well. But, if some of your answers are ‘No’, please never hesitate to go back and
read the contents included under this section-two (the Kingdoms of life).

No. Can I Yes No

1. Identify the five Kingdoms of life
2. Point out major and typical features of each of the five Kingdoms
3. Mention the commonest examples of organisms belong to each
Kingdom.
4. Relate each Kingdom of organisms to their major habitat types as
aquatic, terrestrial or moist.
5. List down major groups of important Kingdoms

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Unit summary

 Five million different kinds of living things in the world are classified according to
similarities and differences.
 The need for classifying living things is to identify them and to study their relationship,
their origin and development in order to understand how life comes to exist
 These common characteristics include: Growth, Reproduction, Nutrition, Excretion,
Sensitivity, Movement, and Respiration.
 Classification is an important step in understanding the present diversity and the past
evolutionary history of life on earth
 Swedish naturalist call Cark Linnaeus (1707 to 1778) was the first to classify organisms
and design Binomial nomenclature (naming organisms using two words system).
 The binomial system of naming species is an internationally agreed system (scientific
naming of organism) using genus and the species names in the hierarchy.
 Hierarchies of classification when arranged in descending order are Kingdom, Phylum,
Class, Order, Family, Genus and Species.
 Kingdoms are the largest category and species are the smallest category
 Kingdom animalia are eukaryotic multicellular, heterotrophic organisms without cell
wall.
 The two major groups of Kingdom animalia are: Invertebrates and vertebrates.
 Kingdom Plantae: are eukaryotic, photosynthetic, with cell wall made of cellulose and
photosynthetic pigment called chlorophyll.
 The two major groups of plants are non-vascular (Bryophytes) and vascular
(Pterdiophytes (fern), Gymnosperms (naked seed) and angiosperms (flowering) plants.
 Kingdom Fungi: are eukaryotic unicellular or multicellular, with cell wall made of chitin.
 Kingdom Protista: are diverse group of eukaryotic organisms, containing plant-like
(algae), animal-like (protozoa) and fungus like organisms.
 Kingdom Monera consists of prokaryotic unicellular organisms, that reproduce
asexually by binary fission and consists bacteria and blue-green algae.

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Self-test exercises

Dear Distance learner! The objective of this self-test exercise is to help the learner check
and assess their own progress. Therefore, you are requested to do all the questions given in the
self-test exercise of this module as well as other modules. Wish you all the best in your attempt
throughout the distance learning.
Dear learner! Attempt the entire questions given under each parts of the self-test exercise
Part-I: Write ‘True’ if the statement is correct or ‘False’ if the sentence is incorrect.
________ 1. Bacteria and Blue-Green algae belong to Kingdom Monera.

________ 2. Non-vascular plants possess conducting vessels; xylem and phloem.

________ 3. Seed bearing non-flowering plants are also named as angiosperms.

________ 4. Mushroom, Molds and yeasts are common examples of Kingdom fungi.

Part-II: Choose the best answer for the following question from the given alternatives

_____ 1. The ability of organisms to detect or sense stimuli in internal or external environment
is:
A. Respiration C. Sensitivity/irritability
B. Reproduction D. Movement
_____ 2. The removal of metabolic wastes from organisms
A. Nutrition C. Growth
B. Excretion D. Reproduction
_____3. Which of the following hierarchies are used in binomial nomenclature?
A. Kingdom & Phylum C. Genus and family
B. Class and Order D. Genus and species
_____4. Which one of the following organisms belongs to Pteridophytes?
A. Fern C. Liverworts
B. Mosses D. Hornworts
Part-III: Fill in the blank space with correct answer
1. The two ways of classifying organisms are __________________ and __________________.
2. The process of sorting and grouping things together on the basis of common features/ defined
characteristics or criteria is ____________________________.

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Answer keys to self-test exercise



Part-I; True or False

1. True
2. False
3. False
4. True

Part-II: Multiple choices

1. C
2. B
3. D
4. A

Part-III: Fill in the blank space

1. artificial and natural

2. Classification

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Glossary

Binomial nomenclature: naming organisms using two words system.

Bryophytes: common name for simpler plants mosses, liverworts and hornworts which lack
true root, stem and leaves.
Vascular- refers to plants having conducting tissue; xylem and phloem to transport
substances.
Gymnosperms- seed plant that does not make flower or fruit, e.g., conifer
Dicots-group of flowering plants having two cotyledons
Monocots- are group of flowering plants with one cotyledon.
Eukaryotes- are organisms with membrane bounded organelles (nucleus)
Prokaryotes- are organisms that lack membrane bounded nucleus

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UNIT SIX
EARTH IN SPACE
Dear learner, welcome to the introductory idea of unit six of module two. You have to
understand the key elements of the concepts of Earth in space.

This unit introduces the concept of Earth in Space, parts of the Earth, and the shape and
dimensions of the Earth. The unit also presents Atmospheric and lithospheric Systems &
Cycles (effects, measurement ideas/estimation). Earth sciences study the major parts of our
planet Earth by using other branches of science, such as biology, chemistry, physics, and
geology.

Section 1: Shape & dimensions

Section 2 Parts of the Earth (Body & Atmosphere)

Section 3 Movements of the Earth

Section 4 Atmospheric and lithospheric Systems & Cycles, (effects, measurement

ideas/estimation)

Unit 6-competency: At the end of this unit, learners will be able to:

 Identify the shape and dimensions of the Earth

 Explain the concept of measuring physical quantities.
 Describe the movements of the Earth.
 Discuss what the Atmospheric and lithospheric Systems & Cycles

Section 1: Shape & dimensions

 This unit introduces the concept of Earth in Space, parts of the Earth, and the shape and
dimensions of the Earth.

The unit also presents Atmospheric and lithospheric Systems and Cycles (effects,
measurement ideas/estimation). Earth sciences study the major parts of our planet Earth by
using other branches of science, such as biology, chemistry, physics, and geology.

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 Grade 7 General Science Module 2

Section 1: Learning competency, at the end of this section, learners will be able to
 Describe the shape of the Earth
 Identify evidence supporting the shape of the Earth
 List local and global ideas about the shape of the Earth

1.1 Earth science

Earth science affects our everyday lives. For example, meteorologists study the weather and
watch for dangerous storms. Hydrologists examine water and warn of floods. Seismologists
study earthquakes and try to understand where they will strike. Geologists study the materials,
processes, products, physical nature, and history of the Earth.

Can you explain how Earth science is used in everyday life and why we study Earth
science?

Because the study of Earth science will affect our daily lives. Everyone needs to know how to
prepare for changes in weather, climate, seasons, the shape of the Earth, and layers of the
atmosphere and earth movements. Our Planet, Earth, is one of the eight planets in our Solar
System and the only known planet to support life. It is our home planet where everything is
just right for life to exist.


You have to understand the concepts of earth science such as weather, climate, seasons,
shape of the earth, and layers of the movements of the atmosphere and earth.
Activity makes the model of the Earth from local material, including its body
parts, and writes a report for your tutors.

1.2 Shape of the Earth

In ancient time’s mankind had different questions and assumptions about the geometrical
shape of our planet Earth. Locally most cultures describe the Earth as flat, such as;

 The early ancient Greeks, Sumerians, Babylonians, Egyptians, and Vikings all believed
that the Earth was a flat disc or plane surrounded by water. This was based on the
evidence of what they saw around them.

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 Grade 7 General Science Module 2

 The ancient Chinese believed that the Earth was a flat square surrounded by the heavens
that were a round egg shape. This was based on their belief in a heaven that was above the
Earth.
 Members of the Flat Earth Society claim to believe the Earth is flat. A Flat Earth model
depicting Antarctica as an ice wall surrounding a disc-shaped Earth. Members of the Flat
Earth Society claim to believe the Earth is flat. Walking around on the planet's surface,
it looks and feels flat,

Figure 6.1. Flat shape assumption of the Earth

What are the local ideas about the shape of the Earth?
The primary reason that ancient people believed that the Earth was flat was that it looked flat
from our vantage point on the ground. The misconception that the Earth must be flat because
it looks flat to us arises simply because the Earth is big.

There are two primary reasons that the Greeks knew the Earth was round:

o Lunar eclipses: First, they saw that during a lunar eclipse, the shadow of the Earth
always had a round profile. This happened regardless of the time of night that the
eclipse occurred, the season, or the direction that the shadow crept across the Moon's
surface.
o Star patterns: The second observation is how the pattern of stars changes as you
move north and south. Flat Earth theorists said that if the Earth is a spinning sphere,
why can’t they feel it?
 An ancient Greek writer, Herodotus, reported the findings of a group of explorers and
traders called the Phoenicians; while travelling by boat around Africa, they found that

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 Grade 7 General Science Module 2

the Sun was not above them but to their right. If the Earth is flat, then the Sun should
always be above you.

Figure 6.2. if earth were flat, its shadow during an eclipse would be straight on the moon, not
covered.
It was around 500 B.C. that Pythagoras first proposed a spherical Earth, mainly on aesthetic
grounds rather than on any physical evidence. Like many Greeks, he believed the sphere was
the most perfect shape. Possibly the first to propose a spherical Earth based on actual physical
evidence was Aristotle (384-322 B.C.), who listed several arguments for a spherical Earth:
ships disappear hull first when they sail over the horizon, Earth casts a round shadow on
the moon during a lunar eclipse, and different constellations are visible at different
latitudes were used as evidence that the Earth was spherical. Only a spherical object always
produces a round shadow. If the Earth were flat, it would cast a straight shadow.
Today, we know that Earth is sphere-shaped, but it is not a perfect sphere. So, the shape of
Earth can be categorized as "Oblate spheroid," where 'Oblate' refers to a slight elliptical
appearance and 'spheroid' means almost a sphere but not actually a sphere. This describes the
true shape of the Earth, which means flattened at the poles and bulges in the middle. The
poles are located at the north and south ends of the Earth’s axis, which causes day and night to
occur.

Figure: 6.3. Oblate spheroid Shape of the Earth

Ancient people believed the Earth was flat because it appeared so from the ground, but the
Greeks proved it was round using evidence like the Earth's round shadow during lunar eclipses
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and changing star patterns at different latitudes. Aristotle expanded on this with observations
such as ships disappearing hull-first over the horizon, while explorers like the Phoenicians
noticed the Sun's position changing during travel. Today, we know the Earth is an oblate
 Grade 7 General Science Module 2

Activity: Make a spherical shape of the Earth from local material, including its body
parts, and write a report to your tutors.

1.3 Evidence about the Shape of the Earth

There are many ways to prove that the Earth is spherical. The following are some of them:

1. Circumnavigation of the Earth:

If you travel across the world along a straight path in a fast-flying plane without stopping
anywhere, you would come back to the same place from where you started. This is called
circumnavigation. The fact is valid, as the Earth has been circumnavigated many times and
finds its voyage ending at the original point.

Figure 6.4. Different assumptions about the Earth when flying a plane

2. Earth’s curved horizon – The Earth’s horizon, when seen from a ship, a plane, or a high
cliff, appears curved. The curved horizon widens as the observer's altitude increases until it
becomes circular. If the Earth were not spherical, there would be no circular horizon. The
curvature of the horizon is influenced by the curvature of the Earth’s surface.

3. Ship’s visibility:

When two ships on the same line of observation are coming towards the observer while
maintaining a considerable distance, the front Ship will be seen before the ship at the back. If
the Earth’s surface were flat, both ships could be seen at the same time. Provides a fact that

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 Grade 7 General Science Module 2

the water body of the sea overlies the surface, which is not flat, but spherical, hence the Earth
is spherical.

Figure 6.5. Ship’s visibility

4. Sunrise and sunset: The sun rises and sets at different times in different places. As the
Earth rotates from west to east, places in the east see the sun earlier than those in the west. If
the Earth were flat, the whole world would have sunrise and sunset at the same time. But we
know this does not happen because of the spherical shape of the Earth.

5. The lunar eclipse: The shadow cast by the Earth on the moon during a lunar eclipse is
always circular. It takes the outline of an arc of a circle. Only a sphere can cast such a circular
shadow as shown in Figure 6.6

Figure 6.6. The position of the Sun, the Moon, and the Earth, in an eclipse

6. Driving poles on level ground on a curved earth:

Engineers, when driving poles of equal length at regular intervals on the ground, have found
they do not give a perfect horizontal level.

The centre pole normally projects slightly above the poles at either end because of the
curvature of the Earth. Surveyors and field engineers therefore have to make certain
corrections for this inevitable curvature, i.e., 12.6 cm to 1 km.

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 Grade 7 General Science Module 2

7. Space photographs: Pictures taken from high altitudes by rockets and satellites show
clearly the curved edge of the Earth. This is perhaps the most convincing and the most up-to-
date proof of the Earth’s sphericity.

8. The changing altitude of the sun- In the morning and evening, the sun is observed to be at
a low level, while at noon, the sun is observed to be at a high level. So long as the sun is at a
constant position in the sky, this provides a clear clue that the Earth is spherical.

Can list the important evidence about the shape of the Earth

The Earth is proven to be spherical through several observations, such as circumnavigation,


the curved horizon, and the visibility of ships disappearing hull-first over the horizon.
Additional evidence includes the timing of sunrise and sunset, the Earth’s circular shadow
during lunar eclipses, and photographs from space showing its curvature. Engineers and
surveyors also observe the Earth's curvature when driving poles on level ground, and the
changing altitude of the Sun further supports its spherical shape.

Prove the shape of the model of the Earth based on the following list of important
words,

1. Circumnavigation proves sphericity

2. Curved horizon visible

3. Ships' visibility evidence

4. Sunrise-sunset timing

5. Lunar eclipse shadow

6. Curved ground poles

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 Grade 7 General Science Module 2

7. Space photographs prove

8. Sun altitude changes
£Section 1 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. Describe the shape of the Earth.

2. Identify evidence supporting the shape of the Earth.

3. List local and global ideas about the shape of the Earth.

Section 1 self-test
I. Say True if the statement is true, otherwise false.
1. Circumnavigation is a method used to prove the sphericity of the shape of Earth.
2. Both Sunrise-sunset and Curved horizon are used for the timing of the system.
3. Lunar eclipse and Ships' visibility used for shadow formation
II. Choose the best answer from the given multiple-choice.

1. What phenomenon is observed during a lunar eclipse?

A) Circular shadow , B) Straight shadow , C) Triangular shadow
D) Square shadow , E) No shadow
2. What do space photographs show about the Earth's edge?
A) Straight edge , B) Jagged edge , C) Curved edge
D) Dotted edge , E) No edge
3. How does the Sun's altitude change throughout the day?
A) Constant , B) Decreases , C) Increases

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 Grade 7 General Science Module 2

D) Vanishes, E) Fluctuates
4. What do ships' visibility prove about the Earth's shape?
A) Flat , B) Spherical , C) Square , D) Cubic , E) Triangular
5. What is the shape of the Earth as proven by circumnavigation?
A) Flat , B) Oblate spheroid , C) Cube , D) Pyramid , E) Cone

III. Fill in the blank space to complete the sentence.

1. Space photographs taken from high altitudes show the __________ edge of the Earth.
Solution: Curved
2. The position of the Sun observed at low and high levels during the day provides evidence of
the Earth's __________ shape.
Solution: Spherical

3. The shadow cast by the Earth on the moon during a lunar eclipse is always __________.
Solution: Circular

IV. Match the following items according to their similarities.

No Item Description/Answer
1 Circumnavigation proves A) Circular shadow cast by the Earth on the moon.
sphericity D

2 Curved horizon visible C B) Leading ship seen before the following ship.
3 Lunar eclipse shadow A C) Earth's horizon appears curved from high
altitudes.
4 Ships' visibility evidence B 1. D) Traveling around the world and returning to the
starting point.

 Section -1 Key Answer

Part I: For True /False Item

1. True, 2. False,[Link],
Part II: For Multiple Choice
1. A,2. C, 3. C,4. B,5 .B

[Link] for Fill in the space

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 Grade 7 General Science Module 2

1. Curved 2. spherical 3. circular

Part. IV Matching item

1. D 2. C 3. A 4. B

 Section 1 a Written Assignment

1. Describe the method used to prove the shape of the Earth?.

2. Explain the difference between the following terms, such as Sun, Moon, and Earth,
about an eclipse?

Section 2 Parts of the Earth (Body & Atmosphere)

Dear learner, it is essential to understand the key elements of parts of the Earth.

In the study of Earth sciences, understanding the complicated composition and organization of
the planet is fundamental. By investigating the various components that make up the Earth,
such as the atmosphere, lithosphere, hydrosphere, and biosphere, we gain a profound insight
into the complex interactions that shape our world. From the vast oceans to the towering
mountains, each part plays a unique role in sustaining life and influencing natural phenomena.
By recognizing and describing these different parts of the Earth, we can interpret observations
about our planet with a deeper understanding of how its elements interconnect and impact one
another. Through this exploration, we unravel the mysteries of Earth's systems and behaviors,
paving the way for a more comprehensive comprehension of the dynamic and interconnected
nature of our home planet.

Section 2. Learning competency by the end of this section, you should be able to

 Recognize all parts of the Earth

 Describe the organization and contents of the different parts of the Earth

 Explain different observations about the Earth in terms of the nature and behaviors of the
different parts of the Earth.

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 Grade 7 General Science Module 2

2.1 structure of the earth

The structure of the Earth is the layer, solid or mineral part of the Earth. The structure of the
Earth consists of

1. External structure (Outer zone) and

2. Internal structure (Inner zone)

Can you list the layers of the atmosphere and in which layer we live, and an airplane
can fly

1.1.1. External structure of the Earth (Outer zone)

The external structure of the Earth consists of layers such as the Atmosphere.

Atmosphere

The atmosphere is the thin layer of gases held on the Earth by gravitation attraction. Earth’s
atmosphere is so much more than the air we breathe. It is composed of abiotic (non-living
matter) and biotic (living organisms). Non-living matter found in the atmosphere includes a
mixture of gases, water vapor, and dust particles. The atmosphere consists of different gases
such as carbon dioxide, oxygen, hydrogen, nitrogen, and other gases. The living organism
includes the smallest or microscopic organisms, like bacteria.

Characteristics of the atmosphere

Characteristics of the atmosphere are categorized into two groups as follows

A. According to its composition.

B. According to its vertical structure from the ground level into interplanetary space. The
atmosphere of Earth is composed of nitrogen (about 78%), oxygen (about21%), argon
(0.009%), and carbon dioxide (0.03%), and other gases include neon, helium, Krypton, and
xenon.

Earth’s atmosphere has five major and several secondary layers according to contrasting
temperature conditions in it with altitude from ground level, which are from lowest to highest:

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i. Troposphere

ii. Stratosphere
iii. Mesosphere
iv. Thermosphere and
v. Exosphere

Figure 6.7 vertical structure of the atmosphere

I. Troposphere

The troposphere is the lowest layer of Earth’s atmosphere- the part we live in. It contains most
of our weather - clouds, rain, and snow. It contains about 75% of all of the air in the
atmosphere, and almost all of the water vapor (which forms clouds and rain). The decrease in
temperature with height is a result of the decreasing pressure. So, air higher up is cooler than
air lower down. The lowest part of the troposphere is called the boundary layer. The top of the
troposphere is called the tropopause. This is lowest at the poles, where it is about 7 - 10 km
above the Earth's surface. It is highest (about 17 - 18 km) near the equator.

Air is warmest at the bottom of the troposphere near ground level. Air gets colder as one rises
through the troposphere. That is why the peaks of tall mountains can be snow-covered even in
the summertime.

II. Stratosphere

The stratosphere is the second layer of the atmosphere as you go upward. This extends
upwards from the tropopause to about 50 km. It contains much of the ozone in the
atmosphere. The increase in temperature with height occurs because of the absorption of
ultraviolet (UV) radiation from the sun by this ozone. Temperatures in the stratosphere are
highest over the summer pole and lowest over the winter pole. By absorbing dangerous UV
radiation, the ozone in the stratosphere protects us from skin cancer and other health damage.

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The Lower boundary of the stratosphere is called the tropopause; the upper boundary is called
the stratopause, which occurs at an altitude of 50 km.

III. Mesosphere

The mesosphere is a layer of Earth’s atmosphere. The mesosphere is directly above the
Stratosphere and below the thermosphere. It extends from about 50 to 85 km above our planet.
Temperature decreases with height throughout the mesosphere. The coldest temperatures in
Earth’s atmosphere, about -90° C at the "mesopause

The boundary between the mesosphere and the thermosphere above it is called the
Mesopause. At the bottom of the mesosphere is the stratopause, the boundary between the
mesosphere and the stratosphere below.

IV. Thermosphere

The thermosphere lies above the mesopause, extending from about 90 km to between 500 and
1,000 km above our planet. It is a region in which temperatures again increase with height.
This temperature increase is caused by the absorption of energetic ultraviolet and X-ray
radiation from the sun. The temperature of the thermosphere varies between night and day and
between the seasons.

The boundary between the thermosphere and the exosphere above it is called the
Thermopause. At the bottom of the thermosphere is the mesopause, the boundary between
the thermosphere and the mesosphere below.

V. Exosphere

Located between about 700 and 10,000 kilometers above Earth’s surface, the exosphere is the
highest layer of Earth’s atmosphere.

Understanding the various components of Earth, including the atmosphere, lithosphere,

 hydrosphere, and biosphere, is crucial for comprehending the complex interactions that
shape our planet. By recognizing and describing these parts, we can interpret Earth's
observations with a deeper understanding of how these elements interconnect and
influence natural phenomena.

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Activity- making a model of the solid Earth layers. Using 5 colors of modeling clay
and waxed dental floss, make a model of solid Earth layers and show the model to your tutor.
Directions

 : Waxed dental floss

 Form a ball to represent the inner core. We chose red to represent the intense heat of the
inner core.
 Next, roll out a circle of another color and wrap it around the ball, and roll gently. This
next layer represents the outer core.
 Each subsequent color will need more modeling clay than the last. You will need a
color to represent the lower mantle, another for the upper mantle, and the outer layer for
the crust. *
 Once your ball of 5 layers of modeling clay is complete, use a piece of waxed dental
floss to cut the ball down the middle, revealing all the layers underneath.

*Be sure not to press the layers too firmly together so that the colors don’t mix.

1.1.2. Internal Structure of the Earth (Inner zone)

Earth’s interior consists of three major zones defined by its chemical composition.

These are the Core, Mantle, and Crust

Figure: 6.8. Internal structure of the Earth

The core

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Earth’s core is the very hot, very dense center of our planet. It is composed mainly of an iron
and nickel alloy. The core is divided into the inner and outer cores.

The outer core is a liquid because the temperatures there are adequate to melt the iron-nickel
alloy. However, the inner core is a solid even though its temperature is higher than the outer
core.

I. The mantle
The mantle is the thickest layer, lying between Earth's dense, super-heated core and its thin
outer layer, the crust. It is a solid layer but acts like a viscous liquid due to temperatures being
close to the melting point of key minerals in this layer.

Below the crust is the upper mantle, with the upper-most portion referred to as the
asthenosphere. The upper mantle is liquid rock, and very hot. The lower mantle is the lower
liquid portion of the mantle.


Note: The lithosphere is the solid, outer part of the Earth, including the brittle upper portion
II. The crust:
of the mantle and the crust.
The Earth's crust is the outside and coldest layer of the Earth and is made of solid rock, mostly
basalt and granite. It is the thinnest layer and forms the outer shell on which life exists. There
are two types of crust: oceanic and continental. Oceanic crust is denser, 5 to 10 kilometers
thick, and mainly composed of basalt. However, the Continental crust is less dense, thicker,
the upper layer of the Earth's crust, and is mainly composed of granite.

Section2 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. Recognize all parts of the Earth.

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2. Describe the organization and contents of the different parts of the

Earth.

3. Explain different observations about the Earth in terms of the

nature and behaviors of the different parts of the Earth.

Section 2 self-test

I. Say True if the statement is true, otherwise false.

1. The troposphere is the layer where airplanes typically fly.

2. The Earth's outer core is a solid layer.
3. The exosphere is the highest layer of Earth's atmosphere.
4. The lithosphere includes the crust and the brittle upper portion of the mantle.
5. Oceanic crust is less dense and thicker than continental crust.

II. Choose the best answer from the given multiple-choice.

1. Which layer of the atmosphere do humans live in?
A. Stratosphere , B. Troposphere , C. Mesosphere , D. Thermosphere , E. Exosphere
2. What is the percentage of nitrogen in the Earth's atmosphere?
A. 21%, B. 78%, C. 0.03%, D. 0.009%, E. 50%
3. Which layer of the Earth is composed mainly of basalt and granite?
A. Outer core, B. Inner core, C. Mantle, D. Crust, E. Lithosphere
4. What is the name of the boundary between the troposphere and the stratosphere?
A. Tropopause , B. Stratopause , C. Mesopause , D. Thermopause , E. Exopause
5. Which of the following is NOT a characteristic of the mesosphere?
A. Lies above the stratosphere , B. Temperature increases with altitude.
C. Coldest temperatures in the atmosphere, D. Extends from about 50 to 85 km above Earth
E. Contains the mesopause
6. What is the Earth's thickest layer?
A. Crust , B. Inner core , C. Outer core , D. Mantle , E. Lithosphere

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7. What is the primary composition of the Earth's inner core?

A. Basalt and granite, B. Silicon and magnesium, C. Water and minerals
D. Oxygen and nitrogen gases, E. Iron and nickel alloy
8. Which layer of the atmosphere absorbs ultraviolet (UV) radiation?
A. Tropospher, B. Mesosphere , C. Stratosphere , D. Thermosphere , E. Exosphere
9. What is the primary gas found in the Earth's atmosphere?
A. Oxygen , B. Argon , C. Carbon dioxide, D. Nitrogen, E. Helium
10. What is the upper boundary of the thermosphere called?
A. Mesopause , B. Stratopause , C. Thermopause , D. Tropopause , E. Exopause
Fill in the blank space to complete the sentence.

1. The Earth's outermost layer, composed of basalt and granite, is called ------------.

2. The troposphere is the layer of the atmosphere where the coldest temperatures are found.

3. The ---------------contains most of the ozone in the atmosphere, which absorbs UV radiation.

4. The -------------- is the Earth's thickest layer, lying between the core and the crust.

5. The tropopause is the boundary between the troposphere and the stratosphere.

III. Match the following items according to their similarities.

No Description/Answer Item/Layer

1 The layer where airplanes typically fly. A. Troposphere

2 The coldest layer of the atmosphere. B. Stratosphere

3 Contains weather phenomena like rain. C. Mesosphere

4 Absorbs ultraviolet radiation. D. Thermosphere

5 The outermost layer of the atmosphere. E. Exosphere

 Section -2 Key Answer

Part I: For True /False Item

1. False, 2. False,[Link],4. True,5. False

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Part II: For Multiple Choice

1. B,2. B, 3. D,4. A ,5 .B ,6.B,7.E,8.C,9.D,10.C

[Link] for Fill in the space

1. The crust , 2. mesosphere , 3 . stratosphere, 4. Mantle, 5. Tropopause

Part. IV Matching item

1. B, 2. C, 3. A, 4. B,5. E

 Section 2 a Written Assignment

1. Explain how the troposphere supports weather.
2. Write a comparative analysis of the four main Earth spheres.

Section 3: Earth’s movements

 Dear learner, you have to understand the concepts of Earth’s movements and their effects
on our daily life.

The Earth is constantly in motion, a phenomenon that profoundly influences life on our
planet. Although this motion is not directly felt by humans, it is essential for the natural
rhythms and cycles that sustain life. Earth's movements can be classified into two main types:
rotation and revolution. The rotation of the Earth on its axis is responsible for the alternation
of day and night, while its revolution around the Sun governs the progression of seasons.
Understanding these movements provides insight into the dynamic nature of our planet and
how it interacts with the broader solar system.

Section 3: Learning competency, at the end of this section, learners will be able to

 Demonstrate movements of the Earth (revolution and rotation)

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 Explain the effects of the motions of the Earth.

 Construct the model of Earth and use it to explain phenomena related to its motion

3.1 Rotation of Earth

Earth Rotation is the motion of the Earth around its axis of rotation. Imagine a line passing
through the center of Earth that goes through both the North Pole and the South Pole. This
imaginary line is called an axis. Earth spins around its axis, just as a top spins around its
spindle. This spinning movement is called the Earth’s rotation. It is rotating on its axis from
west to east. An observer in space will see that Earth requires 23 hours, 56 minutes, and 4
seconds to make one complete rotation on its axis. Hence, the length of a day on Earth is 24
hours.

Nicolaus Copernicus was a Polish astronomer known as the father of modern astronomy. He
was the first modern European scientist to propose that Earth and other planets revolve around
the sun, or the Heliocentric Theory of the universe.

Effects of motions of the Earth

The rotation of the Earth has the following effects:

 The spinning of the Earth on its axis causes days to turn into nights.
 A difference of one hour is created between two meridians that are 15 degrees apart.
 A change in the direction of wind and ocean currents. Winds and ocean currents
deflect to the right in the Northern Hemisphere and the left in the Southern Hemisphere
as a result of rotation.
 The rise and fall of the tide every day.

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Figure 6.9 Rotation of the Earth about its axis

Can you explain how the movements of the Earth affect your daily life?


 The Earth's rotation on its axis causes the alternation of day and night, creating the daily
cycle of light and darkness.

 Earth's revolution around the Sun results in the changing seasons due to the tilt of its axis
and its elliptical orbit.

 These movements also influence global weather patterns, ocean currents, and time
Discuss the following phenomena and report to the tutor.
zones, shaping life on Earth.
1. Why don't we feel when the Earth moves?
2. What would happen if the Earth didn't rotate?

3.2 Revolution of the Earth

Earth Revolution is the motion of the Earth around the Sun. For Earth to make one complete
revolution around the Sun takes 365.24 days. This amount of time is the definition of one
year.

The closest Earth gets to the Sun each year is at perihelion (147 million km) on about January
3rd, and the furthest is at aphelion (152 million km) on July 4th. Earth’s elliptical orbit has
nothing to do with Earth’s seasons. During one revolution around the Sun, Earth travels at an
average distance of about 150 million km. Earth revolves around the Sun at an average speed
of about 27 km (17 mi) per second, but the speed is not constant. The planet moves more
slowly when it is at aphelion and faster when it is at perihelion. The reason the Earth has
seasons is that the Earth is tilted 23 ½ degrees on its axis. During the Northern Hemisphere

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summer, the North Pole points toward the Sun, and in the Northern Hemisphere winter, the
North Pole is tilted away from the Sun.

Figure 6.10: revolution of the earth

At the equator, Earth spins at just over 1,000 miles per hour. Earth makes a full spin around its
axis once every 24 hours, or one day. The axis is an imaginary line through the center of the
planet from the North Pole to the South Pole. Rather than straight up and down, Earth's axis is
tilted at an angle of 23.5 degrees. Earth has seasons because its axis is tilted. Thus, the sun's
rays hit different parts of the planet more directly depending on the time of year.

 From June to August, the sun's rays hit the Northern Hemisphere more directly than the
Southern Hemisphere. The result is warm (summer) weather in the Northern Hemisphere and
cold (winter) weather in the Southern Hemisphere.
 From December to February, the sun's rays hit the Northern Hemisphere less directly than the
Southern Hemisphere. The result is cold (winter) weather in the Northern Hemisphere and
warm (summer) weather in the Southern Hemisphere.
 From September to November, the sun shines equally on both hemispheres. The result is fall in
the Northern Hemisphere and spring in the Southern Hemisphere.
 The sun also shines equally on both hemispheres from March to May. The result is spring in
the Northern Hemisphere and fall in the Southern Hemisphere.
Difference between Rotation and Revolution

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Table 6.1, given below, provides the basic differences between rotation and revolution.

Rotation Revolution

Rotation of the Earth is its turning on its Revolution is the movement of the Earth
axis. around the Sun.

The Earth takes 24 hours to complete a The Earth takes a full year (365 days) for
rotation concerning the sun. one complete revolution around the Sun.

The Earth’s axis of rotation is tilted by 23.5 The path of the Earth moving around the
degrees. This tilt causes the different Sun is called an orbit. The Earth’s orbit is
seasons of the year. elliptical.

Can you explain the similarities and differences between rotation and revolution, and
their effects on your daily life?


The farthest (maximum distance) position from the sun in orbit of the earth is called aphelion
Discuss the concepts behind the revolution and rotation and it ‘s effects on the
while the nearest position of the earth to the Sun is known as perihelion.
environment?

Section3 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. Demonstrate movements of the Earth (revolution and rotation)

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 Grade 7 General Science Module 2

2. Explain the effects of the motions of the Earth.

3. Construct the model of Earth and use it to explain phenomena

related to its motion.

Section 3 self-test
I. Say True if the statement is true, otherwise false.

1. Earth’s rotation causes days to turn into nights.

2. The Earth’s elliptical orbit is the main reason for the changing seasons.

3. The Earth completes one revolution around the Sun in approximately 24 hours.

4. The Earth spins faster at the equator than at the poles.

II. Choose the best answer from the given multiple-choice.

1) What is the imaginary line around which Earth rotates?
A. Equator , B. Axis , C. Orbit , D. Meridian , E. Tropic of Cancer
2) Which phenomenon is caused by Earth’s rotation?
A. Seasons, B. The alternation of day and night, C. The elliptical orbit: D. Perihelion
and aphelion, E. Tidal bulges
How long does the Earth take to complete one full revolution around the Sun?
A. 24 hours , B. 30 days , C 365.24 days , D. 365.5 days, E. 366 days
What is the tilt of Earth’s axis?
A. 23.5 degrees; B. 15degrees , C. 30 degrees , D. 45 degrees , E. 90 degrees

III. Fill in the blank space to complete the sentence.

1. The closest Earth gets to the Sun is called ----------------, which occurs in ------------.

2. Seasons occur because of the Earth's--------------- and its------------ --around the Sun.

IV. Match the following items according to their similarities.

No Description Item/Layer

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1 Earth's motion around its axis. A. Perihelion

2 Earth's motion around the Sun. B. Aphelion

3 Closest point to the Sun in Earth's orbit (147 million C. Tilt of Earth’s axis
km).

4 Farthest point from the Sun in Earth's orbit (152 million D. Rotation
km).

5 Responsible for Earth's seasons. E. Revolution

 Section -3 Key Answer

Part I: For True /False Item

1True, 2. False, [Link],4. True
Part II: For Multiple Choice
1. B , 2. B, 3C ,4. A

[Link] for Fill in the space

1. Perilion and January , 2. tilt and revolution

Part. IV Matching item

1. D, 2. E, 3. A, 4. B,5.C

 Section 3 A Written Assignment

1. Explain in detail why we do not feel when the Earth moves?
2. Discuss what would happen if the Earth didn't rotate?

3.

Section 4 Systems & Cycles

 Dear learner, you have to understand the concept of Atmospheric and lithospheric Systems
& Cycles, and it’s effect on Earth.

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In this section, we will learn about the systems that control our atmosphere and lithosphere.
We'll explore how these systems affect the Earth through various cycles like the carbon cycle
and water cycle. Additionally, we'll delve into the methods used to measure these vast
systems, from the overall size of the Earth to the subtle movements of continental drift. By
the end, you will be able to recognize these systems, understand their impact on our planet,
and appreciate the techniques used to study them, from the grandest scales to the smallest
details.

Section 4: Learning competency, at the end of this section, learners will be able to
 Identify atmospheric and lithospheric systems.
 Explain their cycle effects of the Earth.
 Describe the measuring techniques for too big (Earth) and too small (continental drift)
quantities measurement and estimation.

4.1. Earth's systems

Earth consists of land, air, water, and life. The land contains mountains, valleys, and flat areas.
The air is made up of different gases, mainly nitrogen and oxygen. The water includes oceans,
lakes, rivers, streams, rain, snow, and ice. Life consists of people, animals, and plants. There
are millions of species, or kinds of life, on Earth. Their sizes range from very tiny to very
large. Below Earth's surface are layers of rock and metal. Temperatures increase with depth,
all the way to about 12,000 degrees Fahrenheit at Earth's inner core. Earth's parts once were
seen as largely separate from each other. Now they are viewed together as the "Earth system."
Each part connects to and affects each of the other parts. For example:

 Clouds in the air drop rain and snow on land.

 Water gives life to plants and animals.

 Volcanoes on land send gas and dust into the air.

 People breathe air and drink water.

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Earth system science is the study of interactions between and among Earth's different parts.
Earth's parts - land, air, water, and life - are always changing.

The Main Components of the Earth System

The Earth system is itself an integrated system, but it can be subdivided into four main
components, sub-systems, or spheres: the geosphere, atmosphere, hydrosphere, and biosphere.
These components are also systems in their own right, and they are tightly interconnected.
The four main components of the Earth system may be described briefly in the following way.

These are described in Table 6.2 below

Earth spheres Descriptions

1. Geosphere (lithosphere) all of the rocks and "hard parts" of the Earth

2. Hydrosphere all of Earth's water

3. Biosphere all living things

4. Atmosphere The blanket of gases surrounding the planet

These four subsystems are called "spheres." These components are also systems in their own
right, and they are tightly interconnected.

Figure 6.11 Earth Systems interactions

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For example, rain (hydrosphere) falls from clouds in the atmosphere to the lithosphere and
forms streams and rivers that provide drinking water for wildlife and humans as well as water
for plant growth (biosphere).

The four main components of the Earth system may be described briefly in the following way.

The geosphere (lithosphere): - This is the part of the planet composed of rock and minerals.
It includes the solid crust, the molten mantle, and the liquid and solid parts of the Earth's core.
In many places, the geosphere develops a layer of soil in which nutrients become available to
living organisms, and which thus provides an important ecological habitat and the basis of
many forms of life. The surface of the geosphere is subject to processes of erosion,
weathering, and transport, as well as to tectonic forces and volcanic activity, which result in
the formation of landforms such as mountains, hills.

1. The atmosphere - this is the gaseous layer surrounding the Earth and held to its surface
by gravity. The atmosphere receives energy from solar radiation, which warms the Earth's
surface and is re-emitted and conducted to the atmosphere.
The atmosphere also absorbs water from the Earth's surface via the process of evaporation; it
then acts to redistribute heat and moisture across the Earth's surface. In addition, the
atmosphere contains substances that are essential for life, including carbon, nitrogen, oxygen,
and hydrogen.

2. The hydrosphere - this consists of those parts of the Earth system composed of water in its
liquid, gaseous (vapour), and solid (ice) phases.
3. The biosphere - this contains all living organisms and it is intimately related to the other
three spheres: most living organisms require gases from the atmosphere, water from the
hydrosphere, and nutrients and minerals from the geosphere.
Living organisms also require a medium for life, and are adapted to inhabit one or more of
the other three spheres.

6.4.2. Cycles of the Earth System and effects

What is a cycle?

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Cycles are sequences of events that repeat themselves in the same order. Earth's surface
systems involve different cycles, some of which are

Geologic cycles

Although we have discussed various parts of the Earth as separate entities, in reality, each of
the entities, atmosphere, hydrosphere, lithosphere, etc, interacts with each other continuously
exchanging both matter and energy. This exchange of matter and energy occurs on a cyclical
basis, with both matter and energy cycling between various storage reservoirs on various time
scales. Because matter and energy are thus cycled, the various geologic cycles play a large
role in the development of natural disasters.

Hydrologic Cycle

Perhaps the easiest of the cycles to understand is the hydrologic cycle that involves the
movement of water throughout Earth's systems. The ocean is by far the largest of these
reservoirs, with 97% of all water. Water moves between 7 main reservoirs: the oceans; the
atmosphere where it moves in the clouds transported by winds; glaciers and ice sheets;
surface lakes and streams; groundwater (water that moves in the pore spaces in rock beneath
the surface); the biosphere; and the lithosphere, where it is held within the crystallographic
structure of hydrous (water bearing) minerals.

The main pathway by which water moves is through the atmosphere. Two main sources of
energy drive the cycle: Solar energy causes evaporation of the surface waters and atmospheric
circulation, and Gravitational energy causes the water to flow back to the oceans.

Biogeochemical Cycles

Although the hydrologic cycle involves the biosphere, only a small amount of the total water
in the system at any given time is in the biosphere. Other materials, for example, Carbon and
Nitrogen, have a much higher proportion of the total residing in the biosphere at any given
time. Cycles that involve the interactions between other reservoirs and the biosphere are often
considered differently because they involve biological processes like respiration,
photosynthesis, and decomposition (decay). These are referred to as biogeochemical cycles.

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Cycles that exchange materials among living and nonliving components of the Earth are
known as biogeochemical cycles.

Figure 6.10. Carbon cycle

A good example is the Carbon Cycle, as it involves the cycling of Carbon between 4 major
reservoirs:

a. Biosphere, which is the major building block of life,

b. Lithosphere, where it is a component in carbonate minerals and rocks, and fossil fuels
such as coal and petroleum,

c. Oceans, where it occurs as a dissolved ion in seawater, and

d. Atmosphere, where it occurs as Carbon Dioxide (CO2) gas.

In all reservoirs except the lithosphere, residence time is generally short, on the order of a few
years.

Steps of the carbon cycle

i. CO2 used by Plants for Photosynthesis

ii. Consumption by Animals
iii. Ocean Intake
iv. Decay and Decompose
v. Formation of Fossil Fuels
vi. Use of Fuels for Industrial Purposes
vii. Carbon Emissions
viii. Respiration by Plants and Animals

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The Rock Cycle

The rock cycle involves cycling of elements between various types of rocks, and thus mostly
involves the lithosphere, because materials such as water and Carbon cycle through the
lithosphere, the rock cycle overlaps with these other cycles.

The rock cycle involves the three types of rocks as reservoirs: (1) igneous, (2) sedimentary,
and (3) metamorphic.

Measuring techniques of Earth and Continental drift

Eratosthenes hired a man to pace the distance between the two cities and learned they were
apart, 800 kilometers. He could then use simple proportions to find the Earth's
circumference. The method is known as Eratosthenes' method. This method was simple but
effective. All he needed to know was the distance between two locations and what percentage
of a circle this distance constituted.

Three different geologic methods help determine the trajectories of Continental drift
plates: paleomagnetic, geometric, and seismic.

a. The paleomagnetic method is based on the Earth's magnetic field.

b. The geometric method gives scientists the spreading direction to go with the spreading
speed.
c. Seismic methods use the focal mechanisms of earthquakes to detect the orientation of
faults. Although less accurate than paleomagnetic mapping and geometry, these methods
are useful for measuring plate movements in parts of the globe that are not well mapped
and have fewer GPS stations.

Since plate motions are at a global scale, they are best measured by satellite-based methods.
The three most commonly used space-based techniques are: very long baseline interferometry
(VLBI), satellite laser ranging (SLR), and the Global Positioning System (GPS).

Geodesy, or the study of measuring the form, gravity, and rotation of the Earth, is still used by
scientists today to study the shape and size of the Earth. Geodesy gives precise measurements

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that demonstrate that the Earth is round. Scientists can measure Earth's size and form to within
a centimeter using GPS and other satellites.

Can you explain the similarities and differences between the elements of Measuring
techniques of Earth and Continental drift, and it’s effects on your daily life?

  The Earth system consists of interconnected spheres – the geosphere, atmosphere,

hydrosphere, and biosphere – which continuously interact and influence each other, shaping
the planet's dynamics.

 Understanding Earth's systems involves recognizing how elements like water, carbon, and
rocks move through various cycles, such as the hydrologic cycle and the carbon cycle,

Find theimpacting
Cycles natural
of the processes and events.
Earth System and effects in an encyclopedia, internet, in
reference books, or other resource materials. Read and analyze the information you find.
Write a report and submit it to your tutor.

Section4 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. Identify atmospheric and lithospheric systems.

2. Explain their cycle effects of the Earth.

3. Describe the measuring techniques for too big (Earth) and too small
(continental drift) quantities measurement and estimation.

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 Grade 7 General Science Module 2

Section4 self-test
I. Say True if the statement is true, otherwise false.

1. The atmosphere is composed mainly of oxygen and carbon dioxide.

2. The hydrosphere includes all forms of water on Earth.
3. The biosphere consists only of plants on Earth.
4. The geosphere includes the Earth's molten mantle and core.
5. The carbon cycle involves only the lithosphere.

II. Choose the best answer from the given multiple-choice.

1. What is the main component of the atmosphere?

A) Water , B) Carbon Dioxide , C) Nitrogen , D) Oxygen , E) Hydrogen

2. Which cycle involves the movement of water throughout Earth's systems?

A) Hydrologic Cycle , B) Rock Cycle , C) Carbon Cycle

, D) Biogeochemical Cycle , E) Tectonic Cycle

3. What does the biosphere include?

A) Only animals , B) Only plants , C) All living organisms , D) Only humans

E) Only microorganisms

4. Which of the following is NOT a component of the Earth system?

A) Atmosphere , B) Hydrosphere , C) Lithosphere , D) Exosphere , E) Biosphere
5. What energy source drives the hydrologic cycle?
A) Wind , B) Nuclear Energy , C) Geothermal Energy , D) Tidal Energy , E) Solar
Energy
6. In the carbon cycle, CO2 is used by plants for:
A) Respiration , B) Photosynthesis , C) Decomposition , D) Erosion , E) Evaporation
7. The geosphere is primarily composed of:
A) Water , B) Gases , C) Rock and minerals , D) Living organisms , E) Soil only
8. Which method is NOT used for measuring continental drift?

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 Grade 7 General Science Module 2

A) Paleomagnetic , B) Seismic , C) Biogeochemical , D) Geometric , E) Satellite-based

9. The rock cycle includes the transformation between:
A) Igneous, Sedimentary, and Metamorphic rocks, B) Water, Air, and Soil
C) Plants, Animals, and Minerals , D) Carbon, Nitrogen, and Oxygen , E) None of the
above
10. Which of the following techniques measures Earth's shape and size?
A) Paleomagnetism , B) GPS , C) Seismic Waves , D) Atmospheric Pressure
E) Erosion Analysis

III. Fill in the blank space to complete the sentence.

1. The __________ is the part of the Earth composed of rock and minerals.
2. The __________ cycle describes the movement of water through various reservoirs.
3. The __________ contains all living organisms on Earth.
4. The __________ cycle involves the cycling of carbon through the biosphere, atmosphere, and
oceans.
5. Techniques like __________ are used to measure continental drift using satellites.

IV. Match the following items according to their similarities.

No Description Item/Layer
1 All living things A) Geosphere
2 Gaseous layer surrounding the Earth B) Atmosphere
3 Composed of water in all phases C) Hydrosphere
4 Contains rocks and minerals D) Biosphere
5 Provides essential gases for life E) Lithosphere
 Section -4 Key Answer

Part I: For True /False Item

1False, 2. True, 3. False,4. True, [Link]
Part II: For Multiple Choice
1. C, 2. A, 3 C ,4. D ,5 E ,6 B ,7 C ,8 C , 9A , 10 B

[Link] for Fill in the space

1. Geosphere, [Link],3 Biosphere, 4 Carbon, 5 GPS

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 Grade 7 General Science Module 2

Part. IV Matching item

1. D, 2. B, 3. C, 4. A,5.E

 Section 4: a Written Assignment

1. Explain the four main components of Earth's systems.

2. Discuss the methods used to measure continental drift and the role of satellite
technology in improving accuracy. Include at least two different techniques in your
response.

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 Grade 7 General Science Module 2

UNIT SEVEN
MOTION, FORCE, ENERGY AND ENERGY RESOURCES
 Dear distance learner, Welcome to the third unit of Module Two, where we investigate the
essential parts of motion ,force, energy and energy resources.

Motion, force, and energy are fundamental concepts that shape our understanding of the
physical world. Motion refers to the change in position of an object over time and occurs in
various forms, such as straight-line motion, circular motion, rotary motion, and curvilinear
motion. Force, on the other hand, is a push or pull that can cause objects to move, stop, or
change direction. It plays a crucial role in daily life, from the gravitational pull keeping us
grounded to the effects of applied force in our interactions.

Energy, a property of matter, drives all physical activities and can transform from one form to
another, such as heat, light, or mechanical energy. With diverse sources ranging from
renewable to non-renewable, energy powers modern life. Moreover, responsible usage and
conservation strategies are vital to combat resource depletion and environmental degradation,
ensuring sustainable development for future generations.

Unit 7-competency, at the end of this unit, learners will able to:

 Describe the term motion

 Identify types of motion (motion on straight line, circular motion, rotary motion and
curvilinear motion)
 Show those types of motion in the class.
 Explain the term force.
 Demonstrate the pulling/pushing activity of force.
 Explain gravitational force.
 List all effects of force
 Demonstrate some effects of force.
 Relate effects of force with their daily life experience
 Name measuring device of force
 Identify different measuring scales on measuring device of force
 Explain parts of measuring device of force
 Define energy as a property of matter that can be converted

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 Grade 7 General Science Module 2

 List all forms of energy

 Explain which energy converted to other forms of energy.
 List sources of energy.
 Distinguish between renewable and non-renewable forms of energy
 Describe how energy is used wisely.
 List the strategies of conservation of energy
 Explain resource depletion and environmental degradation.

Section 1 Definition and types of motion

Dear learner, welcome to this exciting section of motion.

In this unit, you will understand and apply the concepts of motion in daily life. Motion is a
fundamental concept in physics that describes the change in position of an object over time.
Understanding motion is essential as it forms the basis for studying dynamics, kinematics, and
various physical phenomena.

This section aims to explore the definition of motion and its various types, including linear,
rotational, periodic, and random motion. By the end of this section, learners will not only
grasp the concept of motion but also be able to categorize it into distinct types and provide
relevant examples for each. This foundational knowledge is crucial for further studies in
physics and related fields.

Section 1 competency at the end of these section learners should be able to:

• Define motion as the change of position with time.

• Describe the types of motion.

• Give examples for each type of motion

1.1 Definition of Motion

When you go to your school, your journey begins from home. Your home is your original
position and your school is your final position. While you are going, from home to school,
you are increasing the gap between your present position and your home.

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 Grade 7 General Science Module 2

This continuous change of position is known as a motion. Notice that your change of
position is, observed by considering the distance from your school to home. Your home is
taken as a reference frame.

Now let us understand motion clearly with the help of a few Examples:

 Our daily activities, like walking, running, closing the door, etc. involve motion. There is
a change of position of the object involved in these activities.

 The flow of air in and out of our lungs is also an Example of motion.
 The automobiles that carry passengers from one place to another possess motion. In this case, the
position of passengers is changed from one place to another.

Can you define motion and list its application in your daily life?

• Motion
Define theismotion
continuous change
using yourofown
position,
wordused
andingive
our daily activities.
example.

When you move in moving the bus, describe your state of motion.

Types of Motion

According to the nature of the movement, or based on the path followed motion is classified into
four types as follows:

1. Rectilinear Motion 3. Oscillatory Motion

2. Curvilinear Motion 4. Rotary Motion
1. Rectilinear Motion: Motion in a straight line is called rectilinear motion. In other words, when an
object moves along a straight line path, it is called rectilinear motion. Example: A boy walking on
a straight road.
 A car moving in a straight road.
 A falling ball from a certain height.
 A boy pulling a toy towards him. etc.

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 Grade 7 General Science Module 2

A Wrists watch B. A car moving on a straight line C, Roundabout

D. Simple pendulum E, Motion of kids swing F .A boy and girl walking on a straight
road Figure

7.1 different types of motion

In Fig 7.1 (a) you observe that the motion of second or minute hand of a wrist watch about an
axis.

In Fig 7.1 (b) you observe that a car is moving on a straight road. Its path is a straight line.

Fig 7.1 (c) shows that the path of the moving car is a curved line.

While Fig 7.1(c and d) show the 'to and fro' motions of an object.

2. Curvilinear motion

The motion of a particle or object moving along a curved path is called curvilinear motion.

Examples: Motion of a car around a circular path,

The motion of a ball thrown horizontally from a certain height.

The motion of the moon around the earth.
 Motion of a basketball into the basket, etc.

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 Grade 7 General Science Module 2

Note: Circular motion is a special case of curvilinear motion, in which the body moves along a
circular [Link] of circular motion are:

 Movement of the earth on its axis,

 a bicycle or a car moving on a circular track of park,
 The motion of the moon around the earth etc.
3. Rotary Motion:

A type of circular motion where an object spins on its own axis, it is called rotational motion.
Example:

 Rolling ball, Spinning top and the motion of the second or minute hand of a wrist watches etc.

Figure 7.4 rotating wooden spinning top

4. Oscillatory Motion

A repeating motion in which an object continuously repeats in the same motion again and again
is called Oscillatory Motion. It is also a to and fro, back and forth or up and down motion. Some
of the best Examples of Oscillatory Motion are:

 A swinging swing
 The motion of a pendulum
 A boat tossing up and down a river
 The tuning fork e t c

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 Grade 7 General Science Module 2

Figure 7.5 motion of a pendulum

RSection1 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. Define motion as the change of position with time

2. Describe the types of motion.

3. Give examples for each type of motion

Section 3 self-test
I. Say True if the statement is true, otherwise false.

1. Motion is defined as the continuous change of position of an object with respect to a reference
point.

2. Oscillatory motion refers to motion in a straight line.

3. Rolling a ball is an example of rotary motion.

4. The motion of a car around a circular path is an example of rectilinear motion.

II. Choose the best answer from the given multiple choice.

1. What is motion? A) The continuous change of position of an object B) The increase

in speed of an object ,C) The decrease in the distance of an object,D) The rotation of an
object on its axis , E) None of the above

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 Grade 7 General Science Module 2

2. Which of the following is an example of rectilinear motion?

A) A car moving on a circular path ,B) A pendulum swinging back and forth
C) A boat tossing in a river , D) The rotation of the earth ,E) A falling ball from a height
3. Circular motion is a special type of:
A) Rectilinear motion , B) Oscillatory motion , C) Curvilinear motion , D) Rotary
motion
E) Irregular motion
4. Which of the following shows oscillatory motion?
A) A car moving on a straight road ,B) A pendulum swinging back and forth
C) The spinning of a top , D) A ball rolling on the ground ,
E) The revolution of the earth around the sun
5. Rotary motion occurs when:
A) An object moves in a straight line , B) An object follows a curved path
C) An object spins on its axis , D) An object moves back and forth
E) An object moves randomly
6. Which of the following is NOT an example of circular motion?
A) The motion of the moon around the earth , B) A bicycle moving on a circular track
C) A boy walking on a straight road , D) The movement of the earth on its axis
E) A car moving on a curved road
7. What type of motion does the second hand of a wristwatch exhibit?
A) Rectilinear motion , B) Oscillatory motion , C) Curvilinear motion
D) Rotary motion , E) None of the above

III. Fill the blank space to complete the sentence.

1. The motion of a basketball entering the basket is an example of __________ motion.

2. A pendulum swinging back and forth is an example of __________ motion.
3. The motion of a car moving on a straight road is called __________ motion.
4. The __________ of the earth on its axis is an example of rotary motion.

IV. Match the following items according to their similarities .

No Description Item/Layer

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 Grade 7 General Science Module 2

1 Motion in a curved path A. Rectilinear motion

2 Spinning on its axis B. Curvilinear motion

3 Motion in a straight line C. Rotary motion

4 Back and forth motion D. Oscillatory motion

Section -1 Key Answer

Part-I for True /False Item

1True, 2. False, [Link] ,4. .False
Part II for Multiple choices
1. A, 2. E, 3C ,4. B ,5 C , 6 C , 7 D

Part. III for Fill in the space

1. Curvilinear , [Link] ,3 Rectilinear , 4 Rotation

Part. IV Matching item

1. B, 2. C , 3.A , 4.D
Section 1 a Written Assignment
1. Describe the meaning of motion and provide a detailed explanation of the four types of
motion: rectilinear, curvilinear, rotary, and oscillatory. Include at least two examples for
each type.

2. Write differences between curvilinear motion and rotary motion. Provide examples to
support your explanation, focusing on their unique characteristics and paths.

Section 2 Definition of Force and Gravitational Force

 Dear learner you have to understand the concept of force and gravitational force.
In this section, we will learn about the force and gravitational force. Force is a fundamental
concept in physics that describes a push or pull exerted on an object, causing it to move, stop,
or change direction. It plays a crucial role in shaping the motion and behavior of objects in our

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 Grade 7 General Science Module 2

daily lives. From opening a door to throwing a ball, forces are constantly at work. One
specific type of force, the gravitational force, is responsible for the attraction between objects
with mass. It keeps us grounded on Earth and governs the motion of celestial bodies like
planets and moons. Understanding force and gravity is essential to comprehending the
physical world.

Section2: Learning competency, at the end of this section, learners will be able to

 Explain the term force.

 Demonstrate the pulling/pushing activity of force.
 Explain gravitational force.

1.1 Definitions of force

All of us are familiar with the word force as we use it in our everyday life. Let us used to describe
interactions between different bodies in nature.

For example when you kick a ball, tear a paper, bend a wire, hold a bag, walk on the floor, close and
open a door, you apply a force.
A force is a push or pull upon an object resulting from the object's interaction with another object.
Whenever there is an interaction between two objects, there is a force upon each of the objects.

Forces influence objects that are at rest or that are already in motion. it can also be defined as an
external agent which can change the state of rest or motion of a body.

Figure 7.6(a) when a wagon pulled Figure 7.6(b) when a wagon pushed

Can you differentiate the difference between force and gravity, and their effects on your
daily life?


Force is an action applied on object to be pushed or pulled .Gravitational force is a kind of force
BONGA COLLEGE OF EDUCATION
that applied on mass M by gravitational acceleration of the earth. Understanding the force
involves recognizing the cause of all motion.
 Grade 7 General Science Module 2

Throw a piece of stone vertically upward and observe its motion. What will happen to
the ball? Will it continue to move upward forever? Or not why?

Fundamental forces are the basic forces in nature that cannot be explained by the action of another
force. There are four types of fundamental forces. These include: The gravitational force,
electromagnetic force, strong nuclear force and weak nucleus force.

Gravitational force

We live on the Earth. It is difficult to get away from earth. If you jump upwards, you fall back down
again. The earth’s gravity pulls you down wards.

The earth’s gravity causes a force that pulls any object down wards. This force is called weight
(gravitational force).

Gravity always pulls you towards the center of the Earth. It doesn’t matter where you are on the
surface of the earth. Science, a freely falling body in the air moves down irrespective of its mass.
This is due to force of gravity. Example:

 Falling of fruits from trees due to Earth’s gravitational pull

 The Earth’s gravitational pull keeps us all stationary; otherwise, we all would be flying now.

 Revolution of the Earth around the Sun

 Revolution of the moon around the Earth

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 Grade 7 General Science Module 2

Sir Isaac Newton was an English mathematician and physicist who lived from 1642-
[Link] legend is that Newton discovered Gravity when he saw a falling apple (see figure
7.6c )while thinking about the forces of nature. Whatever really happened, Newton realized
that some force must be acting on falling objects like apples because otherwise they would not
start moving from rest. Newton called this force "gravity" and determined that gravitational
forces exist between all objects.

Fig 7.6c effect of failing apple Fig 7.7. Our weight is caused by the pull of the earth’s gravity

Section2 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

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 Grade 7 General Science Module 2

No. Can I Yes No

1. Explain the term force.
2. Demonstrate the pulling/pushing activity of force.
3. Explain gravitational force.

Section 2 self-test
I. Say True if the statement is true, otherwise false.
1. Gravity always pulls objects toward the center of the Earth.
2. Force is only applied to objects that are already in motion.
3. Gravitational force is one of the four fundamental forces of nature.
4. Electromagnetic force is responsible for the Earth's gravitational pull..
II. Choose the best answer from the given multiple choice.
1. Which of the following best defines force?
A) A state of rest of an object ,B) A push or pull resulting from the interaction of two objects
C) The energy stored in an object ,D) The mass of an object multiplied by its velocity
E) None of the above
2. What happens when you push a stationary wagon?
a) It stays at rest , b) It changes its mass ,c) It starts to move ,d) It becomes lighter
e) It remains unaffected
3. Which of the following is an example of gravitational force?
A) A car moving in a straight line ,B) A person opening a door , C) Bending a wire
D) A magnet pulling a paperclip , E) A fruit falling from a tree
4. How many fundamental forces exist in nature?
A) 2 , B) 3 ,C) 4 ,D) 5 , E) 6
5. Which force is responsible for keeping the moon in orbit around the Earth?
A) Electromagnetic force , B) Gravitational force , C) Strong nuclear force
D) Weak nuclear force E) Frictional force
6. What is the role of Earth’s gravitational force?
A) To push objects away from the Earth ,B) To change the shape of objects
C) To stop objects from moving ,D) To pull objects toward the center of the Earth
E) None of the above

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 Grade 7 General Science Module 2

III. Fill the blank space to complete the sentence.

1. A force is a __________ or __________ upon an object resulting from its interaction with
another object.
2. Gravitational force is responsible for the __________ of fruits from trees.
3. The __________ force keeps the moon in orbit around the Earth.
4. The Earth's gravitational pull always pulls objects towards the __________ of the Earth.
IV. Match the following items according to their similarities .

No Description Item/Layer
1 Push or pull upon an object A. Gravitational force
2 Earth’s pull on objects B. Force
3 Four types in nature C. Fundamental forces
4 Example of gravitational force D. Falling fruits from a tree

 Section -2 Key Answer

Part-I for True /False Item

1True, 2. False, [Link] ,4. .False
Part II for Multiple choices
1. B, 2. C, 3E ,4. C ,5 B , 6D

Part. III for Fill in the space

2. Push , pull , [Link] ,3 gravitational , 4 center

Part. IV Matching item

2. B, 2.A , 3.C , 4.D

 Section 1 a Written Assignment

1. Define force and explain its significance in everyday life with examples. Include examples
such as pushing a door, pulling a bag, or bending a wire.

2. Describe gravitational force and its effects on objects. Provide examples like falling fruits, the
Earth's gravitational pull on humans, and the revolution of celestial bodies

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 Grade 7 General Science Module 2

Section 3 Effects of force and measuring of force

 Dear learner you have to understand the concept of force.
In this section, we will learn about the force and mechanism of measuring force. Forces play
a fundamental role in our everyday lives, influencing the motion and behavior of objects
around us. Understanding the effects of force is essential for grasping how the physical world
operates. The primary effects of force include changes in motion, shape, speed, equilibrium,
and rotation. These effects are not just theoretical; they manifest in various daily experiences,
from pushing a shopping cart to driving a car or even simply opening a door. By exploring
these effects and their real-life applications, we can appreciate the significance of force in
shaping the dynamics of our environment and interactions.
Section2: Learning competency, at the end of this section, learners will be able to
 List all effects of force
 Demonstrate some effects of force.
 Relate effects of force with their daily life experience

 Name measuring device of force

 Identify different measuring scales on measuring device of force
 Explain parts of measuring device of force

3.1 Effect of force

Force is an external influence that can change the state of motion or shape of an object. It
plays a significant role in our daily lives, from simple actions like pushing a door to more
complex activities like driving a car. The effects of force include moving a stationary object,
stopping a moving object, changing the speed or direction of an object, and altering its shape.
These effects are evident in activities such as kicking a ball, applying brakes, or stretching a
rubber band. Understanding and demonstrating these effects helps connect the concept of
force to real-world experiences.

How can you understand the existence of force in your environment, and their effects on
your daily life?


Force is demonstrated by its effects of the surrounding by creating motion on the objects. The
effect of the force included the following pushing, pulling, cutting and working etc.
BONGA COLLEGE OF EDUCATION
 Grade 7 General Science Module 2

Demonstrate the effect of the force on your environment and observe its motion.
Write report of your observation, and you have to explain the effects of forces in each activity
summit to your tutor.

Fundamental forces are the basic forces in nature that cannot be explained by the action of another
force. There are four types of fundamental forces. These include: The gravitational force,
electromagnetic force, strong nuclear force and weak nucleus force.

a) The force of brakes can stop a moving car b) When the person kicks the ball
the ball, moves in the
direction of the force

c) When force is applied on flour dough, it changes its shape d) A goal keeper applies a
force and stops the ball
Figure 7.8Different effects of forces
Force has the following main effects, when it is exerted on an object:
 A force can move a stationary object
Example:when a force is applied to a stationary tennis ball, it will make
the ball continue its motion in the direction of the applied force.
 A force can change the speed of a moving object.

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 Grade 7 General Science Module 2

Example: When we keep on pedaling the pedal of the bicycle, the speed of the
bicycle increases. And when we apply the brake, the speed of the bicycle
decreases.
 A force can either stop or slow down the moving object.
Example: The force of brakes can stop a moving car.
 A force can change the direction of a moving object.
Example: the direction of the moving football can be changed by applying force at an
angle.
 A force can change the shape of an object.
Example: When force is applied on flour dough, it changes its shape.

Figure 7.9 . Some Effect of force on daily activities

How effect of force is related with the daily life?
We are very familiar with the various effects of force in our everyday life. Like we walk, we run, we
play, and we sit or at even times stand. In all of these activities, we have all seen the changing of the
motion of the state. Some additional the examples are:
Pushing a wheel barrow.
Opening or closing a door.
Squeezing wet clothes.
Gravitational force.
Brakes applied to stop a moving vehicle.
A football kicked
Rubbing a glass rod with a silk.
Running and Pushing etc.

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 Grade 7 General Science Module 2

3.2 Measuring forces

In science, if we want to know that one force is bigger than another we do not simply guess; we
make measurements. How can we measure forces?
To measure the amount of force exerted on an object we use an instrument Newton meter (force
meter) also called spring balance. But Newton meter is the scientific instrument used to measure a
force.

Parts of spring balance

Can you list the measuring instruments of force and applied to measure the force exerted
on it.?


The SI unit of force is Newton meter. 1N=1 Kg/1 S

Demonstrate
N is symbolthe effect of the
of Newton force on your
,kg=kilogram, environment and observe its motion.
S= Second
Write report of your observation, and you have to explain the effects of forces in each activity
summit to your tutor.

 Spring balance: Scale made up of a hook attached to a spring that stretches in proportion to
the weight of the object being weighed.
 Hook: Curved part on which the body to be weighed is hung.
 Graduated scale: The divisions of equal length that are marked on the spring balance and
constitute the units of measurement.

Figure [Link] balance Figure 7.11 Measuring pulls of force

 Pointer: Pointer connected to the spring that moves along a graduated scale to indicate the
weight of the body being weighed.

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 Grade 7 General Science Module 2

Figure 7.11 shows how you to measure the force needed to pull a block of wood along the bench.
 Check that the force meter reads zero before you start.
 Attach the hook of the force meter to the block.
 Hold the ring at the other end of the force meter and pull the block.
 Read the value of the force from the scale.
RSection3 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. List all effects of force
2. Demonstrate some effects of force.
3. Relate effects of force with their daily life experience
4 Name measuring device of force
5 Identify different measuring scales on measuring device of force
6 Explain parts of measuring device of force

Section 3 self-test
I. Say True if the statement is true, otherwise false.

1. A force can change the speed, direction, or shape of an object.

2. A stationary object cannot move unless a force is applied to it.
3. A spring balance measures the mass of an object using a graduated scale.
4. Brakes are an example of force that increases the speed of a vehicle.

II. Choose the best answer from the given multiple choice.

1. What is one of the main effects of force?

A) It can only move stationary objects. , B) It decreases the mass of an object.
C) It can change the state of motion or shape of an object. , D) It prevents objects from

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 Grade 7 General Science Module 2

moving.
E) None of the above.
2. Which instrument is used to measure force?
A) Thermometer ,B) Newton meter ,C) Barometer , D) Voltmeter , E) Ammeter
3. What part of a spring balance indicates the weight of an object?
A) Hook ,B) Spring ,C) Graduated scale ,D) Pointer ,E) Ring
4. Which of the following is an example of force changing the shape of an object?
A) Pushing a wheelbarrow ,B) Squeezing wet clothes , C) Kicking a football
D) Opening a door ,E) Braking a car
5. What is the main function of the hook on a spring balance?
A) To measure speed ,B) To weight the body ,C) To stretch the spring
D) To calibrate the scale ,E) To attach the body being weighed
6. What should you check before using a force meter?
A) The weight of the object being measured ,B) That the graduated scale is visible
C) That the force meter reads zero ,D) The length of the spring
E) The material of the hook
III. Fill the blank space to complete the sentence.
1. A __________ balance is used to measure force in science.
2. The __________ part of the spring balance is used to hang the object being weighed.
3. A force can change the __________ or motion of an object.
4. The force required to pull a block of wood is measured using a __________ meter.
5. The Earth's gravitational pull always pulls objects towards the __________ of the Earth.

IV. Match the following items according to their similarities.

No Description Item/Layer
1 Force changing shape A. Spring balance
2 Force stopping a moving object B. Pushing a stationary object
3 Instrument to measure force C. Squeezing wet clothes
4 Force moving an object D. Braking a car
Section -2 Key Answer
Part-I for True /False Item

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

1 True, 2. True, [Link] ,4. .False

Part II for Multiple choices
1. B, 2. B, 3D ,4. B ,5 E , 6 E

Part. III for Fill in the space

3. Spring , [Link] ,3 Newtons , 4 center

Part. IV Matching item

1. C, 2.D , 3.A , 4.D

 Section 1 a Written Assignment
1. List and explain the main effects of force with [Link] examples such as moving
stationary objects, stopping moving objects and changing the shape of an object.
2. Describe the components of a spring balance and explain how it is used to measure force.

Section 4 Definition of Energy and Forms and Conversion of Energy

 Dear learner you have to understand the concept of energy, forms and conversion of
energy. In this section, we will learn about the forms and conversion of energy.

In unit two of this book you learned important concepts about matter. In this section you will learn the
concepts of energy. Matter is the substance of which all material is made. Energy is a very common word
frequently used in our day-to-day [Link] a much wide scope than it will be implied in this unit. Energy
in this unit is limited to define as a property of matter only.
Section2: Learning competency, at the end of this section, learners will be able to
 Define energy as a property of matter that can be converted
 List all forms of energy
 Explain which energy converted to other forms of energy

4.1 Definition of energy

Energy is defined as a property of matter that enables it to perform work or produce change. It exists
in various forms and can be transformed from one type to another. Understanding energy is crucial
because it underpins all physical processes and interactions in the universe. Common forms of
energy include kinetic, potential, thermal, chemical, electrical, and nuclear energy. For instance,
potential energy can be converted into kinetic energy when an object is in motion, while chemical

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

energy in food is transformed into thermal energy during digestion. This interplay of energy forms is
vital for both natural phenomena and human-made systems. Converted)
Energy is the property of matter, and it comes in many forms, such as heat, sound, light, and
motion. It can be transferred between objects, and converted in form. It cannot be created or
destroyed.

Examples of energy and matter

A raindrop falling from the sky is made of matter (water), plus it has potential, kinetic, and
thermal energy.

Alit light bulb is made of matter, plus it emits energy in the form of heat and light.

The wind consists of matter (gases in air, dust, pollen), plus it has kinetic and thermal energy.

Can you define the energy and list the kind of energy used in your daily life?

Energy is a property of matter that enables work and change, existing in various forms like kinetic,
potential, thermal, chemical, electrical, and nuclear energy. It can be transferred between objects
and transformed from one type to another, but cannot be created or destroyed. Understanding
By using internet explorer or other reference materials perform the following tasks in
energy is essential as it governs all physical processes and interactions in the universe.
group and present your findings to the class.

i. Define energy as a property of matter.

ii. Explain with examples how energy and matter related.

4.2 Forms and Conversion of Energy

The world we live in provides us with many different forms of energy.

Examples of these are: light energy, heat energy, mechanical energy, gravitational energy, kinetic
energy, potential energy, thermal energy, and electrical energy, sound energy, chemical energy,
nuclear or atomic energy, elastic potential energy and so on.
We can think energy coming in different forms, some for storing and some for transferring.

The table 7.1 shows some different forms of energy and their descriptions.

Form of energy Description

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 Grade 7 General Science Module 2

Chemical energy Energy of a chemical substance.

Elastic energy Energy of a stretched or squashed object
Electrical energy Energy carried by electricity
Gravitational potential energy Energy of an object that has been lifted
Heat energy Energy spreading out from a hot object
Kinetic energy Energy of a moving object
Light energy Energy spreading out from a bright object
Thermal energy Energy of a hot object
Sound energy Energy coming from a vibrating source

Energy conversions
Energy can be changed from one form to another. The process of changing energy from one form to
another form is called energy conversion. A very common energy conversion is a change from
gravitational potential energy to kinetic energy. This occurs whenever an object falls due to the force
of gravity. Each form can be converted or changed into the other [Link] notion of energy is that
energy is changed from one form into different forms using transducers. Transducer is a device used
to transform energy from one form to another. For example:
1. Battery converts chemical energy into electrical energy.
2. A generator converts mechanical energy into electrical energy.
3. A motor converts electrical energy into mechanical energy.
The Table7.2 Summarizing Energy Conversion from one form to another
Original energy Transducer Energy transformed
Chemical energy Battery Electrical energy
Chemical energy Motor Chemical energy
Mechanical energy Generator Electrical energy
Solar energy Solar panel Electrical energy
Chemical energy Motor car Mechanical energy
Electrical energy Microphone Sound energy
Electrical energy Heater Heat energy

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

Can you convert chemical energy to electrical energy, and list all mechanisim of
converstion one form of nery to other ?

The world offers various forms of energy, including chemical, elastic, electrical, gravitational
potential, heat, kinetic, light, thermal, and sound energy. Energy can be converted from one form
to another through processes known as energy conversions, with transducers facilitating these
changes. For example, batteries convert chemical energy to electrical energy, generators convert
Discuss the following
mechanical questions
energy to electricalinenergy,
your opinion based
and motors on you
convert environment.
electrical energy to mechanical energy
i. List all different forms of energy.
ii. Define conversion of energy and give examples which energy is converted to
other forms of energy.
Section4 Checklist
Learning Competencies given below are expected to be achieved in this section by you. You
are required to respond by saying Yes or No. Put a tick (√) mark under the “Yes” column if
you can perform the competency, or under the “No” column if you are unable to perform the
competency. This would help to evaluate yourself, and you can revise the parts of topics for
which the competencies are not met.

No. Can I Yes No

1. Define energy as a property of matter that can be converted

2. List all forms of energy

3. Explain which energy converted to other forms of energy

Section 4 self-test
I. Say True if the statement is true, otherwise false.

1. Energy can be created and destroyed.

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

2. Kinetic energy is the energy of a moving object.

3. A battery converts electrical energy into chemical energy.

4. Thermal energy is associated with the temperature of an object.

5. Energy can only exist in one form at a time.

II. Choose the best answer from the given multiple choice.

1. What is the energy of a stretched or squashed object called?

A) Kinetic Energy ,B) Chemical Energy ,C) Elastic Energy ,D) Gravitational Energy
E) Thermal Energy

2. Which of the following is an example of potential energy?

A) A moving car ,B) Water at the top of a dam , C) A burning candle
D) A vibrating speaker , E) A solar panel

3. What type of energy does a light bulb emit?

A) Kinetic Energy ,B) Chemical Energy , C) Sound Energy ,D) Light and Heat Energy
E) Elastic Energy

4. Which device converts mechanical energy into electrical energy?

A) Battery ,B) Generator ,C) Motor ,D) Solar panel , E) Microphone

5. The process of changing energy from one form to another is called:

A) Energy storage ,B) Energy loss ,C) Energy conversion ,D) Energy transformation
E) Energy creation

6. Which form of energy is associated with the temperature of an object?

a) Kinetic Energy
b) Thermal Energy
c) Potential Energy
d) Electrical Energy
e) Chemical Energy
Answer: b) Thermal Energy

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

7. What energy transformation occurs in a microphone?

a) Chemical to Electrical
b) Electrical to Sound
c) Mechanical to Electrical
d) Solar to Electrical
e) Electrical to Heat
Answer: b) Electrical to Sound

III. Fill the blank space to complete the sentence.

5. A __________ balance is used to measure force in science.
6. The __________ part of the spring balance is used to hang the object being weighed.
7. A force can change the __________ or motion of an object.
8. The force required to pull a block of wood is measured using a __________ meter.
6. The Earth's gravitational pull always pulls objects towards the __________ of the Earth.

IV. Match the following items according to their similarities.

No Description Item/Layer
1 Force changing shape A. Spring balance
2 Force stopping a moving object B. Pushing a stationary object
3 Instrument to measure force C. Squeezing wet clothes
4 Force moving an object D. Braking a car
Section -2 Key Answer
Part-I for True /False Item
1 True, 2. True, [Link] ,4. .False
Part II for Multiple choices
1. B, 2. B, 3D ,4. B ,5 E , 6 E

Part. III for Fill in the space

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

4. Spring , [Link] ,3 Newtons , 4 center

Part. IV Matching item

2. C, 2.D , 3.A , 4.D

 Section 1 a Written Assignment
3. List and explain the main effects of force with [Link] examples such as moving
stationary objects, stopping moving objects and changing the shape of an object.
4. Describe the components of a spring balance and explain how it is used to measure force.

True/False Questions

Multiple Choice Questions

Fill in the Blank

Energy that is stored in an object due to its position is called __________ energy.
Answer: potential

The energy associated with moving objects is known as __________ energy.

Answer: kinetic

A __________ converts solar energy into electrical energy.

Answer: solar panel

The energy of a vibrating source is referred to as __________ energy.

Answer: sound

Matching

Energy Form Description

1. Chemical Energy A) Energy of a hot object

2. Kinetic Energy B) Energy carried by electricity

3. Thermal Energy C) Energy of a moving object

4. Electrical Energy D) Energy of a chemical substance

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

Answers:
1-D
2-C
3-A
4-B

Assignment Questions

1. Explain the importance of energy conversions in daily life, providing at least three examples
of energy transformations you encounter regularly.

2. Discuss how the law of conservation of energy applies to a roller coaster ride, detailing the
energy transformations that occur from the highest point to the lowest point.

Figure 7.12 energy conversion

Exercise 7.6

i. Choose the best answer from the following alternatives

1. One of the following is not form of energy?
A. Light B. sound C. Kinetic D. weight
2. The process of changing energy from one form to another form is called
A. energy conversion C. energy depilation
B. energy conservation D. energy degradation
3. Which One of the following is a form of energy?
A. Chemical B. Solar C. Electrical D. all of the these
ii. complete the table
1. Energy
BONGA COLLEGE can be transferred in different ways. Copy the table and use words from the
OF EDUCATION
list to complete the first column.
Chemical energy, Electrical energy, Mechanical energy
 Grade 7 General Science Module 2

7.7. Energy Sources (sun, fuel, hydroelectric, wind, nuclear) Energy sources are vital for powering
our daily lives and supporting various activities across the globe. These sources can be categorized
into two main types: renewable and non-renewable energy. Renewable energy sources, such as
solar, wind, and hydroelectric power, are naturally replenished and have a lower environmental
impact. In contrast, non-renewable energy sources, like fossil fuels and nuclear energy, are finite
and can lead to environmental challenges such as pollution and resource depletion. Understanding
these energy sources is essential for making informed decisions about energy consumption and
sustainability in our increasingly energy-dependent world.

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

By the end of this section you should be able to:

 List sources of energy.

 Distinguish between renewable and non-renewable forms of energy.

Activity 7.8

Discuss the following

activities with in a group
and present your
discussion to the class.

1. List out any five activities

from your daily life in
which different forms of
energy are involved.
2. Differentiate between
renewable and non-
renewable sources of
Figure 7.13 Source of energy energy.

In simple terms we can say that anything out of which usable energy can be extracted is a
source of energy. There is a variety of sources that provide us energy for different purposes.
Some of them are coal, petrol, diesel kerosene, natural gas, hydroelectric power, wind mills,
solar panels, biomass etc.

The energy sources can be replenished in a short period of time are referred to as “renewable”
energy sources, whereas the energy sources that we are using up and cannot be generated in a
short period of time are called non-renewable energy sources. Thus, all the sources of energy
can be divided into two categories: renewable sources and non-renewable sources of energy.

There are three main differences between both sources of energy types:

a. availability and renewal times;

b. production and transportation cost;

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

c. Impact on the environment and human health.

Renewable energy sources: - are the energy sources, which can be turned into use again after
being used. It come from natural sources and continually regenerates themselves, which makes
them nearly inexhaustible. These energy sources are plentiful, sustainable, naturally
replenished and good to the environment.

The major types or sources of renewable energy are:

 Solar energy from the sun

 Wind energy

 Geothermal energy from the heat inside the earth

 Hydropower from flowing water

 Biomass from plants

 Ocean energy in the form of wave, tidal, current energy and ocean thermal energy.

Non- renewable sources: are the energy sources, which cannot be turned into use again. It is a
finite resource. It is a natural substance that is not replenished with the speed at which it is
consumed. These are formed over thousands of years from the buried remains of ancient sea
plants and animals that lived millions of years ago. Most of these energy sources are “dirty”
fossil fuels, which are generally dingier for the environment.

The major types or sources of non-renewable energy are: petroleum, natural gas, coal, nuclear
energy and hydrocarbon gas liquids.

Table 7.3 major differences between renewable and non-renewable resources

Renewable Resources Non-renewable Resources

Depletion
Non-renewable resources deplete over
Renewable resources cannot be depleted over time
time

Sources

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

Renewable resources include sunlight, water, wind and Non-renewable energy includes
also geothermal sources such as hot springs fossil fuels such as coal and
and fumaroles petroleum.

Environmental Impact
Non-renewable energy has a
Most renewable resources have low carbon emissions and
comparatively higher carbon
low carbon footprint
footprint and carbon emissions.

Cost

The upfront cost of renewable energy is high. – For instance,

Non-renewable energy has a
Generating electricity using technologies running on renewable
comparatively lower upfront cost.
energy is costlier than generating it with fossil fuels

Renewable and non-renewable resources have many similarities They both are resources and
they both have to do with the environment. Also, we must use them wisely. Because if not
they will disappear. They both grow on Earth, as well.

True/False Questions

1. Renewable energy sources can be depleted over time.

Answer: False
2. Non-renewable energy sources are formed over thousands of years.
Answer: True
3. Solar energy is an example of a non-renewable energy source.
Answer: False
4. The upfront cost of renewable energy is generally lower than that of non-renewable energy.
Answer: False
5. Both renewable and non-renewable resources have an impact on the environment.
Answer: True

Multiple Choice Questions

1. Which of the following is a renewable energy source?

a) Coal
b) Natural Gas

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

c) Wind
d) Nuclear Energy
e) Kerosene
Answer: c) Wind
2. What type of energy source cannot be replenished quickly?
a) Solar Energy
b) Wind Energy
c) Non-renewable Energy
d) Biomass
e) Geothermal Energy
Answer: c) Non-renewable Energy
3. Which of the following has a higher carbon footprint?
a) Hydropower
b) Solar Energy
c) Nuclear Energy
d) Natural Gas
e) Wind Energy
Answer: d) Natural Gas
4. What is biomass derived from?
a) Fossil Fuels
b) Plants
c) Minerals
d) Water
e) Air
Answer: b) Plants
5. Which energy source is known for being "dirty"?
a) Solar Energy
b) Wind Energy
c) Coal
d) Geothermal Energy
e) Hydropower
Answer: c) Coal
6. What is a key feature of renewable energy sources?
a) They are finite.
b) They are continuously replenished.
c) They are all fossil fuels.
d) They have high carbon emissions.
e) They are formed from ancient organisms.
Answer: b) They are continuously replenished.
7. Which of the following energy sources is NOT renewable?
a) Hydropower
BONGA COLLEGE OF EDUCATION
 Grade 7 General Science Module 2

b) Geothermal
c) Biomass
d) Nuclear Energy
e) Wind Energy
Answer: d) Nuclear Energy

Fill in the Blank

1. Renewable energy sources are continually __________ themselves.

Answer: regenerating
2. Non-renewable energy sources include fossil fuels such as __________ and coal.
Answer: petroleum
3. The environmental impact of most renewable energy sources is generally __________.
Answer: low
4. The main types of renewable energy include solar, wind, and __________ energy.
Answer: hydro

Matching

Energy Type Description

1. Solar Energy A) Energy from flowing water

2. Wind Energy B) Energy derived from the sun

3. Hydropower C) Energy from moving air

4. Biomass D) Energy from organic materials

Answers:
1-B
2-C
3-A
4-D

Assignment Questions
1. Compare and contrast the environmental impacts of renewable and non-renewable energy
sources, providing specific examples to support your points.
2. Discuss the importance of transitioning from non-renewable to renewable energy sources in
the context of sustainability and climate change. What steps can individuals and communities
take to promote this transition?

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

Exercise 7.7

I. Choose the best answer from the given alternatives

1. Which of the following is a nonrenewable energy resource?
A. Solar B. hydroelectric C. wind D. coal
2. What type of energy is derived from heated groundwater?
A. solar energy C. geothermal energy
B. hydroelectric energy D. nuclear energy
3. Which of the following is a renewable energy resource?
A. Solar B. Biomass C. Geothermal D. All
II. Short answer questions
1. List sources of energy.
2. What is the difference between renewable and non-renewable forms of energy and
give four examples for each.
7.8. Wise use & Conservation of energy
Energy conservation

The key for resolving the country’s energy crisis lies with us citizens. Among things we can
do is the conservation of our energy sources. It is said that energy saved is as good as energy
generated. Therefore, we should not only judiciously use energy sources but save energy as
much as we can. You can start conservation of energy in your home.

By the end of this section you should be able to:

 Describe how energy is used wisely.

 List the strategies of conservation of energy

BONGA COLLEGE OF EDUCATION

 Energy conservation is: the practice of using less energy in order to lower costs and
reduce environmental impact. So. Energy canGrade
be conserved by Science Module 2
7 General
 Reducing wastage and losses,
 Improving efficiency through technological upgrades and
 Improved operation and maintenance

A good rule to follow for conservation use the three (3) R’s:
 Reduce: Reduce the amount of trash you produce and the amount of energy that
consume. This is the best way to conserve natural resources and reduce pollution.
 Reuse: By products that you can use more than once. Try to avoid disposable items

Project work 7.2 that use up natural resources and produce extra trash.
 Recycle: Recycling is the process that reuses and
By referring internet changes used materials into things that can be of use.
explorer or other
Although it requires energy to recycle things, overall,
reference materials
recycling saves energy as well as landfill space and
explain how energy is
reduces our need for more natural resources. Lots of
used wisely and list
things can be recycled:
the strategies of
Example: plastic, metal, glass, paper, and compost etc.
conservation of
energy. Present your Strategies of conservation of energy
finding to the class.
The steps that you can and should take for saving energy at home
or in the office are:

 Switch off lights, fans and other appliances when not in use.
 Water taps should not be left open.
 While cooking vegetables the vessel should remain covered.
 For cooking, only the required quantity of water should be used.
 Soak pulses in water for some time before cooking,
 Use of more efficient appliances.
 Use public transport in place of your own vehicle to save fuel.
 Share automobiles rides to office, instead of driving alone to office.

Exercise 7.8

Give short answers.

1. What is conservation of energy?

BONGA COLLEGE OF EDUCATION
2. Explain how energy is used wisely.
3. List Strategies of conservation of energy
 Grade 7 General Science Module 2

7.9. Resource depletion and environmental degradation

Activity 7.10
By the end of this section you should be able to:
Perform the following tasks in groups and present your conclusion to the class.
 Explain resource depletion and environmental degradation
i. Explain resource depletion and environmental degradation
ii. Explain causes and effects of resource depletion and environmental degradation
Resource depletion
Resource depletion is the exhaustion of raw materials within a region. Resources are commonly
divided between renewable resources and non-renewable resources. Use of either of these forms of
resources beyond their rate of replacement is considered to be resource depletion. There are different
types of resource depletion. These areDeforestation, mining, aquifer depletion, contamination of
resources, slash-and-burn agriculture and overconsumption.

Causes for Resource DepletionEffects of resource depletion Solutions to the Resource

Depletion Problem

Waste  Water shortages  Avoid plastic

Farming  Oil shortages  Reduce waste

Overpopulation  Economic effects  Stop deforestation

Mining  Health effects  Reduction in consumption

Erosion  Air pollution  Save electricity

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

Pollution  Loss of forests  Use renewable energies

Deforestation  Global warming  Recycle and reuse

Industrialization  Extinction of animals and Education

plants
Environmental degradation

The environmental degradation is the deterioration of the environment through depletion of

resources which includes all the biotic and abiotic element that form our surrounding that is air,
water, soil, pant animals, and all other living and non-living element of the planet of earth. The
major factors of environmental degradation are

 Human (modern urbanization, industrialization, overpopulation growth, deforestation, etc.)

and
 Natural (flood, typhoons, droughts, rising temperatures, fires, etc.) Cause. Environmental
pollution refers to the degradation of the quality and quantity of natural resources.

The major Effects of Environmental Degradation are: Impact on Human Health, Poverty,
Atmospheric Changes, Loss of Biodiversity and Scarcity of Natural Resources

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 Grade 7 General Science Module 2

Figure7.14 Different causes of environmental degradation

True/False Questions

1. Energy conservation is solely the responsibility of the government.

Answer: False
2. The three R's of conservation are Reduce, Reuse, and Recycle.
Answer: True
3. Resource depletion can occur with both renewable and non-renewable resources.
Answer: True
4. Recycling always requires more energy than it saves.
Answer: False
5. Environmental degradation is caused only by natural factors.
Answer: False

Multiple Choice Questions

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

1. What is one of the three R's of conservation?

a) Reuse
b) Reduce
c) Recycle
d) All of the above
e) None of the above
Answer: d) All of the above
2. Which of the following is a strategy for energy conservation at home?
a) Leaving lights on
b) Using more water than necessary
c) Switching off appliances when not in use
d) Cooking without a lid
e) None of the above
Answer: c) Switching off appliances when not in use
3. What is a primary cause of resource depletion?
a) Recycling
b) Overpopulation
c) Conservation
d) Efficient energy use
e) None of the above
Answer: b) Overpopulation
4. What effect can resource depletion have on water?
a) Water shortages
b) Increased rainfall
c) More abundant aquifers
d) Cleaner rivers
e) None of the above
Answer: a) Water shortages
5. Which of the following is NOT a cause of environmental degradation?
a) Deforestation
b) Industrialization
c) Recycling
d) Urbanization
e) Overpopulation
Answer: c) Recycling
6. Which of the following can help reduce air pollution?
a) Increased resource use
b) Waste generation
c) Use of renewable energies
d) Deforestation

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 Grade 7 General Science Module 2

e) None of the above

Answer: c) Use of renewable energies
7. What is a major effect of environmental degradation?
a) Increased biodiversity
b) Improved air quality
c) Loss of biodiversity
d) Enhanced natural resources
e) None of the above
Answer: c) Loss of biodiversity

Fill in the Blank

1. Energy saved is as good as energy __________.

Answer: generated
2. The process of converting used materials into new products is called __________.
Answer: recycling
3. Resource depletion can lead to __________ shortages.
Answer: water
4. Environmental degradation affects both biotic and __________ elements.
Answer: abiotic

Matching

Cause of Resource Depletion Effect

1. Deforestation A) Water shortages

2. Mining B) Loss of forests

3. Pollution C) Economic effects

4. Overconsumption D) Extinction of animals

Answers:
1-B
2-C

BONGA COLLEGE OF EDUCATION

 Grade 7 General Science Module 2

3-A
4-D

Assignment Questions
1. Discuss the three R's of conservation in detail, providing examples of how individuals can
implement these principles in their daily lives to reduce energy consumption.
2. Analyze the relationship between resource depletion and environmental degradation. How can
effective resource management help mitigate the impacts of environmental degradation?

Key terms

 Motion  Rectilinear  Transducer  Oscillatory

motion motion

 Curvilinear  environmental  Energy  Resource depletion

motion degradation

 Force  Gravity  matter  Gravitational force

 Weight  Newton meter  conservation of  Spring balance

energy

 Graduated scale  Renewable  Non-renewable  Rotary motion

BONGA COLLEGE OF EDUCATION

 SUMMARY Grade 7 General Science Module 2

In this unit you learnt that:

 Motion is a continuous change of position relative to a reference point. There are four
types of motion. They are rectilinear, curvilinear, rotary and vibrational motion.
 A force is a push or pull upon an object resulting from the object's interaction with
another object.
 Gravitational force is the force that is exerted by the Earth on every object, which is
near or on its surface.
 Force acting on an object causes the object to change its shape or size, to start moving,
to stop moving, to speed up or to slow down a moving object.
 You can use a device called a force meter to measure the size of a force. It contains a
spring connected to a metal hook. The spring stretches when a force is applied to the
hook. The bigger the force applied, the longer the spring stretches and the bigger the
reading. The unit of force is called the newton, and it has the symbol N.
 Energy is the property of mater, and it comes in many forms, such as heat, sound,
light, and motion. It can be transferred between objects, and converted in form.
 Energy exists in many different forms. Examples of these are: light energy, heat
energy, mechanical energy, gravitational energy, electrical energy, sound energy,
chemical energy, nuclear or atomic energy and so on. Each form can be converted or
changed into the other forms.
 sources of energy can be classified into: Renewable Sources and Non-renewable
Sources.
 A renewable source is the natural resources that cause no impact to nature. These
resources of energy can be naturally replenished and are safe to the
environment .Example: Solar energy, geothermal energy, Wind energy, biomass,
Hydropower and tidal energy.
 Non-renewable sources of energy cause impact to nature and are a limited supply
source. Non-renewable sources can be extracted from the earth, and will run out as
time passes. Example: Natural gas, coal, petroleum, Nuclearenergy .
 Using energy more wisely can reduce air pollution and result in cleaner air. The power
plants that supply energy release harmful greenhouse gases into theatmosphere.
 Resource depletion is the exhaustion of raw materials within a region .The depletion
of natural resources is a big problem. It has several adverse effects on
humanity as well as on the whole environmental system.
 Environmental degradation is the deterioration of the environment through
depletion of resources such as quality of air, water and soil; the destruction of
ecosystems; habitat destruction; the extinction of wildlife; and pollution.

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 Grade 7 General Science Module 2

Review Exercise

Part I: True / False type questions

1. Energy can be created.

2. Geothermal energy is renewable
3. A forces that acting an object falling from a tall building is called gravitational force.
4. push or pull of an object in a certain direction is known as motion.

Part II: Complete the following sentences. Write them out in full on the lines provided and
underline your answers.

Coal, natural gas and oil are all examples of _____ (renewable/non-renewable) energy resources.
When they are burned, they release _____ (energy/electricity). Coal, natural gas and oil are also
known as _____ (nuclear fuels/fossil fuels). Wind and solar energy are examples of _____
(renewable/non-renewable) energy sources because they _____ (can/cannot) be replaced._________
has to be applied to change the __________of a ____________object. (moving, direction, force)

Part II: Choose the best answer from the given alternatives

1. Which type of motion repeats itself at regular intervals of time?

A. Circular motion C. Rectilinear motion
B. Periodic motion D. none of the above
2. Rotation of the Earth is an example of
A. Periodic motion C. Circular motion
B. Rectilinear motion D. Both (A) and (B)
3. The best definition of force is .
A. a push or pull of an object. C. stored energy
B. energy in motion D. anything that takes up space
4. What type of energy does an oven produce?
A. light B. heat C. light and heat D. none of the above
5. Which of the following is NOT the effect of force?
A. Deformation C. To start motion
B. To stop motion D. to change mass
6. Which instrument used to measure force?

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 Grade 7 General Science Module 2

A. Spring balance C. Newton

B. Beam balance D. Thermometer
7. All of the following are examples of things that produce light energy EXCEPT:
A. Candle C. Desk Lamp
B. Compass D. Flashlight
8. Which of the following does NOT produce light energy?
A. Car B. phone C. picture frame D. computer
9. Energy you get from eating an apple
A. nuclear energy C. sound energy
B. electromagnetic energy D. chemical energy
10. The energy source that does the least harm to the environment is

A. Renewable B. Non-renewable

11. Nuclear energy is: A. Renewable B. Non-renewable

12. Which of the following is a source of energy?
A. Sun B. Waves C. Wind D. All
13. Which of these are renewable energy sources.
A. Coal B. natural gas C. sunlight D. None of these
14. Which type of renewable energy uses the movement of air to generate electricity?
A. water B. sun C. wind D. Biomass

15. Most energy sources are used to give us

A. Food and water C. Heat and water
B. Electricity and fuel D. Heat and fuel
16. Renewable energy is energy that
A. Can be reused over and over. C. Can be changed into a new energy
B. Can be used up completely. D. Cannot be replaced.
17. Non-renewable energy is the energy that
A. Can be used over and over. C. Cannot be changed into a new energy.
B. Can be used up completely. D. Can be replaced
18. resource depletion is commonly associated with

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 Grade 7 General Science Module 2

A. Water usage C.
trees and fishing
B. Fossil fuel consumption D. All
19. Which one of the following is an examples of
environmental degradation:
A. Deforestation. C.
Water Pollution.
B. Depletion of the ozone layer D. All

Part IV: Give short answer questions fff

1. Explain in and give one example for gravitational force.
2. Why an object thrown upwards comes down after reaching a point?
3. What is meant by weight?

4. Name the motion possessed by these objects- blades of an electric fan in motion, a spinning
top, and hands of a clock. Vehicle on a straight road, the earth around the sun and pendulum
of a wall clock.

5. Name and define the type of motion exhibit by the object in the given below figure 1.
6. If you want to measure the weight of your school bag using the equipment shown below.
Name this piece of equipment. That shown in figure 2.

Figure 1
Figure 2

Check List

Competencies given below are expected to be achieved in this unit by students. You are
required to respond by saying Yes or No. Put a tick (√) mark under “Yes” column if you are

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 Grade 7 General Science Module 2

able to perform the competency or under “No” column if you are unable to perform the
competency.

This would help to evaluate yourself and you can revise the parts of topics for which the
competencies are not met.

No. Can I Yes No

1 Define motion as the change of position with time.

2 Describe the types of motion.

3 Give examples for each type of motion

4 Explain the term force.

5 Demonstrate the pulling/pushing activity of force.

6 Explain gravitational force.

7 List all effects of force

8 Demonstrate some effects of force.

9 Relate effects of force with their daily life experience

10 Name measuring device of force

11 Identify different measuring scales on measuring device of force

12 Explain parts of measuring device of force

13 Define energy as a property of matter that can be converted

14 List all forms of energy

15 Explain which energy converted to other forms of energy.

16 List sources of energy.

17 Distinguish between renewable and non-renewable forms of energy.

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18 Describe how energy is used wisely.

19 List the strategies of conservation of energy

20 Explain resource depletion and environmental degradation

BONGA COLLEGE OF EDUCATION