Grade 7 - Block 1

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 Index
Grade 7

Unit 1: Classification
Study sheets .......................................................... p.3
Practice sheet……………………………………………………..p.30

Unit 2: Rocks and Weather

Study sheets……………………………………………………….p.46

Practice sheet……………………………………………………..p.85

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 UNIT 1
Classification

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 • Research and explain Linnaeus’s work in developing the binomial
system of naming species.
• Apply knowledge of the characteristic features of the five kingdoms, to
classify unknown species
Learning • By examining a series of exemplar species, derive the main defining
Outcomes: features of the following groups of vertebrates: bony fish, amphibians,
reptiles, birds and mammals
• Use a classification key to identify members and list the main features
of the following groups: flowering plants (monocotyledons and
eudicotyledons (dicotyledons)), arthropods (insects, crustaceans,
arachnids and myriapods), annelids, nematodes and molluscs

• Explain Linnaeus’s work in developing the binomial system.

• State importance of classification
• State 7 levels of classification
• Classify living organisms according to their common features.
• Name species using binominal system.
• Identify the rules of writing scientific names.
• State the genus and species of different organisms using their scientific
name.
• Elicit if the given organisms are closely related based on their classification
• State five kingdoms
• Identify characteristics of each kingdom (presence of nucleus, presence of
cell wall, unicellular or multicellular, autotrophic or heterotrophic)
• Classify organisms to their kingdom using their features
• Use a classification key to identify members of vertebrates.
Indicators • State features of different classes of vertebrates
• State classes of vertebrate “bony fish, amphibians, reptiles, birds and
mammals” sort vertebrates into groups according to their characteristics
• Use a classification key to identify members of monocotyledons and
dicotyledons. List the main features of monocotyledons and eudicotyledons
( shape of seed , flower , leaves , and root)
• Construct comparison between monocots and dicots
• Sort invertebrates into classes arthropods, annelids, nematodes, and
molluscs Classify different arthropods from given diagrams according to their
common features)
• State features for arthropods (insects, crustaceans, arachnids and
myriapods)
• Use diagrams to sort flowering plants into monocots and dicots.
• Differentiate between annelids and nematodes using features and diagrams

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 • Previous learning
(This part contains information that the student already studied in the
previous years, and they will help him in studying the upcoming unit)

• The cell is the smallest building unit of an organism.

• Animal and plant cell structure

•
•
•
•
•

• Difference between Prokaryotic and Eukaryotic cells

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 Lesson1: Classification key
• Classification key (Dichotomous key)
Classification key is a series of YES OR NO questions that are used to
identify unknown organisms and sorting them into groups.
The key could be used with any organisms (plants, animals, insects…etc.).
In this unit we will learn to use it to identify different living organisms.

Example:
Example
:

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There is another type of dichotomous key in which questions are written in a listed form
each answer leads to a different question on a different line.
Example: The diagram show five different mollusks . They are not drawn to
the scale

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 Lesson2: Classification
➢What is meant by classification?
Classification of organisms is like sorting different things into groups based on their
similarities and differences.
Scientists use certain characteristics or features or properties or traits to decide
which group an organism belongs to. For example, they might look at whether an animal
has feathers, fur, scales, or skin, and whether it lays eggs or gives birth to live babies.
They also consider how an organism gets its food, whether it's a plant or an animal, and
many other traits.

➢Importance of classification
Why should we classify organisms?
1- Identification: When we classify organisms, we group them based on their
similarities. This makes it easier for us to identify and understand them.

2- Organized Knowledge: Classifying organisms helps scientists organize their

knowledge about different species. They can study one group at a time and learn
more about their behaviors, habitats, and characteristics.

3- Understanding Relationships: When we classify organisms, scientists can

figure out how different species are related to each other. This helps us
understand how life has evolved over millions of years.

4- Conservation and Protection: Knowing how different organisms are connected

and where they live helps us take better care of our planet. If we understand
which animals and plants are closely related and which habitats they need to
survive, we can make smarter choices to protect them and their homes.

5- Communication: Having a common way to classify organisms helps scientists

share information and discoveries more easily.

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 • History of classification
• Long Ago:
A very long time ago, scientists started to group things together based on their
similarities. For example, according to their habitats, way of movement, … etc.
• Linnaeus and the Modern System:
In the 18th century, a Swedish scientist named
Carolus Linnaeus provides a system. This system
is still the foundation of how we classify organisms
today.

• The Linnaean classification system provides a hierarchical (pyramid) structure

for the naming and classification of all living beings.
• It is used to classify species of animals at different levels. Today, this system
includes different levels (taxa) which are: kingdom, phylum, class, order,
family, genus, and finally species.

• The binomial naming system was first uniformly used by Carl Linnaeus.
He realized that instead of just using common names, like "dog" or "cat," scientists
needed a more organized system.
Each species is given a name that consists of two parts. The first part is the
Genus to which the species belongs, and the second part is the species name.

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 Lesson3: Levels of classification
• Levels of classification
• According to Carolus Linnaeus, classifying method we use a seven-level classifying
system (kingdom, phylum, class, order, family, genus, and species).
• Each level of classification is called a taxon (plural is taxa) in a system called
taxonomy.

• One way to remember this is by using a daft sentence like this one:

Keep Plates Clean or Family Gets Sick

Kingdom(animalia)

Animalis
Phylum (Chordata)

Animalis
Class (Mammilia)

Animalis
Order (carnivora)

Animalis
Family (canidae)

Animalis
Genus (Vulpes)

Animalis
species (Vulpes)

Animalis

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- In classification systems, living things are first divided into five (5) kingdoms which are
(plantae, Animalia, Monera, Fungi , Protista) .

-The kingdoms are then subdivided into smaller and smaller groups - phylum, class,
order, family, genus, and species.
- A genus is a group of closely related species. Only members of the same species can
reproduce and give fertile offspring.
- Species: is a name given to a group of organisms than can breed and reproduce to
give fertile off spring .
As organisms are subdivided into groups, this means they have more and more
features in common.

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In the following example,
Domestic dog, Coyote, and fox belong to the same family. Domestic dog has more common
features with Coyote than it has with the Fox, since Domestic dog and Coyote belong to
the same genus.

N.B (Chordata phylum = vertebrate phylum)

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 Lesson4: Binomial nomenclature

• Binomial nomenclature:

Binomial nomenclature is a system of naming living things, like plants and animals,
using two Latin words.

The first word in the name is the genus and the second word is the species

• For example, in the name "Homo sapiens," "Homo" is the genus, and it includes all
humans. "sapiens" is the species, and it refers specifically to modern humans.
For example, "Panthera leo" is the scientific name for lions. "Panthera" is the genus
for big cats, and "leo" specifies the lion species.
• Rules of writing scientific names:
1- First name is genus, and first letter of genus should be capital.
2- Second name is species, and first letter of species should be in lowercase.
3- Italics are used when name is printed.
4- The name is underlined if it is handwritten (e.g., Panthera tigris)

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 Lesson5: The 5 kingdoms
• Today, living things are classified into five kingdoms:
a. Monera
b. Protista
c. Fungi
d. Plants
e. Animals
• There are main characteristics that scientists use to classify organisms into
different kingdoms:
1- Prokaryotic and Eukaryotic (Presence of nucleus of cell)
2- Number of cells (Uni-cellular or multi-cellular)
3- Mode of nutrition
- Autotrophic: make its own food (e.g. plants make photosynthesis)
- Heterotrophic: depend on others to get food (e.g. animals)
- Saprophytically: Get energy by decaying as they act as decomposers
- parasitically (live on or in another living organism).
4- Mode of reproduction (lay egg, give birth, by division, by seeds or by
spores).
5- Presence or absence of cell wall (e.g. plant cell has cell wall while
animal cell has no cell wall).

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A-Kingdom Monera
kingdom Monera includes Bacteria
The figure shows some bacteria. Bacteria have cells that are very different from the cells
of all other kinds of organisms.
The most important difference is that they do not have a nucleus.

Strand DNA

• The characteristics of Monera kingdom:

1- Have no nucleus (includes prokaryotes organisms)
2- They are unicellular organisms
3- Most of the members are heterotrophic organisms but may be autotrophic, so it
carries photosynthesis.
4- Have cell walls but it not made of cellulose

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 B-Kingdom Protista (Protoctista)
The kingdom Protoctista contains quite a mixture of organisms, some have plant-like
cells with chlorophyll and cellulose cell walls, while others have animal-like cells without
these features.

• The characteristics of Protista kingdom:

1- Have a nucleus (Eukaryotic).
2- Multicellular (e.g. sea weeds) or unicellular (e.g. Ameba)
3- Cells may or may not have a cell wall and chloroplasts.
4- Some feed by photosynthesis as it contains chlorophyll and others feed on organic
substances made by other organisms.
5- It is autotrophic or heterotrophic

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C-Kingdom Fungi
Fungi do not have chlorophyll and do not photosynthesis. Instead, they feed
saprophytically (by decaying as they act as decomposers), or parasitically (live on or in
another living organisms).
Examples: Mushrooms, yeast, bread mould

Mushrooms Bread Mould

• The characteristics of fungi kingdom:

1- Have nuclei (Eukaryotic.)
2- Usually multicellular but some are unicellular (e.g. yeast)
3- Have cell walls, not made of cellulose but made of chitin
4- Do not have chlorophyll (Don’t carry photosynthesis) so it heterotrophic
5- Feed by saprophytic or parasitic nutrition.
6- Reproduce by spores

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 Lesson5: Kingdom Plantae
D-Kingdom Plantae
• It is the Plants kingdom.
• The plants can be divided into 2 groups according to the presence of flowers
which are flowering plants and non- flowering plants.

• What all of them have in common is the green colour, caused by a pigment called
chlorophyll. This pigment absorbs energy from sunlight, and the plant can use this
energy to make sugars, by the process of photosynthesis so the plant kingdom has
autotrophic nutrition.

• The characteristics of Plantae kingdom:

1- Cells have nucleus (eukaryotic)
2- Multi-cellular organisms
3- Have cell walls made of cellulose and often contain chloroplasts
4- Carry out photosynthesis (Autotrophic)

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a- Flowering plants group:
-These plants have leaves, stems, roots and flowers.
-Flowering plants grow flowers
- Use seeds to reproduce in which seed are formed within fruits.
-e.g. Bean / tomato

b-non-flowering plant group:

-Non- flowering plants that do not grow flowers
- Non- flowering plants can reproduce through spores or through naked seeds in
which their seeds are formed inside cones not inside fruits, that is why it is called
naked seeds.
-The most common examples of them are mosses and fern plants

Plants reproduce by spores Plants reproduce by naked seeds

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 ✓ Comparison between monocots and dicots
Flowering plants are divided into two major groups according to their structure into
monocotyledon and dicotyledon.

Ex: corn Ex: beans

Broad veins

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 Lesson 6: Kingdom Animalia
• It is the kingdom of animals
• Most animals can move actively, hunting for
food (heterotrophic).

• The characteristics of animalia kingdom:

1- Cell has nucleus (eukaryotic)
2- Multicellular (their body contains many cells)
3- No cell wall or chloroplast or chlorophyll
4- Feed on organic substances made by other living organisms, so they are
heterotrophic.

• Animals can be divided into 2 main groups which are vertebrate and invertebrate
group.

animals

vertebrates invertebrates

molluscs annelids nematodes arthropods

mammals fish reptiles birds amphibians

insects arachnids crustaceans myriapods

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 a- Vertebrate group:
- Animals that have a backbone (vertebral column) belong to phylum
” vertebrates”.
- Phylum vertebrate (Chordata) is subdivided into 5 classes which are:
mammals, birds, reptiles, amphibians, and bony fish.
- e.g.: whale, lion, snake, human, frog, fish, ……etc.

b- Invertebrate group:
- Animals that don’t have a backbone
- It includes many phyla as: orthopods, nematodes, molluscs, annelids
- Orthopods phyla subdivided into many classes: crustation, arachnids, insects,
myriapods.
e.g. ants, wasps, worms, crab, …etc.

Notes:

Vertebrate ( Chordata) is a phylum sub-divided from the animalia kingdom ,and sub-divided into 5
classes ( Mammal ,Fish , Bird , Amphiampian , Reptile)

There is no phylum called invertebrates. Invertebrates are group of animals that don’t have back
bone.
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 Lesson 7: Vertebrates
These are animals with backbones.
Phyla vertebrate is subdivided into 5 classes which are: mammals, birds, reptiles,
amphibians, and bony fish.

a-Class Mammals
This is the group that humans belong to
• Characteristics of class mammals:
1. Its body is covered with hair or fur
2. Give birth.
3. Young feed on milk from mammary glands
4. Warm blooded
5. All mammals have external outside of the ear
6. Examples: whale, dolphin, bat, human, cat, dog, bear, ……….. etc.

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b-Class bony fish
All fish live in water,
• Characteristics of fish class:
1. Covered with scales
2. Have gills to breathe oxygen
3. Have fins to move and balance
4. Lay eggs 0
5. Cold blooded
[Link]: Shark, Tuna, sea horse

C-Class amphibians
Although most adult amphibians live on land, they
always go back to the water to breed.
• Characteristics of class amphibians:
1. Vertebrates with smooth moist skin
2. Eggs laid in water, larva (tadpole) lives in water,
while adult often lives on land.
3. Larva breathe through gills while adults breathe
through lungs on land and through skin in
water.
4. Cold blooded
Examples: frogs, toads, salamanders, …..etc.

d-Class reptile
Characteristics of class reptile
1-These are vertebrates with a scaly skin
2-Lay eggs with rubbery waterproof shell on land
3- Reptiles are cold blooded animals
Examples: crocodiles, lizards, snakes, turtles, and
tortoises.

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e-Class Birds
wings
• Characteristics of bird class
1. Vertebrates with feathers
2. Have beaks
3. Forelimbs have become wings.
4. Lay eggs with hard shells
5. Warm blooded.

Class Breathe Body Lay eggs Cold blooded or

through covering or give warm blooded
birth?
Hair or fur Warm blooded
Mammals lungs Give birth

Feathers
Bird lungs Lay eggs Warm blooded

Reptiles lungs dry Scales Lay eggs Cold blooded

moist skin
Amphibians Gills (for Lay eggs Cold blooded
young)
& lungs
(for
adults)
Scales and
Fish Gills fins Lay eggs Cold blooded

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 Lesson 7: Invertebrates
They are animals without backbones. There are many different phyla of invertebrates. Only a
few of them are described here.

invertebrates

molluscs annelids nematodes arthropods

insects arachnids crustaceans myriapods

✓ Mollusca phylum
Mollusca are animals with an un-segmented
soft body.
They have muscular feet which they use to
move around.
Some Mollusca have shells.
Slugs, snails and octopuses are mollusks,

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 ✓ Nematodes phylum
They are worms which don't have segmented bodies,
Most of them are microscopic, and most of them are
parasitic.
They have no legs.
Examples:
Rounded smooth worm
✓ Annelids phylum
Annelids are worms with bodies divided up into
rings (segments).
They do not have legs, but they do have tiny
bristles (hair like structure).
Segmented body
Example: Earthworms earthworm

What is the difference between Nematodes and Annelids?

-Annelids have segmented bodies.
-Majority of Nematodes are parasitic but not the Annelids.

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 Lesson 9: Arthropods
✓ Arthropods phylum
They are invertebrates that are characterized by:
1- Presence of Jointed legs
2- Their bodies are divided into segments.
3- Arthropods have a skeleton on the outside of their bodies, called an exoskeleton
There are several different groups of arthropods and the best way to classify them is
to look at their legs
a- Insects:
-Insects are arthropods with six jointed legs (3 pairs of legs).
-Their bodies are divided into three parts – the head, thorax, and abdomen.
-Each of these parts is made up of several segments.
-Most insects have two pairs of wings attached to their thorax.
-They have one pair of antennae on their head
-Have exoskeleton
e.g.: Ant, wasp, bee

b- Arachnids
-Arachnids are arthropods with eight jointed legs
(4 pairs of legs).
-They do not have wings or antennae.
-Body divided into 2 parts Four pairs
-Have exoskeleton of jointed
legs
e.g. Spiders and scorpions are arthropods.

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c-Crustaceans
-Crustaceans are arthropods with an especially tough exoskeleton.
-They have more than four pairs of jointed legs. (from 10 -14)
-They have two pairs of antennae.
Examples: Lobsters, water fleas and woodlice are crustaceans.

d-Myriapods
-Myriapods are arthropods with many pairs of jointed legs.
-They have one pair of antennae.
e.g. Millipedes and centipedes

✓ Comparison between arthropods classes of phylum arthropods

Insects Arachnids crustaceans Myriapods

Six jointed legs Eight jointed legs More than eight Many jointed legs
jointed legs
One pair of no antennae Two pairs of One pair of
antennae antennae antennae
Have wings No wings No wings No wings

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 UNIT 1
Classification
Practice sheets

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Question 1

Not to scale

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[3]

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Question 2

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Question 3
a-Match

[4]
b- Name Linneaus’ 7 taxanomic categories from Largest to Smallest

[4]

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Question 4
Write down the scientific name of the following living organisms

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Question 5 :Circle the correct answer

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5-

6- The diagram shows a species of butterfly.

Tick (√) the correct box which gives a description of the word species
The butterflies breed together and all their offspring are female.
The butterflies breed together but do not produce offspring.
The butterflies breed together and produce fertile offspring
The butterflies breed together and produce offspring that are not fertile [1]

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Question 6
a-The lion, Panthero leo, is classified as shown in the table below. Complete
the table by appropriate word in each of the spaces provided.

b-The table gives the taxonomic groups to which the fruit fly
Drosophila melanogaster belongs
(i) Complete the first two columns of the table.

(ii) Write the numbers 1 to 7 in column three to show the sequence of taxonomic groups.
Write the number 1 to show the group with the most organisms and the number 7 the
least.

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Question 7
Organisms are classified into five kingdoms- Monera, protocists, plants,
fungi,and animals.
a- Give one characteristic feature of Monera which is not found in
other kingdoms
………………………………………………………………………………………………………..

b-Fig.7.1 shows a section of a leaf from a pear tree that is infected by

mildewfungus

i. State one feature that excludes both the pear tree and mildew from the
kingdom Monera

………………………………………………………………………………………………

ii. State one reason why mildew should be places in the kingdom fungi.

…………………………………………………………………………………………………..

iii. State two reasons why the pear tree should be places in the kingdom Plantae

…………………………………………………………………………………………………

iv. Name two kingdoms other than Monera, Fungi and Plantea.

…………………………………………………………………………………………………

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Question 8
The figure shows a flowering shoot of tiger lily, lilium tigrinum.

(b)

(c) Which leaf comes from monocotyledon plant?

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Question 9

……… ………
… …

………
…
……
……

………
…

………
…

Question 10
Fig 11.1 shows a mother deer feeding its young.

State two features of the deer, visible in the figure that distinguish mammals from
other vertebrates.
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………….

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Question 11
Complete the missing words using the words in the word box:

Invertebrate vertebrates four five birds fish reptiles

mammals

Amphibians Insects mollusks octopus squid gills lungs

warm cold

Question 12
i. State two features which birds and mammals have in common
…………………………………………………………………………………………………
…………………………………………………………………………………………………

ii. State two features which distinguish birds from mammals.

………………………………………………………………………………………………
………………………………………………………………………………………………

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Question 13
The drawings below show a snail and a slug. Look at the drawings below.

a- Give one way the snail and slug are different from each other.
………………………………………………………………………………………………………………………………………………………………………

b- Give way the snail and slug are the same

………………………………………………………………………………………………………………………………………………………………………

Question 14

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Question 15
Choose the correct answer
1-

2-

3-

4-

5-

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Question 16
The figure shows three animals belonging to different groups

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 UNIT 2
Rocks and weather

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 • Recall the three basic rock types: igneous, sedimentary and metamorphic
• Observe surface rock structure to identify, for example, strata, crystallinity and the
effects of erosion
Learning • Collect and identify rocks and soil
• Use evidence, for example volcanic eruptions, presence of fossils and hardness, to
Outcomes: explain formation of igneous, sedimentary and metamorphic rocks
• Demonstrate understanding of the important components and properties of the
atmosphere (oxygen, nitrogen, water vapour and carbon dioxide)
• Investigate weather patterns and evidence for climate change
• Know and understand the water cycle

• Identify that rocks are made up of mixtures of minerals.

• State the three basic rock types: igneous, sedimentary, and metamorphic.
• Describe different sizes of rocks.
• State examples for metamorphic rocks as: marble and slate
• State examples for sedimentary rocks as: sandstone and limestone
• State examples of igneous rocks as granite and basalt
• Differentiate between three basic types of rocks.
• Identify words describing sizes, the color and the surface structure of rocks,
• Sort rocks to igneous, sedimentary, and metamorphic
• Investigate the permeability, hardness, reaction with acid and observe rock surface
• Describe formation of three types of rocks
• Identify stages of rock cycle
• Recall the difference between weathering and erosion.
• State different types of weathering (chemical- physical – Biotic)
• Illustrate the steps of sedimentation (weathering and erosion -, transportation,
deposition, and sedimentation)
• Differentiate between intrusive and extrusive rocks.
• State examples for extrusive and intrusive igneous rocks
• Identify soil profile.
• Classify types of soil
Objectives: • Describe different soil samples.
• Investigate different properties of soil using words to describe soil structure, e.g.
colour – compaction, moisture content, organic content, pH, profile, structure, temperature,
texture to classify observed sample of soil
• State the components of air.
• Label pie chart of air components (Names and Percentages)
• List properties of oxygen, nitrogen, water vapor and carbon dioxide)
• Show understanding for test results of oxygen, carbon dioxide, hydrogen and water
vapour

• Differentiate between weather and climate.

• Interpret data from weather pattern (temperature, pressure, and clouds)
• Identify tools used for measuring weather (thermometers, barometers, wind vane,
rain gauge and anemometer)
• Describe the water cycle stages.
• Label the water cycle diagram.
• Show understanding for different types of clouds (cumulus / stratus / cirrus)
• State the greenhouse gases.
• Explain how greenhouse gases contribute to global warming.
• Describe global warming effects on climate

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 Lesson 1: Introduction to rocks
What is the rock ?
• Rock is a solid substance that is made of one or more minerals.
• Mineral is a natural substance on Earth such as: gold, silver, salt, quartz,
topaz, mica.
• Rocks have many shapes, colors and sizes .
• Most of the rocks are made from more than one mineral .

Granite rocks for example have within them the

minerals of mica (black), quartz (white color)
and feldspar (pink).

Rocks have different sizes, from bigger to smaller: (mountain, boulder, rock, river rock,
stone, pebble, sand, grain, dust, and speck).
Types of Rocks
There are three types of rocks based on how they are formed:
1- Igneous rock
There are two types of igneous rocks: extrusive and intrusive
2- Sedimentary rock
3-Metamorphic rock

Rock type Igneous Metamorphic Sedimentary

They are formedof
When magma small particlesof
They are formed
from volcanoes broken rocks in which
How is it whenrocks are
cools and they the small pieces of
formed? under heat and
form igneous rocks are pressed
pressure
rocks together in form of
layers over time.

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 Lesson 2: Igneous rocks
✓ The word (Ignis) means fire in Latin, so it is also called fire rocks
✓ How igneous rocks are formed?
The inside of the Earth is very hot - hot enough to melt rocks. Molten (liquid) rock is
called magma. When the magma cools enough, it solidifies and igneous rock
forms.
Igneous rocks are formed from magma (molten rocks) that has cooled and
solidified

✓ Types of igneous rock

Magma (molten rocks) is pushed up to the surface of the crust, and sometimes out
through volcano, so
There are two types of igneous rocks: intrusive and extrusive

a- Intrusive igneous rock: rocks are formed from magma that cools and solidifies
within the crust of the earth. When magma is trapped inside the Earth. The magma
cools slowly as it cools below the earth surface.
e.g. granite
b- Extrusive igneous rock: Rocks are formed above the surface of the Earth from
lava, which is magma that has emerged (get out) from underground. The lava
cools quickly as it cools above the earth surface.
e.g. basalt

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✓ What are igneous rocks like?
• Igneous rocks contain randomly arranged interlocking grains. They have
crystals, the size of the crystals depends on how quickly the molten magma
solidifies in which the slower the cooling, the larger the crystals.

- Magma that cools slowly will form an igneous rock with large crystals
- Lava that cools quickly will form an igneous rock with small crystals

• Igneous rocks do not contain any fossils. This is because any fossils in the
original rock will have melted when the rock melted to form magma.
• Most of Igneous rocks have no gaps between its grains or crystals so water
can’t pass through it (impermeable).

Point of
Intrusive Extrusive
comparison
Where it is cooled Below the earth surface Above the earth surface
(from magma) (from lava)
How fast the molten Slowly Quickly
rocks cooled
Size of crystals Large small
Examples granite Basalt, obsidian, and
pumice

✓ Example: Granite, Basalt, and Pumice

Pumice
Granite Basalt

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 Lesson 3: Sedimentary rocks
✓ How sedimentary rocks are formed?
Rocks are formed from the broken remains of other rocks (sediments)
that deposited (settled down) and pressed together in form of layers
(strata) over time together.

A river carries or transports pieces of broken rock as it flows along. When the river
reaches a lake or the sea, its load of transported rocks settles to the bottom. We say that
the rocks are deposited. The deposited rocks (sediments) build up in layers.

✓ Steps of sedimentary rock formation

It may take millions of years for sedimentary rocks to form.
Here are the different processes in order:
Weathering and erosion transport → deposition → sedimentation → compaction →
cementation

(sedimentation)
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Weathering and erosion:
- Weathering is what breaks down rocks and turns them into tiny pieces (sediments).
-There is no movement in weathering.
- Weathering has many types and we will study them in detail later in this unit.
Erosion: It is what moves the soil and tiny rocks that weathering leaves behind

Transportation:
It is a process in which sediments are moved along.
e.g., A river carries, or transports, pieces of broken rock as it flows along.
Deposition
It is the laying down (settling down) of sediment carried by wind, flowing water, the sea or
ice to the bottom.
Sedimentation
It is the process in which deposited rocks (sediments) build up in layers.
Compaction
As more and more layers build up, the weight of the sediments (layers) on top squashes
(compacts) the sediments at the bottom below. This is called compaction.

Cementation
It is a process where sediment is chemically glued or stuck together when minerals in the
sediments harden and form a kind of cement which fill the pores between sediments and stick the
grains of the rock together.
✓ Examples of sedimentary rock are chalk, limestone, sandstone.

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 ✓ What are sedimentary rocks like?
-Sedimentary rock has layers (strata).

The oldest layers are at the bottom and the youngest layers are at the top.

-Sometimes, these layers contain fossils and plants trapped in the sediments as the
rock was formed.

- Sedimentary rock is made of grains or particles that are stuck together. There are often
tiny gaps in between the grains, so the rock is porous. Water can soak into the rock, into
the little gaps between the grains (Sedimentary rocks are permeable).

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 Lesson 4: Metamorphic rocks
✓ How Metamorphic rocks are formed?
Metamorphic rocks are formed under the earth’s surface from other rocks (igneous
and sedimentary) that are changed because of heat or pressure over a long period of
time.
Earth movements can cause rocks to be deeply buried or squeezed. As a result, the
rocks are heated and put under great pressure. They do not melt, but the minerals they
contain are changed chemically, forming metamorphic rocks.
e.g. Marble is formed from limestone and quartzite is made from sandstone.

✓ What are metamorphic rocks like?

-They may have very tiny crystals ( if it is originally come from igneous rock), and some have
layers (( if it is originally come from sedimentary rock).
-Sometimes fossils may be present, but they are usually destroyed by the pressure.
-Most of them have no pores, so metamorphic rock is impermeable rock.
✓ Examples: Marble, slate

54
 Lesson 5: The rock cycle

The rock cycle describes the continuous processes through which the three main rock
types (igneous, metamorphic, and sedimentary) transform from one type into another.

Cooling and crystallization

Magma: Molten rock inside of the earth

Melting: intense heating makes the rock partially melt — that changes it to magma.
Heat / pressure: further squashing and heating — turns the rocks into
metamorphic rocks.
Cooling and crystallization: solidification of the molten rock to form igneous rock.
Compaction and cementation: work together to create sedimentary rocks from
sediment.
Deposition: laying down of sediment
Weathering: process of breaking down rocks into sediments
Erosion: process of moving the sediments
Uplift: Areas of rock can move slowly upwards, pushed up by pressure of the rocks
forming underneath.

55
• Rock cycle diagram

56
 Lesson 6: Types of weathering
➢ In geology, weathering is the process that causes exposed rock to break down.
➢ There are three types of weathering (Biological, chemical and physical weathering)
a- Biological (biotic)weathering:
N.b. Bio= life
It is a weathering process that is caused by living organisms.
For example,

-Roots of trees and plants: The growth of the plant's

roots causes cracks and damage to the rocks

Animal burrows: rabbits and other burrowing animals can burrow into a crack in a
rock, making it bigger and splitting the rock.

Lichens: Lichens are a type of fungus

(microorganisms) that grows on rocks. They produce acids that can slowly dissolve the
rock.

People can even cause biological weathering just by walking. Over time, paths in the
countryside become damaged because of all the boots and shoes wearing them
away.

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 b-Chemical weathering:

The weathering of rocks by chemicals is called chemical weathering.

Some types of rock are easily weathered by chemicals. For example, limestone and
chalk are mostly calcium carbonate. Some types of rock are not easily weathered by
chemicals. For example, granite and gabbro are hard rocks that are weathered only
slowly. Several factors cause chemical weathering such as:
✓ Oxidation weathering (rusting):
This type of weathering occurs when rocks are exposed to oxygen and water. The
oxygen reacts with the iron in the rocks, forming rust, which causes the rocks to break
down.
✓ Acid rains:
Coal, oil and natural gas are fossil fuels. When they are used, carbon dioxide and
sulfur dioxide escape into the air. When the sulfur dioxide dissolves in the water in the
clouds, it makes acid rain that is more acidic than normal. Buildings and statues that
are made from rock are damaged because of acid rain.
c-Physical weathering:
Physical weathering is caused by physical processes such as changes in temperature,
freezing and thawing, and the effects of wind, rain and waves.
For example:

✓ Temperature changes

When a rock gets hot it expands a little, and when it gets cold
the rock contracts a little. If a rock is heated and cooled many
times, cracks form and pieces of rock fall away. This type of
physical weathering happens a lot in deserts, because it is
very hot during the day but very cold at night.

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 ✓ Freeze-thaw

If water gets into a crack in a rock and then freezes, it expands and pushes the crack
further apart. When the ice melts later, water can get further into the crack. When the
water freezes, it expands and makes the crack even bigger. This process of freezing and
thawing can continue until the crack becomes so big that a piece of rock falls off.

✓ Wind, rain, and waves

Wind, rain, and waves can all cause weathering. The wind can blow tiny grains of sand
against a rock. These wear the rock away and weather it. Rain and waves lashing against a
rock can also wear it away over long periods of time.

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UNIT 2- Part 2
Soil

60
 Lesson 1: Soil Profile
• What is soil?
Soil is a thin superficial (upper) layer of earth’s crust.
• Soil composition
Soil contains the following:
a- Minerals (non-organic materials): pieces of rock such as sand, silt, clay, gravel.
b- Organic materials: such as decayed organisms (Humus), plant roots, plant and
animals remain, earth worms.
c- Water
d- Air spaces
• Soil Layers (Soil profile)
The Earth’s soil has 5 main layers which are: humus, topsoil, subsoil, parent
material, bed rock.
We live on its soft surface, which is the smallest layer. Each layer below the top is quite
different. From top to bottom, things get rockier and rockier until we hit bedrock. There,
the soil ends, and the crust begins.

61
 a. Layer 1: Humus
It is decayed remains of animals and plants. It is formed by decomposition of living
organisms by decomposers.

b. Layer 2: Topsoil
The topsoil is below humus. It is the most organically rich part of soil as it is nutrient-
rich part of the soil. It is very fertile as this layer is rich in minerals and organic
material.
It’s where most plant roots grow and where many biological and chemical activities
occur.
We should note, too, that it’s not just plants which inhabit the topsoil. Instead, we find
lots of different animals – like moles, worms, and microorganisms – digging for
food below.

c. Subsoil
The subsoil is pretty much like the topsoil…just with fewer nutrients and less water but it
is reach in minerals.

d. Parent and Bed rock

They are the lowest layers of soil which are rich with mineral content of the soil but
does not contain any organic material. The rocks in these layers are big.

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 Lesson 2: Soil Properties
Soil has different properties to describe soil structure,
e.g. colour, compaction, moisture content, organic content, pH, profile, structure,
temperature, texture.

➢ Soil color
Generally, the soil comes in black, red, yellow, brown, and grey. But why do soil colors
vary so much?
Soil color indicates the composition of the soil. The color is the product of minerals and
organic matter in the soil. Therefore, soil colors could tell a lot about the conditions and
fertility of the soil.

The darker a soil is, the richer nutrients it contains to support plants and other living
things. Why? Because darker color indicates an increase in decomposed organic
materials (e.g. humus).

Th darker the soil more organic materials more nutrients more fertility

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 ➢ Soil Texture
Soil texture is the look and feel of a soil. The texture of the soil indicates the amount of
sand, silt, and clay particles that make up the soil.
The size of the particles that make up a soil identify its texture.
Sand particles are the largest and coarsest (roughest).

Silt particles are smaller particles and have a similar texture to flour.

Clay particles are the smallest particles.

A soil's texture determines soil’s permeability (how easily water and air can move
through it).
The larger the particles making up a soil
are, the larger the pores (spaces)
between the particles are in which large
pores make it easy for air and water to
move through soil. If water can move
through soil easily, it is not stored for
plants to use. This is bad news for most
plants that need water around them to grow.

64
 ➢ Soil pH (Acidity)
Soil acidity indicates the acid level of a soil. A pH value is used to measure of
acidity, usually on a scale from 1 to 14. A pH of 1 is very acidic while 14 is not
acidic at all.

For soil to be most optimal for plants and crops to grow its acidity should have a pH value
of 6.0 to 7.0. Why?
Because the rainwater (it is not polluted) has a normal about 6-6.5, which is slightly
acidic. This is due to dissolved carbon dioxide from the air, which reacts with water to
form a dilute acid.
However, the fact is that soil becomes more acidic over time. It is a slow but natural
process. There are many factors that cause soil acidity. The decomposition of organic
matter naturally adds acidity to the soil. Rainfall, especially acid rain, brings acidity to soil
and lowers its pH value. Increasing the acidity of soil reduces the root growth for plants.

➢ Soil Compaction
In simple words, soil compaction occurs when soil particles are pressed together,
reducing pore space between them. So, compaction affects the drainage and aeration
(air circulation between particles) of soil.
To be healthy, soil needs to be able to breathe and water needs to be able to move
through it reasonably easily.
Compacted soils don't allow much air to circulate to the root zone and water (rainfall or
irrigation) tends to just run-off.
• Sandy soil: least compact, highest aeration and water drainage.
• Silty soil: medium compact, medium aeration and water drainage.
• Clay soil: highest compact, least aeration and water drainage.

65
 ➢ Soil Temperature
Soil temperature has a significant role in helping to determine the rate of plant growth,
and whether a plant will even survive. The temperature in your soil changes greatly with
depth.

➢ Soil Moisture
Soil water content affects the moisture and amount of nutrients available to
plants and soil aeration status.
We can measure the moisture content by finding the mass of a small sample
of soil, dry it completely in an oven overnight and find the mass again to
determine the water content.

➢ Organic content
The organic content of soil greatly influences the plant, animal and microorganism
populations(number) in that soil. Organic material is made of carbon compounds, which
when heated to high temperatures are converted to carbon dioxide and water.
Without fresh additions of organic matter (fertilizers) from time to time, the soil will lack
some nutrients and soil populations decrease.

➢ Soil structure
Soil structure describes the way particles in soil are stuck together to form shapes and
the way they are arranged. There are many different soil structures. Some soils have
blocky shaped like cubes, while others have platy shaped like flat sheets of paper, or
granular shaped or column shaped.
Just like texture, soil structure affects the way water and air move through soil.

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 Lesson 3: Soil Types
There are 3 main types of soil which are: sand, silt, and clay.
a. Sandy soil
• Color: yellow
• Has large particles well aerated /weakly compacted (loose) / fastest
drainage of water
• Rarely contain humus low fertility
This isn’t good for plants. Very few plants grow in sandy desert
b. Silty soil
• Color: grey or brown
• Has medium sized particles medium aeration/ medium compacted
/medium drainage of water (neither drain too much water nor keep it all in).
• Contain a lot of humus highly fertile

c. Clay soil
• Color: black
• Has small sized particles poor aeration / high compacted (hard) / slow
drainage of water.
• Medium amount of humus medium fertility
Clay soil drains very poorly. While this helps it keep in water and nutrients, it’s not
good for plants because the water keeps out oxygen.

Note:
Loam soil :
It is mixtures of clay, sand and silt that avoid the extremes of each type.
It This combination of soil types creates the perfect soil texture for plant growth.

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 UNIT 2- Part 3
Weather and climate

68
 Lesson 1: Atmosphere
➢ What is meant by atmosphere?
Atmosphere is a mixture of gases surrounding the earth. The atmosphere is attracted to
earth because of gravity.
➢ Composition of the atmosphere
-The atmosphere consists mainly of nitrogen and oxygen, with smaller proportions of
other gases such as carbon dioxide, water vapor, neon, argon, and helium.

-The pie chart shows the proportions of the main gases in the atmosphere.

0.03

-The two main gases are nitrogen and oxygen, and they represent for about 99 percent
(99%) of the gases in the atmosphere. In which:
Nitrogen gas represents 78% or 4/5 of air volume
Oxygen gas represents 21% or 1/5 of air volume
The remaining gases (about 1%), such as carbon dioxide, water vapour and noble gases
such as argon, are found in much smaller proportions.

69
 Lesson 2: Properties of gases
a. Oxygen gas:
- It represents 21% (1/5) of air.
- Oxygen is used mainly for breathing and burning process
- Produced by plants during photosynthesis process.
- Testing oxygen:
Take a glowing splint and place it in a sample of gas, if it re-ignites (relighted)
the gas is oxygen

[Link] dioxide
-It represents 0.03% of air.
-Carbon dioxide is used in fire extinguishers and soft drinks.
-Used by plants to make their own food.
-Testing carbon dioxide:
Lime water turns from colorless to cloudy or milky.
If you blow air in the test tube that is filled with clear lime

70
c. Nitrogen
- It represents 78% of air.
-Nitrogen used is used in filling car tires, preserving food, and plant fertilizers

d. Water vapour
-It has a variable percentage in air, and it is formed when water evaporates.
-Keep all living organisms alive

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 Lesson 3: Physical properties of air
➢ Physical properties of air

➢ Percentage of oxygen in air

How can you measure the percentage of oxygen in the air?
The following experiment proves that the percentage of oxygen in the air is 21% by
passing air over hot copper.
The oxygen in the air reacts with the hot copper and because of that the volume of air
will decrease.
By calculating the difference between the volume of air before and after passing air
over hot copper, we can get the amount of consumed oxygen.

72
 Experiment steps:
- Step 1: Pass a known volume (e.g. 100 cm3) of air over hot copper by using a gas
syringe. (N.B. Gas syringe is a tool that is used to measure the volume of gases)
- Step 2: Measure the volume of air again after passing the air.
- Step 3: Get the percentage of oxygen and it will be equal to 21 %.

Before reaction After reaction

For example,
Volume at start = 100 cm3
Volume at end = 79 cm3
Volume of oxygen =100-79 = 21 cm3
The percentage of oxygen in air= (21/100) x 100 = 21%

73
Another experiment to measure the volume of oxygen in air
Floating candle experiment
Putting the jar over the candle keeps oxygen from outside the jar from getting in.
The reaction can only use the oxygen that is already in the jar. So, when that
oxygen is used up, the reaction can't keep going. Running out of oxygen makes the
flame go out.
You will observe that the water will rise inside the jar to replace the consumed
oxygen.

Observe the rising of

water before and after
oxygen consuming

74
 Lesson 4: Weather and climate
• What is the difference between weather and climate?
Weather describes the day-to-day conditions of the atmosphere. Weather can quickly
change one day it can be dry and sunny and the next day it may rain.
Climate describes average weather conditions over longer periods and over large areas.

The map below shows the world climatic zones.

75
 Measuring weather
Meteorologists measure weather conditions in different places and use this information to
report and make forecasts about future weather conditions. This is useful because people
can be warned about hazardous weather conditions such as storms and floods.
What do we measure?
• Temperature
• Precipitation, e.g. rainfall, snow
• Wind speed and direction
• Cloud cover and visibility
• Air pressure
• Humidity (amount of water vapour in the air)
• Sunshine

➢ Temperature
It is measured in Celsius (°C) using a thermometer.
The thermometer must be shaded from direct sunlight and should have air circulating
around it.

76
 ➢ Precipitation
It is measured using a rain gauge. This is a funnel inside a
graduated container.
The depth of the rain in millimeters can be read from the
side of the container

➢ Wind direction
It is reported by the direction it is blowing
from, according to the compass.
Wind blowing from the west is travelling
eastwards so is called a westerly wind, not
an easterly wind.
It's measured by wind vane

➢ Wind speed
It can be measured using an anemometer.

77
 ➢ Windsocks
Typically, are used at airports to indicate the direction and strength of the wind

➢ Air pressure
The air is light but because there is so much of it above us, it exerts pressure on us.
Air pressure is measured by a barometer. The greater the reading, the higher the pressure.

78
 Lesson 5: Water cycle
Water on the earth is constantly moving. The water cycle shows the continuous
movement of water within the Earth and atmosphere.

➢ Basic water cycle

➢ Water cycle in details

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 How does the water cycle work ?
➢ Evaporation and Transpiration:
Energy from sun heats up the surface of the earth so water on land, and in rivers,
lakes and seas evaporate then turns it into water vapor. The warm, moist air rises
in the sky because it is less dense.

(convection currents of air)

Transpiration: Plants release the excess water through evaporation through different
plant parts such as stems or present on the surface of the leaves.

➢ Condensation into clouds

Occurs when water vapor is turned back into water droplets as it cools down.
Clouds are formed.
N.b. cloud is not gas, but it is tiny water droplets

➢ Precipitation
Occurs as water droplets get bigger and heavier they begin to fall as rain, snow
and sleet, etc.

80
 ➢ What happends when the precipitation reaches the surface?
-Some falls directly into the sea

- But other water falls on land:

Run -off process : it is the process that occurs when some water flows across the
surface of the ground - surface run-off. This happens when the surface doesn't allow
water to penetrate ( impermaeable rock ).

-Infiltration :In this process, the water instead of going in the lakes or rivers
percolates (moves through) inside the soil and this through flow moves more slowly
back to the river or [Link] water is now referring to as groundwater.

This through flow moves more slowly back to the river than surface run-off.

81
 Lesson 6: Types of clouds
What are clouds?
The process of condensation in the water cycle results in the formation of clouds.
The clouds have a great effect on weather, for example dense, dark, and towering clouds
indicate changing or worsening weather.
Clouds are categorized according to height and shape.
Cumulus cloud

Cumulus cloud indicates fair weather

Nimbus cloud

Nimbus cloud indicates rainy and stormy

weather

Cirrus cloud
Cirrus cloud indicates sunny weather

Stratus cloud

Stratus cloud indicates little rainfall.

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 Lesson 6: Global warming and greenhouse gases
➢ What are the greenhouse gases?
Greenhouse gases are:
1- Carbon dioxide
2- Methane
3- Nitrous oxide
4- Water vapour

➢ What is meant by global warming?

Global warming is a type of climate change, which causes increasing in the temperature
of Earth, and it becomes hotter, and this is because the increase of greenhouse gases.
➢ How does the greenhouse effect work?
Naturally, the temperature of the Earth is balanced between the heat it gets from the
Sun and the heat it radiates back out into space. Gases in the atmosphere naturally
act like an insulating layer. They absorb most of the heat that would normally be
radiated out into space and re-radiate it in all directions (including back towards the
Earth).But,Greenhouse gases absorb more of the solar radiation that is reflected from
the Earth's surface - trapping heat and keeping it in the atmosphere. The ability of
the atmosphere to capture the Sun's warmth is essential for life on earth. But if
significantly more warmth is being captured, this is bad news for the planet.
The trapping of heat to keep Earth warm is called the Greenhouse effect

83
 ➢ What is the effect of the global warming ?
• Climate change
• Extreme weather conditions in some areas.
• Climate change may make it impossible to grow certain food crops in some
regions.
• Melting polar ice, and the thermal expansion of sea water, could cause rising sea
levels and the flooding of low-lying land.
• Dangerous storms, longer, hotter heat waves.
• Reduction in rainfall in some areas,
• Spreading of deserts.
• Losing of habitats
➢ How to decrease global warming? (Solve the problem of global warming)
1. Conserve energy in your everyday life.
2. Walk or bike if you can (instead of having your parents drive you).
3. Reduce, Reuse, Recycle.
4. Use solar energy or renewable energy resources instead of fossil fuels.
5. Planting trees and stopping deforestation.
[Link] the awareness about the dangerous effects of global warming.

84
 UNIT 2
Rocks and Weather
Practice sheets

85
Question 1
The diagram shows a volcano erupting.

a- Look at the diagram. Give the letter which labels:

i. Magma …………………….
ii. Liquid lava …………………
iii. Old solid rock …………………

b- When magma and lava cool, they form a hard crystalline rock.
What is the name of this type of rock?
Tick (√) the correct box
Igneous rock
Metamorphic rock
Sedimentary rock

c- Granite and basalt are igneous rocks. They contain crystals but no fossils.
i. Explain why igneous rocks do not contain fossils
…………………………………………………………………………………………………………………………………………………………………………

ii. Granite takes much longer to from than basalt.

How will the size of the crystals in granite be different from the size of
crystals in basalt?
………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………..

86
Question 2
The diagram below shows a part of a small volcanic island.

a- Choose from the words below to complete the sentences

Slowly quickly large small intrusive extrusive
limestone slate basalt granite

The magma at A cooled ……………………. formed an..................................................... rocks

which has ...................... crystals.
e.g. …………………………………………………………….. .
The lava at C cooled …………………………………..,forming an ………………………..
rocks which have .................... crystals.
e.g. …………………………………………………………….. .
b- Layers of sediment are being deposited on the sea bed at D. The layers
eventually form sedimentary rock. This process takes millions of years.
i. Explain how the layers of sediments at point D will be turned into rock.
…………………………………………………………………………………………

ii. There are often fossils in sedimentary rock. How can geologists use fossilsto
work out the age of different layers in sedimentary rock?
………………………………………………………………………………………

c- Rock b is metamorphic. Briefly describe how this metamorphic rock was

formed.
………………………………………………………………………………………………………………………………………………………

87
Question 3
Draw a line from each group of rocks below to the way the group of rocks was
formed.

Question 4

88
Question 5
Four stages in the formation of sedimentary rock are listed below. They are not in the
correct order. Put the stages in the correct order.
Compacted Deposited Weathered Transported

Stage 1: ……………………………………

Stage 2: ………………………………..
Stage 3: …………………………………….
Stage 4: ………………………………. [3]

Question 6
Write down the name of the process that are part of the rock cycle

Description process

Moving rocks from one place to another ……………………

Rocks are pushed up ward ……………………

Putting down sediments …………………….

Wearing down of rocks ………………………..

Causes the solidification of molten rock ……………………..

Breaking down of rock ……………………

89
Question 7
Helen weighed three pieces of rock and soaked them in water.
The next day, she weighed them again.
Her results are shown below.

Rocks that have lots of small spaces are described as porous.

a- What evidence is there in the table that sandstone is porous ,but granite and
marble are not porous?
……………………………………………………………………………………………………………………………………………………………………………… [1]
b- b- Helen put the soaked sandstone into a freezer for 24 hours.

Water in the spaces in the sandstone froze and expanded.

i. What would happen to the stand stone as the water froze and expanded?
………………………………………………………………………………………………………………

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 ii. In the winter this process happens in rocks in the countryside. What is the
name of this process?
……………………………………………………………………………………………………………………………………………………………………….

c- Helen places fresh pieces of granite, marble and sandstone in beakers of dilute
sulphuric acid.
Only the marble reacted with acid.
Use Helen’s results to explain why granite is more suitable for more suitable for
status in a city center

…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………….

Question 8

a-

b-State one factor that causes biological weathering.

…………………………………………………………………………[1]
c-Explain the following in terms of problems associated with weathering

i- Marble statues wear away more quickly in towns and cites

…………………………………………………………………………………………………………………………………………………………….
ii- There must be a minimum distance between a large tree and new house.
……………………………………………………………………………………………………………………………………………..

91
Question 9

Magma

Process (1)
………………
……

a- Name rock type A ,B, and C

Rock A: ……………………………………….
Rock B: ……………………………………….
Rock C: ………………………………………. [1]

b- What is process (1) that happens between rock (B) and magma?
Tick (√) the correct answer

Condensation Erosion

Melting Solidification [1]

c-Write down what letter E represents in the above rock cycle
…………………………………………………………………………….. [1]

92
Question 10
Circle the correct answer
1- Which three layers form the soil profile?
a- Air, water, and soil
b- Minerals, organic matter and living organisms
c- Clay, silt, and sand
d- The topsoil, subsoil, and parent material
2- What is soil?
a- Organic matter
b- Fragments and dust of rocks
c- Fragments and dust of minerals
d- All the above
3- A decomposer is:
a- The beginning of the food chain
b- Digested organic matter
c- A microorganism that helps turn organic matter into soil
d- A kind of soil
4- Which of the following is not a kind of soil?
a- Sand
b- Archaea
c- Silt
d- Clay
5- A mixture of sand, silt, and clay is said to be……………………….
a- Mud
b- Loam
c- Stirred up
d- Organic soil

93
Question 11:
The diagram below shows layers of soil

Label the layers

A) ……………………………
E) …………………………….
B) ……………………………
C) …………………………….

Question 12:
Farmer has a large farm on which he grows a range of crops.
He reads that potatoes grow best in soil with p H VALUE OF 6.0.
a- What is meant by a p H of 6.0?
………………………………………………………………………………………………
b- He tests the soil in several places on his farm to find p H values.
The results are shown in the table.

i. Why did he take readings in several places?

…………………………………………………………………………………………….
ii. Which soil sample is most acidic?
………………………………………….
c- He decides to grow potatoes at D.
What should he add to the soil here and why?
…………………………………………………………………………………………………..

94
Question 13:
Compare between the following types of soils
Point of
Sandy soil Silt soil Clay soil
comparison
Size of particles
compactness
Aeration
Water retains
Water drainage

Question 14:
Dania and Amr examine four different samples of soil.
They went to find out how much water each soil sample can hold.
The same amount of water is added to each funnel of soil.

They measure the amount of water collected in the beakers.

95
Their results are shown in the chart.

a- Which soil holds the most water?

Soil A Soil B Soil C Soil D

b- Which type of soil is C? Tick (√) the correct answer

Clay Silt Sand Loam

c- Which step has been taken to keep the test fair?

Tick (√) the correct answer
Use the same type of soil.

Use the same amount of water.

Use the same colours beakers.

Use the same stand each time,

96
Question 15:
Diagram 1.2 shows 2 different samples of soil.

a- Which one of these 2 samples would hold more water?

……………………………………………………………………………..
Explain your choice
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………
b- Suggest one another property of soil can use to identify the type of soil
……………………………………………………………………………………………………….

Question 16:
Fill the blanks using the following words

Nitrogen oxygen carbon dioxide mixture water vapour

limewater white

1- Air is a …………………………………of gases. It contains 21% of ………………………,78% of

……………………….., 0.03% …………………………….and variable amount of
…………………………………..
2- A glowing splint …………………………………….in oxygen.
3- Carbon dioxide turns ……………………………..from colourless to……………………

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Question 17:
Draw lines to match the weather measuring tool to what it measures.

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Question 18:
The diagram shows the water cycle

a-Label the letters of processes in water cycle diagram

V:………………………………………….
X:………………………………………….
Y:………………………………………….
Z:…………………………………………
b-Describe how the clouds are formed.
………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..

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Question 19:

Choose the correct answer

1. Cloud droplets can remain liquid even when they have a temperature of below
freezing
a. True
b. False
2. Collection of water droplets which are suspended in air are called…………………
a. Cloud
b. Wind
c. Gases
d. Sleet
3. Nimbus cloud indicates………………………….
a. Sunny weather
b. Rainy weather
c. Warm weather
4. Clouds which resemble cotton balls are the ……………….
a. Stratus
b. Cirrus
c. Cumulus
d. Nimbus

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Question 20:
a- State two different reasons why carbon dioxide is very important for life on Earth.
1. ……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………
2. ……………………………………………………………………………………………………………………
……………………………………………………………………………………………………….

b- Explain how the greenhouse effect works

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
……………………………………………………………………………………………………

c- Carbon dioxide is one of the greenhouse gases. Look at the diagrams showing the greenhouse effect in
1900 and the increased (enhanced) greenhouse effect in 2010.

State any differences shown between 1900 and 2010 from:

a. Heat gain to the Earth from sunlight.
………………………………………………………………………………………………………
b. Heat loss from the Earth into space.
………………………………………………………………………………………………………
c. Amount of carbon dioxide in the atmosphere.
…………………………………………………………………………………

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