MEMORANDUM OF SUGGESTED ANSWERS
*NOTE: Alternative answers might be acceptable though not supplied here.
Apparatus used in Chemistry
1.
Measuring ruler (short lengths/
distances)
3. Petri-dish
5. Bunsen (Gas) burner
7. Thistle funnel
9. Beaker tongs
11. Hour glass / watch glass
13. Crucible + lid
4.
6.
8.
10.
12.
14.
15. Tripod stand over Bunsen burner
17. Evaporation flask with side-arm pipe
19. Glass beaker
16.
18.
20.
21. Flat bottomed flask
23. Measuring cylinder (for liquids)
25. Gas jar
22.
24.
26.
27.
29.
31.
33.
28.
30.
32.
34.
Tongs
Retort stand side clamp for test tubes
Test tube
Glass jar
2.
Burette (accurate volume
measurements)
Dropper
Pipette
Funnel
Evaporation dish
Measuring gauge
Clay triangle (holding crucible during
heating)
Spirit / alcohol burner
Conical /Erlenmeyer flask
Separation funnel (different density
liquids)
Round bottomed flask
Retort stand with base
Beehive stand (gas collection by H2O
displacement)
Test tube holder
Positioning clamp for Retort stand clamp
Glass / plastic trough
Deflagrating spoon
Apparatus used in Biology
1.
3.
5.
7.
9.
11.
13.
15.
17.
Dissecting scissors
Tweezers
Forceps / blunt -nose pincette
Cover slip for microscope slide
Light / reflection microscope
Hour / watch glass
Collection net (small organisms)
Specimen jar + lid
Plant / leaf press
2.
4.
6.
8.
10.
12.
14.
16.
Scalpel + blade
Sharp-nose pincette
Microscope slide
Stereo / dissection microscope
Adjustable magnifying glass / Lupe
Petri dish
Specimen collection bag
Insect pins
1
LINE GRAPHS
Relationship between distance and time:
Table of data:
Time (s)
2
4
6
10
12
16
20
Distance (m)
12
32
62
110
130
186
240
300
250
Distance (m)
200
150
Distance
100
50
0
2
4
6
8
10
12
14
16
18
20
Time (s)
2
Number of babies born to mothers of varying ages
Age of mothers
20
25
30
35
40
45
Number of babies
9
15
10
6
2
1
Number of babies
Line graph – Number of babies born to mothers of varying ages
20
15
10
Babies
5
0
20
25
30
35
40
45
Age of mothers
Example
In a circuit the voltage across a resistor and the current through the resistor is measured and
the following results are obtained:
Voltage (V)
2
4
6
8
12
Current (A)
0,4
1
1,6
2,2
3,4
The relation between voltage and current across a resistor
Current (Ampere)
4
3
2
Current
1
0
2
4
6
8
10
12
Potential difference (volts)
3
The relationship between pressure and temperature of a gas
Draw a line graph to indicate the relationship between pressure (dependent) and temperature
(independent) of a gas by using the information given below:
Temperature in ˚C
10
20
40
60
80
90
Pressure in kPa
96
100
112
120
128
132
140
Pressure in kPa
120
100
80
60
GAS
40
20
0
10
20
40
60
80
90
Temperature in ˚C
Readings from graph might vary individually:
a)
What is the pressure at
100 °C
25 °C
b)
± 136 kPa
± 103 kPa
What is the temperature at
105 kPa
120 kPa
± 28 °C
± 60 °C
4
Total number of learners
TIME (s)
0
1
2
3
TOTAL =
46
NUMBER OF CHILDREN
14
19
6
7
46
Number of children watching TV
per day
The comparative number of
children who watch TV between
0 and 3 hours per day
20
0
10
11
0
2
0
11
2
3
3
Hours of watching TV per day
The number of children in a household
For 80 households, data is collected about the number of children per household. Draw a bar
graph to represent these results.
Number of children per household
0
1
2
3
4
5
Number of households
8
14
20
17
10
11
Number of households
The number of children in a
household
25
20
15
10
Series 1
5
0
0
1
2
3
4
5
Number of children per household
5
EXERCISE 3
HISTOGRAM
The ratio of cars sold in different price ranges
Price Range
R 0 – R40 000
R40 000 – R80 000
R80 000 – R120 000
R120 000 – R160 000
R160 000 – R200 000
Number of Cars Sold
8
37
115
85
24
The ratio of cars sold in different price
ranges
140
Number of cars sold
120
100
80
60
40
20
0
0
40
80 120 160 200
Price range in thousands
6
HISTOGRAM
The distribution of fish and aquatic life in certain depth increments
For a recent Science project, learners collected data regarding the distribution of fish and
aquatic life in a nearby pond.
The data consists of the number of living creatures found in each 1 meter depth increment in
the pond. Construct a histogram for the following data:
Range (m)
0–2
2–4
4–6
6–8
8 – 10
Number of living creatures
29
70
119
64
23
Number of living crtures
The distribution of fish and aquatic
life in certain depth increment
150
0
100
2
50
4
8
0
0
2
4
8
10
10
Range in metres
EXAMPLE 4
In the Life Science class, Matsie tested a soil sample, mass 120 g, to determine the water,
mineral, and humus content. Her results were as follows:
Water: 12 g
a)
b)
c)
Minerals: 66 g
Humus: 42 kg
Calculate the percentage water, minerals and humus in the sample
Calculate the angle that each part will represent on a pie chart
Draw the pie chart to represent the content of the ground sample.
Answers
1.
2.
3.
Water = 10%
Minerals = 55%
Humus = 35%
Water = 36˚
Minerals = 198˚
Humus = 126˚
Testing Soil Samples
7
Testing Soil Samples
1st Qtr
2nd Qtr
3rd Qtr
EXERCISE 4
Pie Graphs
Fuel Source
Hydro power
Coal
Nuclear
Oil
Solar
Other
Percentage electricity generated (%)
74 x 3,6 = 266,4
11 x 3,6 = 39,6
6 x 3,6 = 21,6
3 x 3,6 = 10,8
2 x 3,6 = 7,2
4 x 3,6 = 14,4
Electricity generation by different fuel sources
39.6
21.6
10.8
7.2
14.4
KEY
Hydro power
Coal
Nuclear
Oil
Solar
Other
8
Bar graphs
Content of Energy, Vitamin C and Iron
Meals
x
y
z
Energy in kJ
2 900
2 100
2 600
Vitamin C (mg)
25
47
40
Iron (mg)
70
265
170
Use the information in the table to draw a BAR graph showing the vitamin C content of different
meals.
Vitamin C content (mg)
Bar graph showing vitamin C levels in different meals:
50
45
40
35
30
25
20
15
10
5
0
x
y
z
Different meals
The following results were obtained when 240 learners were asked what they wanted to do
once they completed their schooling:
-
80
86
64
10
wanted to go to university
wanted to go to college
wanted to work
didn’t know
a)
b)
c)
d)
Draw up a table to organize this information
In the same table, calculate the percentage learners in each career choice
In the same table, calculate the angle for each section
Draw a pie chart to represent this information
University
College
Work
Unsure
Total
Amount of
learners
80
86
64
10
240
Percentage of
learners (%)
33,33
35,83
26,67
4,17
100
Angle (˚)
120
129
96
15
360
9
What learners plan to do after schooling:
Sales
BIOLOGICAL DRAWINGS
KEY
University
College
Work
Unsure
BIOLOGICAL DRAWINGS OF ANY ANIMAL
*
*
*
Neat
Labels
Heading
10
Converting measurements:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Conversion steps
3 456 m ÷ 1 000
210 mm ÷ 1 000
896 m x 1 000
76.4 cm x 10
546 897 N ÷ 1 000
120 kJ x 1 000
4 587 g ÷ 1 000
0.0081 kg x 1 000
5 678 s ÷ 60 ÷ 60
2 390 mg ÷ 1 000
25 000 cm2 ÷ 10 000 OR 25 000 x
10-2 x 10-2
0.000 004 5 m2 x 100 OR 0.000 004
5 m2 x 102
25 000 cm3 x 10-3 x 10-3 OR 25 000
cm3 ÷ 1 000 ÷ 1 000
0.000 004 5 m3 x 1 000 OR 0.000
004 5 m3 x 103
1 013 dm3 ÷ 1 000 OR 1 013 dm3 x
10-3
6 hours x 60 x 60
476 987 s ÷ 60 ÷ 60
526
cm3
140 g ÷ 1 000
÷ 100 OR 526 cm3 x 10-2
100 000 Pa ÷ 100
ANSWER
3.456 km
0.210 m or 0.21 m
896 000 mm
764 mm
546.897 kN
120 000 J
4.587 kg
8.1 g
1.577 hours OR 1° 34’38”
2.39 g
2.5 m2
0.000 45 dm2 OR 4.5 X10-4 dm2
0.025 m3
0.004 5 dm3
1.013 m3
21 600 s
132.5 hours OR 132 hours 30
minutes
0.14 OR 0.140 kg
0.526 dm3
1 000 HPa
11
*
*
*
*
*
contains vitamins, fibre and important nutrients
better from fruit and milk
lollipops, fruit and milk
found in refined sugars
simple sugars
Simple
Carbohydrates
How the body uses it
How the body uses it
*
*
*
*
Complex
*
*
*
*
breaks food into simple sugars
absorbed into blood stream
sugar levels rises, pancreas releases hormones (insulin)
needed to move sugar to and from blood cells. (source
of energy)
when process goes fast, feel hungry again quickly
some cause blood level to rise more quickly
eating foods that cause big jumps in blood sugar maybe
related to health problems like diabetes
on the right track if limiting simple sugars and eating
complex carbs (vegetables, oatmeal)
Complex
Feel full, less likely to over indulge
Called starches
* bread
* crackers
* pasta
* rice
Refined grain such as:
* white flour
* white rice processed – nutrients and fibre are removed
* unrefined still has nutrients
* rich in fibre, helps digestive system
12
COLOUR
We live in a colour drenched world where there are one million colours that the human eye can
distinguish, others make up 7 million. Standard colour terms are found in the Berlin and Kay’s
linguistic study. There are eleven basic colour terms that are in 3 classes – achromatic colours
(black, grey, white) – primary colours (blue, red, green, yellow) secondary colours (brown,
orange, purple, pink). In the 1930s – 40s the British colour council published a Dictionary of
colour Standards, that had strange names for colours. The NBS / ISCC system defines 267
colour centroids with scientific standardized names, this system is neglected, but it is the
closets we will come to Standard English colour terms. An issue is how we might define popular
descriptive terms that are less scientific.
There are several common English terms of French origin – that most people recognize but
can’t spell. Over 60 000 people have taken the Global Colour Survey at Colour Matters in the
past five years. There are 792 terms for green and over 1000 for white, off-whites, and beige.
There are many terms that push the limits of our minds and will continue to do so.
13
THE DIGESTIVE SYSTEM
Chew Food
Swallow Food
Gallbladder stores
bile for when the
body needs it.
Oesophagus moves
food from throat to
stomach.
Epiglottis makes sure food
enters oesophagus
Stomach – stores food,
breaks down food,
empties liquid mixture to
small intestine.
Mixer for food help from
stomach walls and
gastric juices (kills
bacteria).
Small intestine breaks
down food so body can
absorb vitamins,
minerals, proteins,
carbs and fats.
Pancreas helps body digest
fats and proteins. Liver’s bile
absorbs fats into blood
stream.
Nutrient rich blood
goes to the liver for
processing. Figures
out how many
nutrients will go to
parts of the body, the
rest is in storage.
Large intestine is the
last place where water
and nutrients are
absorbed.
Leftover waste
becomes harder and is
pushed out to the
rectum and anus.
14
DEFINITION LIST
From the above passage, make a definition list of all the different parts of the digestive system.
ORGAN
MOUTH
EPIGLOTTIS
ESOPHAGUS
or
ESOPHAGUS
STOMACH
(LIVER)
(GALL
BLADDER)
SMALL
INTESTINES
(PANCREAS)
LARGE
INTESTINES
RECTUM
ANUS
DEFINITION & USES
Mechanical break-down with teeth; saliva mixed with food with tongue =
bolus; carbohydrates digestion by saliva ; pushing food into esophagus
“flap” closing windpipe to prevent choking with food pieces in windpipe
25 cm muscular “pipe” transporting food from mouth to stomach with
peristaltic muscle (waves of contraction) movement; NO digestion takes
place here
Muscular sack storing food from esophagus; mechanically mixes stomach
juices and food; protein digestion; passing rest onto small intestines;
acids kill harmful bacteria in food
Processes nutrient-rich food; removes harmful substances; produces bile;
stores certain vitamins & sugars for energy
Stores bile for lubrication of small intestines
Extended to 6 or 7 m long tube increasing the absorption surface for the
now watery thin mixture passing through for up to 4 hours; digests many
nutrients, e.g. fats/oils/carbohydrates/ some proteins/etc.; 3.5 to 5 cm
circumference
Produce juices to digest and absorb fats & proteins
Last parts of water/minerals/left over nutrients are removed to compact
useless waste into drier, solid faeces (stool or bowel movement); about
1.5 m long; last part of the digestive tract; 7 to 10 cm circumference
The “dustbin” of the digestive tract; stores waste until pressure on the
anal muscles indicate “Full”
Muscle closing (contraction) or opening (relaxing) the digestive tract to
release built-up waste
15
Astronomy is the study of stars and planets, as well as their movements
MAIN ASTEROID BELT
Rocky body that orbits the sun
Inner Solar System
* Sun
Outer Solar System
Mercury
Jupiter
Venus
Saturn
Earth
Uranus
Mars
Neptune
Terrestrial planets
Gas planets
New dwarf planets
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
rock and metal
high density
slow rotation
no rings
few satellites
small planets
hydrogen + helium
low density
deep rotation
deep atmosphere
rings
lots of satellites
giant planets
Kuiper Belt
Ceres
Pluto’s moon
Charon
UB313 (Eris)
Makemake
Haumea
= Comments
Small icy bodies
Move between inner
and outer solar
system
16
Has ice because of heavily
crated surface. No water
source (some places have
no sunlight). Where did
water come from?
Comet?
Skies are black
(starry nights)
What’s on the other
side?
One side is 800˚F
Other is 300˚F
MERCURY
No definite sigh of
volcanoes but maybe?
If there were lava
would eject 30 storeys
high and ash would
leave the planet.
Can’t hear
sound
Years are shorter
but the slowest
planet (takes half
a year for one
day)
Most heavily
cratered planet
Distance from Earth
57 934 800 km. No moons, no
atmosphere. Visible to naked
eye during twilight. 68 kg on
Earth = 26 kg on Mercury.
Dead planet/not
active. (4 billion
years)
Largest crater in solar
system (meteor) 60 miles
Craters may be formed by
something else.
Something Earth-like?
17
On Earth, lightning hits the
ground but on Venus, it
does not. (too much
resistance)
98% of surface
is carbon
dioxide
VENUS
Was not always so
hot it was almost
Earth-like.
Biggest volcano
five miles
Covers
70% of
surface
100 000 to
1 mil
volcanoes
Goddess of love
Reflective
clouds
Was “sister planet”
but now evil twin.
Sulphuric acid –
from volcanoes
Sixth largest planet. Distance
from Earth 41 841km. One year
= 225 Earth days. 68kg on
Earth = 62kg on Venus.
Thought had oceans + forest
(Earth-like) wicked climate –
900F
Roasted
to death
fast
Global warming –
green house gases.
Lightning,
volcanoes,
meteors
(reversed
rotation)
Sun rises to east
Discovered on
Venus
Venus suffering
Toxic clouds burn through
human flesh
Canyons formed by
erosion not rivers
Lave cuts through surface
for months before
cooling.
Lava forms glass
18
Four different systems/spheres can be identified on Earth. They are:
1.
2.
3.
4.
Atmosphere
Hydrosphere
Lithosphere
Biosphere
In the space provided below fill in general overview/descriptions for each of the spheres:
Atmosphere
*
*
*
hydrosphere
*
*
*
*
*
Lithosphere
Biosphere
*
Gas layer
Contains carbon dioxide, nitrogen and oxygen
These gases are used and released by living things,
e.g. Carbon dioxide is needed for photosynthesis
Water layer
Covers ¾ of the Earth’s surface
Oceans/rivers/lakes
Rocky land layer
Part of the atmosphere, hydrosphere and lithosphere
that contain living things.
It is an ecosystem
place where organisms interact
among themselves and their environment
State how the biosphere depends on the other three systems:
The Biosphere contains all living organisms. It relies on all the other three spheres to ensure
life on Earth. The lithosphere provides land, (fertile soil) for plants to grow on. The
hydrosphere provides water for plants and animals. Plants need nutrients from the soil and
water in order to grow. The atmosphere provides organisms with oxygen and carbon dioxide.
Carbon dioxide (CO2) is essential for photosynthesis (process where plants make food) and
oxygen (O2) is important for plants and animals to produce energy from food. All these spheres
interact to ensure life on Earth.
The gases found in the atmosphere are mainly:
Nitrogen
Oxygen
Carbon dioxide
Water vapour
Ozone
N2
O2
CO2
H2O
O3
78,09%
20,95%
0,03%
Fertilizers, plants use N2 to make proteins
Respiration, rocket fuel
Photosynthesis
Component of all life
Protects against sms UV rays
19
Use the above features that influence animal and plant life and write your own
explanation for each one to show your understanding of it:
Feature
Wind
Temperature
Water
Light
Gases
available
Slope, altitude
and height
Explanation
*
Movement of air
*
How hot or cold it is
*
areas closer to the equator = HOT
*
areas further from the equator = COLD
*
Measure in degrees Celsius (˚C)
*
Found in hydrosphere
*
Made up of Hydrogen (H) and Oxygen (O) = H2O
*
Returned to the ground as rain, snow, sleet etc
*
Sun is the most important source
*
Solar energy to heat Earth’s surface
*
Essential for photosynthesis
*
Most important to plants and animals :
O2 - oxygen
exhale
C02 - carbon dioxide
exhale
*
Plants use CO2 to make food and release in the process
*
In S. Hemisphere people build their houses on north-facing
slopes: gain most sunlight.
*
Altitude refers to height above the Earth’s surface – the
higher
up one goes, the colder the temperature gets and less O2 in
the air.
Differentiate between weather and climate.
*
*
Weather
Temperature, rainfall, cloud cover
etc. given for a particular time/place
Short term: 24 hours – 48 hours,
can be up to 2 weeks
*
Climate
Weather conditions of a specific
area at a specific time of year.
Long term: seasons experience
different weather conditions.
20
Use the templates provided to complete the different climates on Earth.
Each of the different climates should have a short description and then you draw in colour what
the climate would look like.
Climate : Temperate
Description
Drawing
*
Lies between the
tropical regions and the
polar regions.
*
Most of the world’s
population lives in a
temperature climate.
*
some areas may
experience more
heat/rainfall/wind/dry
seasons BUT in general
temperature climates
are:
1. Not too hot or too cold.
2. Have wet and dry
seasons.
3. Have summer and winter
months.
4. Plenty animal life and
plant life.
e.g: North America, Australia,
certain parts of Europe;
South Africa
Description
*
Lies on the equator
*
High temperatures and
high humidity
*
High rainfall
*
Plenty plant and animal
life : (monkey, lemurs,
parrots, frogs, snakes
etc)
e.g.:Amazon Rain forest,
parts of Central Africa,
Indonesia
Climate : Tropical
Drawing
21
Climate : Drawing
Description
Drawing
*
Close to the polar regions
1.
TUNDRA
*
Short summers
*
Long cold winters
*
Temp : 0 - 10˚C (arg)
*
e.g. Canada, Russia
*
Tigers, moose
2.
ICE CAP CLIMATE
*
Low temp + strong
winds throughout the
year
*
e.g. Antarctic
*
Polar bears, penguins,
seals, artic hares
Description
Monsoon = change in wind
direction causes lots of rainfall
(flash floods) in certain region.
*
Lots of rainfall
*
Equatorial regions
*
Warm temperature
throughout the year
e.g. Thailand, Part of
India
*
Komodo Dragon,
Hornbills, Small deer,
Wild Asian Water
Buffalo
Climate : Monsoon
Drawing
Climate : Desert
Description
*
Dry and hot
*
Little rainfall
*
Cold nights
e.g. Sahara, Arabia
*
Snakes, lizards, camel cacti
Drawing
22
Animal Adaptations
Animals have to adapt to live in specific climate regions. We will be looking at the frozen Polar
Regions and the deserts.
Polar Regions:
The Polar Regions have temperatures below freezing point all year round with lots of snow and
ice.
The ground is always frozen and nothing can grow there. There are often blizzards and in the
summer icebergs break off and float in the ocean.
Use the following animals found at the poles and write down how they are adapted to survive in
the bitter cold:
Animal
Polar bears
Emperor penguin
Seals, dolphins and
whales
Arctic tern
(bird)
Adaptation
Think layers of fat; Camouflage
Fur is clear keeps heat trapped around the body
Oil on body which is waterproof
Claws to catch food; Can swim
Can swim, web feet, fins to catch food (fish)
Backs are black in colour = absorb heat
Has a thick skin to keep warm
Layer of fat; Can hold breath up to 18 minutes
Seals can breathe on land and underwater
Hour glass dolphin (black and white) travel in shoals
Humpback whales need oxygen, come to surface to breath
Thick layer of fat (blubbery)
Camouflaged colour = white feathers
Long legs
Can survive a long time between feeds (fish)
Big beak (size of it’s head)
Summer double in size to absorb heat energy
Thick feathers to keep warm
23
Complete the table of the adaptions of the animals found in the desert region.
When completing these tables be very specific with the detail you add to every animal.
Animal
Lizards
Adaptation
*
Cold blooded needs sun (heat) to stay warm (reptile)
*
It’s small so it can hide easily
*
Runs fast (agile)
*
Fan-shaped paws to prevent sinking into sand
*
Eat cacti and grass
*
Runs fast (agile)
*
Close eyes and nostrils to keep sand out
*
Drinks lots of water at once and can live for a long
period of time without water
*
Store fats (not water) in their humps
*
Baby camels have no hump because the fat only
develops once they eat solid food
Jack rabbits
Camels
Complete the following table of definitions:
Hibernation
*
Panting
*
Basking
*
Migration
*
Animals that are inactive (sleep) during winter months due to
little food. Body temp/metabolism/breathing drops to save
energy
Animals with thick fur/hair can’t sweat to release excessive
heat. They plant to get rid of heat by evaporating moist
surfaces
Animals lie exposed to sun to increase body temperature
e.g. crocodile, lizards and snakes
The movement of organisms from one area to another
because of change of seasons, food, mating patterns etc.
In this activity you are required to give examples of animals that are adapted as
follows:
Description
Finding food
1.
Herbivorous insect that eat plants
2.
Spinning webs to catch prey
3.
Long sticky tongue to catch prey
4.
Long sticky tongue to catch prey
Breathing
1.
Breathe through their skins
2.
Breathe through spiracles
3.
Breathe using gills
Animal name (examples)
Locust
Spider
Frog
Chameleon
Amphibians
Whale (blowholes); bearded dragon
Fish
24
Description
Protection
1.
Withdraw into a shell when scared
2.
Releases a pungent smell when scared
3.
Have quills that fall out
4.
Roll into a ball when predators are too close
Temperature adjustments
1.
Animals that sweat to loose heat
2.
Migrate to warmer areas
3.
Hibernate to conserve energy
4.
Warm blooded animals with a constant temperature
Animal name (examples)
Tortoise, snails, crabs
Skunk, stink bug
Porcupine, hedge hog
Armadillo, hedge hog
Humans, horses
Birds
Bears
Mammals
Answer all the questions that follow:
1.
What does the root system of the aloe look like?
Moderately sized roots are very close together. The roots are strong but can be replanted easily.
2.
Softly touch the roots, describe what they feel like (fleshy, soft, dry, etc.)
Exterior= hard, interior= soft; they are also dry and feel like rubber. Have a rough
texture.
3.
Do you think the roots can penetrate deep into the soil? Give valid reasons
for your answer.
Yes, the roots can penetrate deep into the soil because they are strong and long and
able to reach deep into the soil. Plants are heavy and should be anchored to the ground.
4.
Does the stem grow above or under the soil? How do you know?
The stem grows above the ground. I know this because the cactus stores its water in
the stem that seems to be “leaves”.
5.
What colour is the stem?
Green. Looks like leaves.
6.
Describe what the stem feels like.
The stem feels hard, smooth and waxy. It also pricks you because of the thorns.
7.
What coverers the stem?
Thorns cover the stem for protection. These are the adapted real leaves.
8.
How are the leaves arranged on the stem?
There are no normal leaves on the cactus but it has been adapted to form thorns that
are close together.
9.
Touch the leaves, what do they feel like?
The thorns are prickly.
25
10.
What can you see on the top of the old leaves?
No leaves resembling normal shapes, but some dead shriveled “leaves” are present.
11.
Lightly scratch the top and bottom surfaces of the leaf, what do you see?
The thorns (leaves) are hard and sharp, the stem “leaves” are waxy with a protective
layer.
12.
Pour a little bit of water in the middle of the plant (where the youngest leaves
are), what do you see?
The water isn’t running down the cactus, it accumulates on top of the cactus stems
“leaves”, but collects as close to the centre of the plant – to allow all possible water to
get to the roots below.
Start your story with:
Lilith Nymphaeacease – The Water Lily
A long, long time ago on the planet “Oodles of Water” on a bright spring morning a new baby plant
made it’s arrival…
The new baby plant stretched and yawned. Her roots had begun to grow the minute she touched
water and she took her first breath. She was restful and beautiful and it seemed as if the whole
planet had stopped to marvel at her beauty. She looked around herself in satisfaction and decided
to go for a float down the river. She glided down the river with her flat leaves gracefully sprawled
around her.
From the other side of the river, her mother and father watched with great pride. As she passed
the bulrushes, she smiled and they stopped swaying from side to side to get a better look at her.
Then one whispered, “Who is that? She’s the most beautiful waterlily I’ve ever seen!” the others
just stood and stared at her in amazement. She giggled to herself and kept gliding onward.
She enjoyed the warm sunlight on her leaves and she was glad that she didn’t have to share
moment of warmth and comfort with any other plant because she was coming to the end of
river. She thought it was strange that there weren’t any other plants around this area. Then
realised the warm sun had completed disappeared and she saw a huge cave in front of her and
felt cold.
this
the
she
she
She turned and glided back down the river as quickly as she could. When she stopped in front of
her parents, she was breathless. “Sweetheart”, her mother cried “what’s wrong?”. By that time the
baby plant had caught her breath and she smiled up at her parents. “I just got a fright when the
sun disappeared at the end of the river. It was cold and I felt weak”. She explained. Her parents
laughed and hugged her. “Yes, darling” said her father, “We need sunlight to help us make our
food. I think you should stay away from the end of the river before you get stuck, my little orange
fly”. The baby lily nodded “by the way, what’s my name?” her parents looked at each other, they
had completely forgotten to name their beautiful little lily.
Her father spoke up, “I think we should call you Lilith Nymphaeacease”. Her mother smiled, “Yes,
it’s beautiful and it’s a family name”. For the rest of the day Lilith and her parents played and
splashed around in the river with her. Lilith was absolutely happy and everyone could not take their
eyes off of her, she was a stunning waterlily.
PAGE 74
26
Changing Earth
The Earth is also made up of three layers: the crust, the mantle, and the core.
The crust is made of enormous pieces of rock called tectonic plates, these plates rest on the
liquid rock mantle of the Earth, which in turn surrounds the extremely hot core of the Earth.
Look at the drawing provided, colour in the different sections that make up the Earth in the
following colours:
Crust:
Mantle:
Core:
Blue/green (seeing that we are the blue planet)
Red/orange/pink (all depending on which of the tree colour is your favourite)
Yellow
Let’s take a deeper look at each of the different layers of the Earth
27
WATER
Water for life, one of most important components in sustaining life is water. The water cycle is
a pathway that water travels and it circulates the planet, some of these pathways involve phase
changes; this means that the water cycle involves physical changes in water as it recycles
through the world.
The phases of water are solid, liquid and gas. Complete the following take with the help of
your teacher.
Movement of
particles
Spaces between
the particles
Forces between
particles
Particle diagrams
Solid
Regular pattern
vibrates in fixed
position
Very small spaces
Liquid
Move around and
take shape of
containers
Medium spaces
Very strong
attraction forces
Medium forces
Gas
Move continuously
and randomly
Large – more space
than particles
Very weak or no
attraction forces
28
In the space provided, draw (in colour) the following landscape; your picture must include
these features:
*
*
*
*
*
*
*
*
A mountain with ice one cap
A mountain stream flowing out of the mountain
A river that steadily flows to the sea
There are trees and flowers all on the surface and next the river
An underground river
A Sun over the ocean
Clouds over the landscape
Rain, hail and snow falling from the clouds on the land
Draw the landscape in the space provided below:
29
Process
Evaporation
Condensation
Precipitation
Transpiration
Surface run-off
Sub surface run-off
Description
*
Liquid changes into a gases
*
Water changes into water vapour
*
Happens when liquid is heated e.g. water puddles dry up on
a hot sunny day
*
Gas cools to form a liquid
*
Warm moist air is cooled and water droplets are formed
*
Collective term for all rain/hail/snow falling from the clouds
onto the surface of the Earth
*
Loss of water vapour from a plant into the atmosphere
*
Takes place through stomata (breathing pores or openings)
on the leaves
*
Water flows from areas where the water table is high to
where it’s low resulting in surface run off in streams/rivers.
*
Water flows from areas where the water table’s high to
where it’s low, infiltrating rocks and soil.
GLOBAL WARMING AND IT’S AFFECT ON THE WATER CYCLE
Global warming




Increase in average temperature due to an increase in greenhouse gas e.g. CO2 (carbon
dioxide) Methane (bacterial decomposition)
CO2 is released during the burning of fossil fuels and wood.
Greenhouse gases allow solar radiation to pass through the atmosphere at the Earth’s
surface, but prevents the escape of the heat back into space after it changes into heat.
The global climate has already warmed to about 0.8˚C since the Industrial Revolution
(1760) and may rise as much as 1.5˚C – 4.5˚C by 2060.
As the oceans warm, temperatures in the Polar Regions will rise to a greater degree than other
regions. This result sin the melting of glaciers which causes a rise in sea levels. Sea levels also
rise because water expands as it is heated.
The tropics will also feel the effects of global warming. Coral growth is very dependent on
mutualistic algae (both organisms benefit) which live in their walls. When temperatures
increase by 4˚C, corals expel their algae and become “bleached”. Almost no growth and
reproduction occurs until the algae return. Coral reefs prefer shallow waters and if sea levels
rise they may “drown”.
Increased temperatures cause more evaporation of water (oceans, lakes, rivers) and less
precipitation. This results in lots of rainfall in the coastal regions and drier conditions inland.
This causes droughts to occur and crops die.
30
DENSITY
Volume decreases and density
increases. Density increase as
substance cools down because
molecules move together
HEAT CAPACITY
SURFACE TENSION
Water has a high heat capacity.
Can absorb large amounts or loose
large amounts before it fluctuates
At surface, inter molecular forces
hold water together. Allows water
to sit on leaves and creatures
(water snails)
MACROSCOPIC PROPERTIES OF WATER
SOLUTION
Substances dissolve in water:
becoming solution important
property of living things –
reactions take place
CAPILLARY ACTION
Water moves up higher in narrow
tubes. Able to do this by process
called capillary action
COHESION AND ADHESION
Forces hold water molecules together
(cohesion). Why water can move up
stems and roots. Ability to stick to
31
substances and objects (adhesion)
Ecosystem components
The components that make up an ecosystem are the following:
The sun
(Abiotic)
Non-living matter (Abiotic)
Producers
(Biotic)
Consumers
(Biotic)
Decomposers
(Biotic)
Biotic (living)
plants
animals
Abiotic (non-living)
sunlight
water
soil (rocks)
gases (CO2 + O2)
FOOD CHAINS
List of organisms
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Chicken
Eagle
Grass
Snake
Mealie
Rabbit
Locust
Meerkat
Sunlight
Lizard
Food chain 1
grass
chicken
eagle
Food chain 2
mealie
rabbit
snake
eagle
Food chain 3
grass
locust
meerkat
eagle
Food chain 4
grass
buck
lion
Food chain 5
lettuce
rabbit
snake
eagle
32
Food chain 6
grass
grasshopper
lizard
bird
PYRAMIDS OF ENERGY
Pyramids 1:
Pyramid of Energy
Eagle
*
*
Energy
Numbers
*
*
Energy
Numbers
*
*
Energy
Numbers
Chicken
Grass
Pyramids 2:
Pyramid of Energy
Eagle
Snake
Rabbit
Mealie
Pyramids 3:
Pyramid of Energy
Eagle
Meerkat
Locust
Grass
33
Pyramids 4:
Pyramid of Energy
Bird
*
*
Energy
Numbers
Lizard
Grasshopper
Locust
Grass
Grass
Complete the table of results given below:
Grass
Mass (kg)
Force (N)
1
10
700g = 0,7
7
20g = 0,02
0,2
10g = 0,01
0,1
400g = 0,4
4
Plot the graph of mass against gravitation force on the graph paper below.
A line graph showing mass and gravitational force between various objects.
12
gravitational force (N)
10
8
6
4
2
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
mass (kg)
34
Answer the following questions:
1.
What pattern do you see in the graph?
As the mass increases, so does the force increase. This makes the line straight. The
mass and gravitational force are directly proportional to each other.
2.
Write a sentence to describe the relationship between mass and the force.
Mass and force correspond with each other. If the one goes up so does the other. As
mass increase so does gravitational force.
NB: People who talk about their gravitation force as 50 kg are scientifically
incorrect.
1.
Explain why?
They are scientifically incorrect because gravitation force is measured in newton and not
kilogram.
50 kg would be their mass 500 N would be their gravitation force. They are
talking about their mass not gravitation force.
2.
What is gravitation ‘forcelessness’?
Gravitation ‘forcelessness’ would be when there is no gravity around you like in space
and you won’t have any gravitation force. No gravitational pull.
When a body is far enough away from the Earth, the Earth’s gravitational pull is so small that
the body will not feel it. It then experiences gravitation ‘forcelessness’ and is weightless, but the
body can never lose its mass.
All the atoms and molecules are still part of your body.
The relationship between mass and gravitation force
(Fg) = gravitational force (Fg)
Gravitation force = mass x gravitational acceleration
Fg = m x g
N
kg
10 ms-2
What is the gravitation force of the following objects?
a)
A 1,2 kg bottle of coke
Fg = m x g
= 1,25 x 10
= 12,5 N
b)
50 kg bag of cement
Fg = m x g
35
= 50 x 10
= 500 N
c)
A taxi of mass 990 kg
Fg = m x g
= 990 x 10
= 9900N
d)
15 g of baking powder
Fg = m x g
= 0,015 x 10
= 0,15 N
e)
250 g slab of chocolate
Fg = m x g
= 0,25 x 10
= 12,5 N
What is the mass of the following bodies?
a)
A desk of gravitation force 54 N
Fg = m x g
546 = m x 10
m = 54,6 kg
b)
An orange of gravitation force 1,2 N
Fg = m x g
1.2 = m x 10
m = 0,12 kg
c)
A baby with gravitation force 36 N
Fg = m x g
36 = m x 10
m = 3,6 kg
d)
A lawnmower with mass 220 N
Fg = m x g
220 = m x 10
m = 22 kg
e)
A boat with gravitation force 130 000 N
Fg
=mxg
130 000 = m x 10
36
m
= 13000 kg
The heavy gravitation force picks up a mass of 200 kg onto his shoulders, 1.7 m
above the ground.
a)
How much work is he doing while lifting the mass?
Fg = m x g
W=Fxs
= 200 x 10
= 2000 x 1.7
= 2000 N
= 3400 J
b)
How much work is he doing while holding the 200 kg mass on his
shoulders?
No work is being done because the object is not moving in the direction of the force.
Exercise
1.
A man uses a force of 80 N t run a 100 m race. How much work has he done?
F = 80 N
W=Fxs
S = 100m
= 80 x 100
= 8000 J
2.
Taariq throws a ball of mass 250 g 5 m into the air. How much work has been done on
the ball?
m = 250g or 0,25kg
W=Fxs
Fg = m x 10 = 2.5 N
= 2,5 x 5
s=5m
= 12,5 J
3.
Rudolph pulls Santa’s sleigh with a force of 500 N 25 m far. How much work
has he done?
F = 500 N
W=Fxs
S = 25 m
= 500 x 25
= 12 500 J
4.
Tom uses 25 J of work in order to stop a ball, mass 100 g. How much force
does he exert on the ball in order to stop it?
W = 25 J
Fg = m x g
m = 100g or 0,1kg
= 0.1 x 10
=1N
5.
Anna holds a tennis racquet, mass 600 g, and 2 meters above the
ground. How much work is she doing?
No work is done during the holding as she does not move the racquet. She only did work
to get the racquet to that height before holding it still.
Different forms of energy
Energy is the ability to do work. When an object have energy, it can do work. If you didn’t
have breakfast this morning, your body will not have enough chemical energy. You will not be
able to concentrate in class and therefore you will not be able to do your homework.
37
The symbol for energy is E and is measure in joules (J).
Energy appears in many forms. Different types of energy are:
Symbol
Fg
m
g
W
s
1.
Description
Gravitation force
mass
Gravitational constant
work
Displacement; distance
Units
Newton (N)
kilogram (kg)
always 10 m.s-2
joule (J)
meter (m)
Equation
Fg = m x g
Fg = m x g
Fg = m x g
W=Fxs
W=Fxs
Heather is playing netball with 2 balls of mass 800 g. She aims the ball at the net and
exerts a force of 15 N over a distance of 40 cm.
a)
calculate the work done on the ball
b)
calculate the gravitation force of the ball
m = 800 g or 0,8 kg
F = 15 N
s = 40 cm or 0,4 m
W=Fxs
= 15 x 0,4
= 6 J work done
Fg = m x g
= 0,8 x 10
=8N
2.
Rachel is collecting water from a well. The mass of the bucket and the water is 12kg. If
the well is 25m deep, how much work is done on the bucket?
m = 12 kg
Fg = m x g
W=Fxs
s = 25 m
= 12 x 10
= 120 x 25
= 120 N
= 3000 J
3.
How much work is done when a carpenter applies a force of 30 N to a saw over a
distance of 50 km?
F = 30 N
W=Fxs
s = 500 m or 0,5 m
= 30 x 0,5
= 15 J
4.
What force must have been applied to a box if 250 J of work is done in moving it 5m in
the direction of force.
W = 250 J
Fg = F x s
250
𝐹𝑥5
s=5m
= 5
5
F=?
F=
250
5
F = 50N
5.
At a building site, a crane hoists a concrete block up 12 m. The gravitation force of the
block is
4000 N. Calculate the work which the crane does.
F = 4000 N
W=Fxs
s = 12 m
= 4000 x 12
= 48000 J
38
6.
Tebogo pushes a supermarket trolley with a force of 25 N. Tebogo does 72 J of work on
the trolley. How far does Tebogo push the trolley?
F = 24 N
W = 72 J
W=Fxs
72
24 𝑥 5
= 24
24
s=?
s=
72
24
=3m
7.
A chocolate cake has a mass of 2400 g. What is the gravitation force of half the cake?
m = 2400 g or 2,4 kg
Fg = m x g
= 2,4 x 10
= 24N
Note only half the answer for half the cake: 24/2 = 12N
Exercise
1.
List five examples of potential energy.
(Anything above the surface of the Earth.)
Pencil on a table
Tensed or stretched out elastic
Chair on a patio edge
Objects on a table
Suspended objects
2.
List five examples of kinetic energy.
(Any moving object.)
Driving a car
Moving elevator
Moving bicycle
A person running
Birds flying
3.
A car, mass 800 kg, moves with a velocity of 30 m.s-1. Calculate the kinetic
energy of the car.
m = 800 kg
v = 30 m.s-1
Ek = ?
4.
Ek = ½ mv2
= ½ (800) (30)2
= ½ (800) (900)
= 360 000 J
The same car has stopped at the edge of a cliff, 80 m high. Calculate the
potential energy of the car.
m = 800kg
Ep = m x g x h
39
h = 80m
5.
A cricket ball has a mass of 160 g. Calculate its kinetic energy when a fast
bowler bowls it at 40 m.s-1.
m = 160 = 0,16kg
v = 40 m.s-1
6.
Ek = ½ mv2
= ½ (0,16) (40)2
= (0,08) (1600)
= 128 J
A boy is about to drop a soccer ball, mass 700 g, from a window 6m high.
Calculate the potential energy of the ball.
m = 700g / 0,7kg
h = 6m
7.
= 800 x 10 x 80
= 640 000 J
Ep = m x g x h
= 0,7 x 10 x 6
= 42 J
A springbuck, mass 136 kg runs and has 6000 J of kinetic energy. How fast is
it running?
m = 136kg
Ek = 6000 J
v=?
Ek = ½ mv2
6000 = ½ (136) v2
6000
68
= 68 v2
68
√88,24 = √𝑣2
v = 9,39 m.s-1
8.
A boulder, mass of 750 kg, rest at the edge on top of Table Mountain. It has
15 000 J of potential energy. How high is the mountain?
m = 750kg
Ep = 15 000 J
h=?
Ep = m x g x h
15000 = 750 x 10 x h
15000
7500 𝑥 ℎ
= 7500
7500
h=2m
40
EQUATIONS
Use
Ep = m x g x h
Ek = ½ mv2
and
1.
James runs at 3 m.s-1 with a kinetic energy of 100 J. How heavy is James?
v = 3 m.s-1
Ek = ½ mv2
m=?
110 = ½ (m) (9)
m = 24,4 kg
2.
An overhead projector has a mass of 5 kg and stands 1,5 m off the ground. How much
potential energy does it have?
m = 5 kg
Ep = m x g x h
h = 1,5 m
= 5 x 10 x 1,5
= 75 J
3.
A fan is placed on a wall, 350 cm high. The fan has 90 J of potential energy. What
is the mass of the fan?
h = 350 cm or 3.5 m
Ep = 90 J
m=?
4.
Ep = m x g x h
90 = m x 10 x 3.5
90 = m x 3.5
m = 2,57 kg
A buffalo has a mass of 550 kg. The buffalo has 63 500 J of kinetic energy when it
charges a passing car. What is the speed of the buffalo?
m = 550 kg
Ek = ½ mv2
Ek = 63 500 J
63 500 = ½ (550) (v)2
v=?
63 500 = (275) (v)2
63 500
275 𝑥 𝑣2
=
275
275
230,90 = v2
15,19 m.s-1 = v
5.
What is the amount of kinetic energy, when a baseball with a mass of 2,3 kg is thrown at
a speed of 15 m.s-1?
m = 2,3 kg
Ek = ½ mv2
-1
v = 15 m.s
= ½ (2.3) (15)2
= ½ (2.3) (225)
= 258.75 J
41
LIGHT
Light is a form of energy. Light is needed for photosynthesis in plants. Light is important in
our lives and for skilled tasks, such as reading and writing. When light is available, as during
day time, we are out and doing work. In the absence of light, in other words when it is dark,
we sleep. But what is light?
Light is a wave, an electromagnetic wave to be precise. It travels 300 000 kilometers in a
second. It moves so fast that it can go around the Earth seven times in less than 1 second.
Light can also travel in vacuum. We know this because light from the sun travels in vacuum
(space) to Earth.
Properties of light
*
*
*
*
*
Light travels in straight lines
Light can be reflected
Light can be refracted
Light can be transmitted
White light can be dispersed
Definition List
Term
Planner
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Luminous
Illuminating object
Transparent object
Translucent object
Opaque object
Optical medium
Light ray
Divergent beam
Convergent beam
Parallel beam
Rectilinear propagation of light
Image
Upright
Inverted
Laterally inverted
Reflection
Incident ray
Reflected ray
Refraction
20.
21.
22.
23.
24.
Refracted ray
Optical density
Transmission
Reflected ray
Refraction
25.
26.
27.
28.
Normal
Dispersion
Spectrum
Eclipse
Object shining in the dark; Emission of light
Object that shines light
Object that allows light to pass through
Object that allows light to pass through partially
Object that doesn’t allow light to move through
Medium through which light is transmitted
Electromagnetic wave that is visible (light)
Beams that are spread out from its source
Beams that focus onto a point
Beams that run adjacent without crossing another beam
Light that travels in a straight line
Artificial resemblance in art or sculpture
Perpendicular or vertical
Reversing the direction
Sides are swopped; mirror image
Bouncing off of light from objects
A ray of light that hits a surface
Light that bounces off an object and reflects back
Bending/changing pathway of light when it moves from one medium
to another with different densities
A ray that has entered a new medium and bent a specific way
A degree to which a refracted medium retards light
Sending or passing light
Light that bounces off an object and reflects back
Bending/changing pathway of light when it moves from one medium
to another with different densities
Imaginary line 90˚ to a surface
The action or process of distributing light
The bands of colour seen in a rainbow
When object covers/shades light from a source
42
* Elements = “alphabet” of matter
* Everything consists of matter
e.g. bacteria, air, furniture, dust on table.
* Occupies space and has mass
COMPOUNDS AND ELEMENTS
Liquids
*
*
*
*
Gases
Forces between particles = medium forces
move around and take shape of container
Medium spaces between particles
e.g. water, mercury
*
*
*
*
Forces between particles = very weak
Move continuously and randomly
Large spaces between particles
E.g. oxygen, nitrogen, hydrogen
Solids
*
*
*
*
Forces between particles = very strong
Regular pattern of movement and vibrates in fixed position
Very small spaces between particles
e.g. table, pen iron
43
COMPOUNDS AND ELEMENTS
Elements, the alphabet of matter
Everything around us consists of matter: the furniture around us and event he dust on the
table. Even things you cannot see like bacteria and air consists of matter!
All matter occupies space and has mass. Matter can be classified in there phases, namely:
1.
2.
3.
Solids
Liquids
Gases
Complete the table and give 5 examples of each phase:
1. Solid
Table
Pen
Bag
* Iron
2. Liquid
Water
Milk
Orange juice
* Mercury
Forces between
particles
Movement of the
particles
Space between the
particles
Particle diagrams
3. Gas
Oxygen
Nitrogen
Helium
* Hydrogen
Solid
Very strong
Liquid
Medium forces
Gas
Very weak
Regular pattern
vibrates in fixed
position
Very small spaces
Take shape of
container and
move around
Medium spaces
Move continuously
and randomly
Subli
matio
n
(vapo
ur
forms
direct
ly
from
solid)
Gas
large
Solid
M
elt
in
g/
He
ati
ng
Condensation
Fr
ee
zi
ng
Liquid
Heating
44
THE PERIODIC TABLE
* Most of the metals appear on the left hand side of the table.
* Non-metals appear on the right hand side.
* Horizontal rows – Periods (1-7)
* Vertical columns – Groups
Main group elements: 1A
VIII A
Transition metals: 1B
VIII B
FOUR GROUPS HAVE SPECIAL NAMES:
Group
Group
Group
Group
I
II
VII
VIII
:
:
:
:
Alkali metals
Alkaline earth metals
Halogens
Noble gases
Alkali metals
*
*
*
soft metals
react very easily with water
activity of metals increase from TOP to BOTTOM in this group
Alkaline earth metals
*
*
*
harder metals
less reactive than group I metals
activity of metals increase from TOP to BOTTOM in this group
Halogens
*
*
they are reactive non-metals
activity of halogens DECREASES from TOP to BOTTOM
Noble gases
*
relatively unreactive
PROPERTIES OF METALS, NON-METALS AND METALLOIDS
Metals
*
*
*
*
*
metallic shine
good conductors of heat and electricity
solids at room temperature
malleable (can be hammered into sheets) and ductile (drawn into wires)
high melting and boiling points
Non metals
45
*
*
*
*
*
mostly gases : Cℓ and O2
solids are : phosphorus and sulfur
hard and brittle (break easily)
poor conditions of heat and electricity
low melting and boiling points
Metalloids
*
*
elements that has both metallic and non-metallic properties
good semi–conductors
Element is in its pure form it is a poor conduct of electricity at room temperature
BUT, it becomes a good conductor at high temperatures
In the following table write down 5 elements and 5 compounds
Elements
Silicon - Si
Gold - Au
Silver - Ag
Chlorine - Cℓ
Oxygen - O
Compounds
H2O - water
CO2 – carbon dioxide
CO – carbon monoxide
Sodium chloride
Potassium chloride
In the space below draw representations of the atomic structures of:
Gold
* Au
* Element
Iron
* Fe
* Element
Water
* H20
*
Oxygen gas
* O2
* Element
Ozone
* O3
* Compound
Carbon dioxide
* CO2
* Compound
46
H
He
Li
Be
B
C
N
O
F
Ne
Na
Mg
Al
Si
P
S
Cℓ
Ar
K
Ca
Fe
Cu
Zn
Ag
Au
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
Hydrogen
Helium
Lithium
Beryllium
Boron
Carbon
Nitrogen
Oxygen
Fluorine
Neon
Sodium
Magnesium
Aluminum
Silicon
Phosphorus
Sulphur
Chlorine
Argon
Potassium
Calcium
Iron
Copper
Zinc
Silver
Gold
All the elements on the periodic table can be classified as either metals or non-metals in the
table below compare the properties of metals and non-metals with each other.
Metals
Metals have a metallic shine
* Good conductor of heat and electricity
* Solids at room temperature
* Malleable (can be hammered into sheets)
AND ductile (drawn into wires)
* High melting and boiling points
Non-metals
Non-metals are dull
* Mostly gases : Cℓ and O2
* Solids are : phosphorus and sulfur
* Hard and brittle (break easily)
* poor conductors of heat and electricity
* low melting and boiling points
47
Draw up a mind map to summarize the section “Elements and Compounds and
mixtures”.
COMPOUNDS, MIXTURES, AND SEPARATING METHODS
Combining two or more elements
during a chemical reaction.
* during chemical reactions
* substances that react together
are REACTANTS
* Compound that forms is the
PRODUCT.
Eg: Magnesium and oxygen REACT
to form Magnesium oxide
* Sorting – easiest way.
* Magnetism – separate substances that have
magnetic properties. Magnetic substances
mixed with non magnetic substances.
* Filtration – remove insolvable substances
from a solution.
* separating funnels – used to separate liquid
mixtures with different densities.
* Evaporation – used to separate a mixture
that has dissolved from a liquid.
* Distillation – relies on the process of
evaporation and condensation.
* Chromatography – pigments are responsible
for the colours of many things. Used to
separate mixtures of pigments.
Always classify substances
according to properties such as
taste, look, feel and smell. We
also classify them according to
phases (solid, liquid gases).
Substances are mixtures when
they are made up of different
types of particles that are not
chemically bonded. Also known as
impure substances. They can be
separated easily.
48
OXYGEN
Oxygen constitutes about 21% of the Earth’s atmosphere. Oxygen in the atmosphere consists
almost entirely of molecules in which two atoms of oxygen are held together by a double
covalent bond.
High in the atmosphere oxygen molecules with three atoms are produced, called ozone.
At very low temperatures (about -183˚C) oxygen becomes a pale blue liquid and even becomes
a solid at about -281˚C.
1.
Why is oxygen so important for life?
*
*
2.
State the physical properties of oxygen
*
*
*
3.
colourless
odourless
non-toxic
State the chemical properties of oxygen
*
*
*
4.
most abundant pure element on Earth
needed to sustain life
two atoms (DIATOMIC) in nature : O2
low temperatures -183˚C oxygen is a pale blue liquid
At -218˚C oxygen is a solid
How is oxygen produced and collected in
i)
A laboratory
*
*
ii)
Industry
*
*
5.
heat potassium chlorate with manganese oxide
O2 will be released
Oxygen produced in enormous quantities from our air
Air is liquefied, the distilled. Nitrogen and argon are more volatile
(evaporate quickly) and leaves oxygen behind.
Describe how you would test for oxygen in a laboratory
*
*
Potassium chlorate is heated in the presence of manganese dioxide. Potassium
chlorate breaks down to release O2.
Oxygen is collected in a test tube/gas jar. A glowing split will re-ignite in the
present of oxygen.
49
6.
Make a labeled drawing of how you would test for oxygen in a lab
7.
Draw a labeled diagram of the apparatus used to collect oxygen
8.
State at least four uses for oxygen
*
*
*
*
*
used in steel making industry
used in welding industry
used to make titanium dioxide (found in plastics, paints, paper etc)
used in medical field as life support
sustains all living organisms
Activity
In table form, compare oxygen, hydrogen and carbon dioxide with each other
Oxygen
* supports combustion
* supports all living organisms
* used in the steal making
Industry
* use a glowing splint it will
re-ignite in the presence of
oxygen
Hydrogen
* supports combustion
* rocket fuel
* forms an important part of
plant fertilizers
* a loud popping sound is
heard as hydrogen ignites
with oxygen
Carbon dioxide
* does not support
combustion
* found in fire extinguishers
* used in refrigeration as dry
Ice
* carbon dioxide turns clear
lime water milky
50
Draw your animal cell in the space below remember all the rules:
51
Draw your plant cell here.
52
CELLS – THE BUILDING BLOCKS OF LIFE
In the table given below, fill in the functions of the organelles found in the plant and animal
cell.
Organelle
Nucleus
Vacuole
Mitochondrion
Ribosomes
Endoplasmic
reticulum
Golgi apparatus
Chloroplast
Cell wall
Cell membrane
Lysosome
Function (Plant cells or Animal cells)
Stores DNA and controls all activities of the cell
BOTH
Stores substances and keeps the plant cell rigid
BOTH
Converts glucose into energy
BOTH
The location in the cell where the proteins are made
BOTH
Modification of proteins and serves as a transport medium in the cell BOTH
Processing and packaging of proteins and fats
BOTH
A place where photosynthesis takes place
PLANT CELLS
Protects and supports the cell
PLANT CELLS
Selectively permeable – regulates what enters and leaves the cell
BOTH
Contains enzymes for intracellular digestion
BOTH
Complete the table of differences between plants and animal cells
Plant cell
Animal cell
Has a large vacuole
Has no vacuole / if present vacuoles are very small
Has a cell wall
Has a cell membrane only
Has a rigid shape
Irregular shape
Contains chloroplast
Have no chloroplast
QUESTIONS
1.
Compare the different layers of the kidney in table form, use the space provided below:
Description
Colour
Cortex
Brown with a reddish tinge
Texture
Function
Slimy
Moves blood into kidney
Medulla
Dark pink with red lines, becomes
lighter
More volume (thicker) also slimy
Filtrate is changed from plasma to
urine
53
2.
Draw your own labelled diagram to the kidney below:
3.
Explain in detail the formation of urine (you may have to do some research here)
*
*
*
*
*
*
*
4.
Blood enters the kidney
Inside the kidney the blood is under a very high pressure
This causes water, nutrients, salts, urea and other wastes to move out of the
blood stream into the kidney
No proteins or blood cells can move out of the blood stream.
As this combination of substances called filtrate moves through the kidney, most
of the water and useful substances and re-absorbed back into the blood stream
The filtrate moves through the kidney into the ureter
The ureter of each kidney transports the urine into the bladder
What two substances in blood are not excreted in urine? Why not?
Proteins and blood cells because they are too large to pass out of the blood stream.
5.
How many times more concentrated are salts in urine than in plasma?
Salt is more concentrated in the urine, the concentration is doubled.
6.
What disease are you suffering from if there is glucose in your urine?
Diabetes
It is caused by a lack of hormone insulin
Excessive amount of glucose and water is lose in the urine
In sever cases it can lead to a coma and even death
54
MIND MAP
The Kidney
* Cortex : brown layer with red dots.
A large volume of blood plasma is
filtered into tubules in the kidney to
form filtrate.
* Medulla : pink layer composed of
cone shaped structures called
pyramids filtrate is changed from
plasma to urine. Substances (water &
glucose) reabsorbed into blood
transported where needed. Urea,
excess sales and some water stays to
form urine.
* Forms part of urinary system.
* Bean shaped, about 11cm long and
5cm wide. Attached to back wall of
abdominal cavity above the waist.
Surrounded by fat hat protects and
cushions them against shock and
damage.
* Help regulate water balance in
body.
Excretory system health
and diseases
Excretion
* is the removal of harmful metabolic
waste from a living organism.
* metabolic/metabolism : includes
all chemical processes that a living
organism performs such as
respiration, tissue building etc.
* Harmful metabolic waste:
1. Waste containing carbon
Carbon dioxide is main culprit,
plants used it during photosynthesis
to produce glucose but animals have
to get rid of it.
2. Waste containing nitrogen
Found in various forms like
ammonia (aquatic), uric acid (insects
and birds) and urea (mammals).
The Urinary System
* At indent side of kidney the renal
artery brings supply of blood to
kidney. Renal vein takes purified
blood away from kidney against.
* Urine carried to bladder in long tube
called ureter, bladder stores urine
until a person feels the need to
urinate. Muscles at the base of
bladder relax and urine is expelled
from body through urethra.
* Skin covers body and is also an
excretory organ. Secretes water,
urea, mineral salts, and radiates heat
which is product of cellular
respiration.
* Has sweat glands that produce
sweat. Sweat moves along sweat
ducts through sweat pores to surface
of skin. Sweat evaporates and cools
body.
55
With a partner write down the changes that take place during puberty. Use the
table give below.
Changes during puberty in:
Boys
* Voice deepens
* Develops body hair (face and chest)
* Grow taller than females
* Shoulders become broad
* Greater muscle development
* Develop longer legs
Girls
* Breast development
* Fat distribution under skin (more)
* Hips widen
* Menstrual cycle begins
* Develop body hair
The male gamete (sex cell) the Sperm
Use the picture given below and make a labelled biological drawing in the space
provided.
56
Make a labelled biological drawing in the space provided of the ovum
57