2nd ESO. Physics and Chemistry.

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2nd ESO. Physics and Chemistry.

INDEX:

Pg 3
Unit 1: The scientific method.

Pg
Unit 2: Matter. Change of state. 11

Pg
Unit 3: Mixtures and pure 20
substances.

Pg
Unit 4: The structure of matter. 29

Pg
Unit 5: Chemical reactions. 35

Pg
Unit 6: Forces and motion. 41

Pg
Unit 7: Energy 48

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UNIT 1: THE SCIENTIFIC METHOD.

Lesson summary

Content
Vocabulary Grammar
Objetives

The lesson aims to help

students:
Science Comprative and Develop an understanding of
science and measumerents.
Measumerent superlatives Build an awareness of how
science is important in our
Laboratory Modals lives.
Differentiate between
physical a chemical changes.

1.- BRAIN STORMING

We should measure...
• What do you think sicence is? we should design ...
• What is a laboratory?
• Do you know any rule to work in a The distance between the
laboratory? Earth and the Sun is biggest
• Do yoy know what is the SI system? than de diameter of a virus.

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Work in pairs.

a) What do you think science is?

b) What are the main features of a scientist?
c) Do you think science has improved your life?

Expressions:
a) In my opinion...
b) First of all...
c) I think...
d) I agree /disagree because...
e) On the other hand...

READING.

What is science?

Science is what we know about the world as

a result of observation and experimentation to
reach conclusions. The main purpose of
science is to understand the structure of the
Universe and the laws that are responsible
for natural phenomena.

Physics is the science that studies the processes which affect matter but do not
change its compositions. E.g. Motion.

Chemistry is the science that studies the processes which affect matter and do
change its compositions, generating new substances.

Other scientific disciplines are biology, geology and astronomy.

The scientific method:

Scientifics have a way to do their work: it is called “the scientific method”. It

consists of a few simple steps to follow when they are investigating:

Observation: observe and study an event.

Construction of a hypothesis: once we have studied the problem, we
think of its possible logical causes.

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Experimentation: we design an experiment to reproduce the problem

following the hypothesis. We should measure the most important
parameters.
Analysis of the results: we analyse the results of the experiments to
deduce which hypothesis is the correct one. If no hypothesis is correct,
we should design a new one and repeat all the steps. It can be
necessary to make a table with the data a elaborate graph. There are
always variables in each experiment. There are two types:
a) Independent variables: the values that can be changed (x – axis).
b) Dependent variables: the values that result from the independent
variables (y – axis).
Conclusions: it´s necessary to draw conclusions after examining the data
from the experiment. The experiment can support the hypothesis as true,
or the experiment can disprove the hypothesis as false.

The description of a phenomenon is called scientific law.

The explanation of a phenomenon is called scientific theory.

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VOCABULARY

Data Parameter
Disciplines Phenomena
Disprove Purpose
Graph Steps
Law Support
Matter Theory
Measure Values

ACTIVITIES:

1.- Write T for True or F for false. Correct the false sentences:

a) The scientific method is only for scientists.

b) When you classify observed data, the classification criteria are not important.

c) A hypothesis is an informal observation.

d) The experiment to check a hypothesis only needs to be done once.

2.- Mike and Eli collected evidence during an experiment. They made this table
of their measurements:

Temperaure of water (ºC) 20 30 40 50 60

Time it took for salt to dissolve, in seconds 74 55 31 28 23

a) Show these data on a graph.

b) Explain what this graph tells you. Use the following expressions: first of
all, secondly, after all, what it means, as a result.

3.- Indicate whether the following changes are physical or chemical:

a) Water that freezes. e) Wine turns to vinegar.

b) Iron that rusts. f) Alcohol evaporates.

c) Wood that burns. g) A candle ignites.

d) An object falls toward the floor. h) A jar breaks.

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4.- Read the following text about the History of Electricity.

In 1786, Luigi Galvani, found out that when the leg

of a dead frog was touched by a metal knife, the leg
twitched violently. Galvani thought that the muscles
of the frog must contain electricity. By 1792,
Alessandro Volta, disagreed: he realized that the
main factors in Galvani´s discovery were the two
different metals – the steel knife and the tin plate
where the frog was lying. Volta showed that when
moisture (= humidity) comes between two different metals, electricity is created.
This led him to invent the first electric battery, the voltaic pile, which he made
form thin sheets of copper and zinc.

Now work in pairs and:

a) Identify the steps of the scientific method and write them in your
notebook.
b) Look up the words that you don´t know in a dictionary and write them in
your notebook.
c) Summarize the text in your own words in no more than four lines.

READING

Measurements:

The act of measuring is related to the concepts of quantity and unit. It is

fundamental in science.

A quantity is something that you can measure. For example:

mass or length. You cannot measure other things such as beauty
or love. They are not quantities.

In physical sciences, you measure different quantities such as

length, mass or time. Each quantity has its own unit of
measurement.

International System or Units.

The units you will use when you measure are called Standard International units
of SI. The International System of Units was set up in France in 1960 to make
sure that scientists all over the world use the same units to measure.

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Scientific notation.

When we work in science,

we sometimes use very
large and small numbers.
They are difficult to write.
To deal better with these
numbers, scientists use
scientific notation. For
example:

Concept Large number Scientific notation

The distance between 150000000 Km 1,5·108 Km
the Earth and the Sun
The diameter of a virus 0,000000042 m 4,2·10-8 m

ACTIVITIES

1.- Write the following numbers in scientific notation:

a) 9000 m /s.

b) 0,23000 Km.

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c) 623000 min.

d) 600 m.

e) 0,0006 h.

2.- Change the following units using conversion factors:

a) 230 hL to L.

b) 0,8 h to s.

c) 5,2 m2 to cm2.

d) 56 mg to g.

e) 6580 g to Kg.

f) 3,9 cL to daL.

g) 470 Hm3 to Km3.

h) 6,25 h to min.

3.- Fill in the gaps with these words (some words can be used more than once):

decimal, metric, system, measurement, scientific, bigger, smaller

The SI units are standard units of_______________. These units can be

divided up into_____________ units and they can be multiplied to
get__________ units. They work together to give us a more useful
___________ for measuring.

The system of measurement we use is called the ____________ or

___________ system. This means that it works in powers of ten. Today, most
countries use________________ measurements for ____________ purposes.

SPEAKING

Working in little groups, choose an important scientific advance from the 20 th

century and prepare a short presentation on it. Give reasons for your choice.

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LISTENING. (Lab safety rules).

https://www.youtube.com/watch?v=tsAHt0FiwNM

Write as much safety rules as you can:

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UNIT 2: MATTER. STATES OF MATTER.

Lesson summary

Content
Vocabulary Grammar
Objetives

Adjetives to describe
materials. Adjetives + infinitive. The lesson aims to help
Types of materials. students:
Three states of matter.
Adverbs. Learn how materials can be
distinguised from one to another
Properties observed to If... in term of their properties.
categorize three states Develope an understanding of
of matter. Can or can´t for how some materials can change
ability. states by being heating or
cooling.

1.- BRAIN STORMING

•What is matter?
The window is transparent.
•Do you any propertyiesof matter?
•How many states of matter exist? The marble is hard.
•Do you know the kinetic theory? Conditional.
Can or can´t for ability.

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READING.

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Did you know?

Plasma is considered to be the fourth
state of matter and it is achieved by
heating a gas to a very high temperature.
Science is constantly searching for new
states of aggregatuib abd ways to make
use of their properties.

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ACTIVITIES

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LISTENIG. Kinetic theory.

https://www.youtube.com/watch?v=8bGYV6ypP5o

1.- What does the kinetic theory explain?

2.- What is the difference between solid, liquid and gas particles?

3.- Why reason solids and liquids are incompressible?

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1.- Complete the text using the following words: particles, heat, rigidity, strongly.

The main characteristic we can see in a solid is its_______________. This

happens because the__________________ which make it up
are______________ connected, but a solid can become a liquid if we supply
enough__________________.

2.- Complete the following table in which we state the characteristics of solids,
liquids and gases. You should state whether they are rigid or not, and whether
they have their own shape and volume or the adopt those of the container, with
a “yes” or “no”.

3.- Complete the following diagram. Write down above each figure the state of
aggregation of the substance.

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4.- The figure shows an incomplete diagram. You should write down the three
states of aggregation of matter in our environment (one in each blank space),
and the name of a corresponding change of state.

5.- Find seven words related to temperature, the states of aggregation of

matter, and the changes of state in the following word puzzle.

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UNIT 3: PURE SUBSTANCES AND MIXTURES.

Lesson summary

Content
Vocabulary Grammar
Objetives

The lesson aims to help

Features of: students:
Physical and chemical Develop the understanding
changes. Pasive voice:
of matter.
Pure substances e.g. matter is made up...
Learn techniques to separate
(elements and ... is split mixtures.
compounds). the salt is dissolved Learn characteristic of pure
Mixtures (homogeneous substances and mixtures,
and heterogeneous)

1.- BRAIN STORMING

•Can you see the elements of a mixture?

A mixture is made of...
•What is a pure substances
•Give examples of pure substances and Water is boiled...
mixtures
•What is a mixture?
Ice is melted...

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READING.

Matter is everything that has mass and occupies space. Matter system can be
classified as:

Pure substances: can be elements or compounds.

Elements consist of only one type of particle. Elements

can´t be split up into anything by chemical methods.
They only contain one type of atom.

There are about 100 different elements. Each one has a

name and shorthand symbol. E.g. Carbon, C. Everything
on Earth is made up of elements.

All the elements are ordered in the periodic table.

Compounds contain two or more elements join up. The particles in a

compound are called molecules (formed when atoms join). To make a
compound the atoms must be from different elements and the join is known as
a chemical bond e.g. CO2 carbone dioxide.

Mixtures.

Most of the time, matter around us is in the form of mixtures. We rarely find pure
substances. Sea water and air are good examples of mixtures.

They have constituents which are not combined. The mixture has properties of
all its parts. If you´re clever enough, you can separate them very easily using
physical methods.

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Separation techniques are physical methods.

There are three separation techniques you need to be familiar with. Filtration.
Evaporation. Distillation.

a) Filtration and evaporation.

Rock salt is simply a mixture of salt and sand (they spread it on the roads in
Winter).

Salt and sand are both compounds, but salt dissolves in water and sand
doesn´t. This vital difference in their properties gives us a great way to separate
them.

You need to learn the four steps of the method:

1) The sand doesn´t dissolve (it´s insoluble) so it as big grains. Obviously

these won´t fit through the tiny holes in the filter paper, so it collects on
the filter paper.
2) The salt is dissolved in solution so it does go through, and when the
water is evaporated, the salt forms as crystals in the evaporating dish.

b) Distillation.

1) Distillation is a technique used

to separate a pure liquid from a
mixture of liquids or solutions.
The mixture is heated until one
liquid begins to turn into a gas.
This can then be cooled (to
condense it) and collected. The
diagram below shows the
equipment that is used for
distillation in laboratories.
2) Distillation is great for
separating a liquid from a solid
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in solution. It can be used for things like getting drinking water from salty
sea water.
3) It can also be used for separating several different liquids that have
different boiling points. The liquids boil off at different temperatures so
they can be collected separately. This type of distillation is called
fractional distillation.

c) Magnetic separation.

Mix sulphur and iron filings until you have a

uniform mixture. Cover the magnet with paper
and pass it over the mixture. Change the
receptacle and take the magnet out carefully.

VOCABULARY

Amount Hole
Atoms Join
Boil Made up
Chemical bond Melt
Compound Mixture
Cool Molecules
Dissolve Split up
Elements Steam
Evaporate Step
Fit Technique
Fractional distillation Tiny
Grains Vanish
Heat

ACTIVITIES:

1.- What´s an element?

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2.- Amanda mixes excess copper oxide with dilute sulphuric acid unitl no more
copper oxide will dissolve. She left with a blue solution of copper sulphate,
mixed with unreacted copper oxide powder. She separates the copper oxide
powder from the copper sulphate solution by using the apparatus shown below:
a) Complete the diagram below by filling in the missing labels.

b) What is this technique called?

3.- Are the following statements true or false? Give reasons for your answers.

a) Matter that is composed of more than one component substance is always

heterogeneous.
b) Homogeneous matter can be composed of several substances.
c) The components of a mixture can be separated by physical procedures.
d) When a liquid substance changes into a gas, it changes into a different
substance.

4.- Which technique can you use to separate each of the mixtures listed below?

a) Sand, gravel and clay

b) Sand and pieces of iron
c) Water and oil (density of water_1 g/mL; density of oil_0.8 g/mL)
d) Water and alcohol (boiling point of water_100 °C; boiling point of
alcohol_78.5 °C)

6.- a) Are the following types of matter pure substances, heterogeneous

mixtures or homogeneous mixtures?

i) Sugar and salt

ii) Fizzy lemonade

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iii) Sand and water

iv) Water
v) Milk with sugar
vi) Salt

READING. Solutions.

A solution is a homogenous mixture of two or more components.

Dissolving isn´t disappearing.

When a substance like salt dissolves, it hasn´t vanished. It´s still there. No mass
is lost.

The particles of one component separate and then disperse in the other.

The component in smaller proportion is called the solute.

The component in larger proportion is called the solvent.

If you evaporated off the solvent (the water), you´d see the solute (the salt)
again.

SPEAKING

1.- The following data refer to the pure substances A, B and C:

In which state is each substance at room temperature (20 °C)?

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2.- Your teacher has brought a sample of a white powder into the laboratory. It
looks homogeneous. She or he wants you to find out if it is a pure substance or
a homogeneous mixture. How can you do this?

3.- Substance X is a solid. When it is heated, it changes into a liquid. If it is left

to cool, it turns back into solid X. What type of changes have taken place:
physical or chemical? Explain your answer.

4.- Material A has uniform composition and properties. After a chemical change,
it is broken down into two other substances, B and C, which cannot be broken
down into simpler substances. Are substances A, B and C pure substances or
mixtures? If they are pure substances, are they elements or compounds?

LISTENING.

https://www.youtube.com/watch?v=jA0PzblYPUM

Questions:

1. What is a mixture?
2. Which are the part of a solution?
3. Give examples of solutions.
4. What is saturation?
5. Is salad a solution? And the ice tea?

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1.- Write four examples of pure substances and four mixtures. Also write the
substances they are made up of.

2.- Look at the images and write down whether the following materials are a
pure substance or a mixture. In the case of a pure substance, state whether it is
an element or a compound.

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3.- Complete the diagram, which shows a different way of classifying matter.
Write down the appropriate word in the empty boxes. Use the following terms:
filtration, pure substances, elements, decanting, solutions, compounds,
distillation.

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UNIT 4: THE STRUCTURE OF MATTER.

Lesson summary

Content
Vocabulary Grammar
Objetives

The lesson aims to help

Features of: students:
Develop the understanding
Atom. of the structure of the
Superlatives:
Subatomic particles matter.
eg the atom is the Learn about the particles that
(electrons, protons
smallest particle. an atom is made of.
and neutrons).
Learn characteristic about
Atomic numbers elements and compounds,

1.- BRAIN STORMING

•What is an atom?
•Do you know any subatomic particle?
•What is an ion? And an isotope? An atom is made up...
•Do you know how a molecule is made up? An atom is the smallest...

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WORK IN PAIRS:

Look at the following substances:

Are they pure or mixed substances?

Which ones are simple substances and which ones are compounds?

How can you find out?

READING. Atoms and subatomic particles.

We know that matter can be split into smaller parts until we reach atoms, which
are invisible to the naked eye.

An atom is the smallest particle a simple substance can be divided into without
losing its chemical properties.

A chemical element is a substance that cannot be separated into simpler

substances by any physical or chemical process. In other words, a chemical
element is a substance made of only one type of atoms. For example carbon
only has carbon atoms and oxygen only has oxygen atoms.

As we have seen, matter is neutral. Therefore, common sense tells us that

atoms are also neutral.

Atoms are made up of particles that are electrically charged. They are
subatomic particles.

There are three types of subatomic particles in atoms: electrons, protons and
neutrons.

Electron (e-): Has got negative charge and very small mass (9,11·10-31 kg).
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Proton (p+): Has got positive charge. Its mass is 1836 times greater than
electron (1,67·10-27 kg)

Neutron (nº): has no charge. Its mass is equal to the proton.

So, atoms are not the smallest part of matter. Are the particles they are made of
the smallest? We know that protons and neutrons can be split into smaller
particles called quarks.

Structure of atoms:

Atoms are made up of a nucleus, which contains protons and neutrons, and a
shell, which contains electrons that are continuously moving around the
nucleus.

VOCABULARY

Atom Neutron

Carbon Oxygen

Charge Proton

Electron Split into

Made of Subatomic particle

Naked eye

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ACTIVITIES

1.- An atom has 3 protons, 3 electrons and 4 neutrons.

a) What is its mass?

b) What mass would it have if it did not have electrons?

c) What charge does the atom have?

d) What charge would it have if it only had two electrons?

2.- Draw an atom with 5 protons and 6 neutrons in its nucleus. How many
electrons do you need to add to make it neutral?

3.- Indicate which of the following statements are true and which are false.

a) If an atom is neutral, that is, its total charge is zero, its number of protons is
equal to its number of neutrons.

b) If an atom is neutral, that is, its total charge is zero, its number of protons is
equal to its number of electrons.

c) We can find electrons in the nucleus of an atom.

d) The mass of an electron is more than that of a neutron.

READING. Atomic and mass numbers.

The atomic number is the same number of protons there are in the nucleus of
an atom. It identifies each element. The symbol for the number of protons is the
letter Z.

The atomic number is represented by a number in subscript to the left of the

element symbol. For example 8O, 17Cl, 26Fe.

When the atom is electrically neutral, the number of electros is equal to the
number of protons. For example, an atom with 6 protons is always the element
carbon and it will have 6 electrons if it is neutral.

The mass number is the total number of protons and neutrons there are in the
nucleus. The symbol for the mass number is the letter A.

The mass number is represented by a number in superscript to the left of the

element symbol. For example 16O, 35Cl, 56Fe.

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Number of protons (Z) + Number of neutrons = Mass number (A).

ACTIVITIES

1.- The element chlorine has Z = 17 and A = 35. Calculate the composition of its
nucleus and how many electrons it has.

2.- An atom has 20 protons and a mass number of 40. How many neutrons and
electrons does it contain?

LISTENING. The atom structure:

https://www.youtube.com/watch?v=cpBb2bgFO6I

Complete the following sentences:

a) An atom is formed by protons, neutrons, electrons

and____________________.
b) The nucleus is made up_________________________.
c) A proton has got a really________________________.
d) The mass of the electrons is ________________ than the mass of the
protons and neutrons.
e) The mass of the atom is concentrated_______________.
f) The charge of an atom is always____________. This means that
______________________________________.

1.- Read the text carefully and answer the following questions without looking
them up in your textbook.

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a) What are the particles that make up matter called?

b) What is an atom?

c) What is a molecule?

d) How many carbon atoms could we place along a straight line 1 mm in

length?

e) Write down the chemical symbols of all the elements in the text.

2.- Mach with an arrow each word on the left to the corresponding statement on
the right.

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UNIT 5: CHEMICAL REACTIONS.

Lesson summary

Content
Vocabulary Grammar
Objetives

Features of: The lesson aims to help

students:
Physical and chemical
Future. Develop the understanding
changes.
e.g. We will analyse... of chemical reactions.
Chemical reactions
Reactants will create a Learn how pollution affect
Chemistry and the environment.
new...
environment.

1.- BRAIN STORMING

• What is a chemical reaction?

Future (will).
• What is a chemical equation?
• Do you know what is a reactant? We will analyse...
and a product? Reactants will create...

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WORK IN PAIRS:

Classify the following process as physical change or chemical change.

Compare your answers with your partner.

a) Ice melting: Take an ice cube and put it in a glass. Let enough time pass
until it has become liquid.
b) Lemon juice and sodium bicarbonate. Squeeze a little lemon juice into
half a glass of water. Then add half a spoonful of sodium bicarbonate.
c) A petrol engine. The petrol is used by the engine to create motion in a
vehicle.

Chemical transformations: substances disappear

and other new ones appear. These are called chemical
reaction.
Physical transformations: we have the same
substances at the beginning and at the end of the
process.

READING. Chemical reactions.

As you seen, the key aspect of a chemical change is the transformation of some
substances into others.

A chemical reaction is the process by which some substances, called reactants,

become new substances called products.

Chemistry uses special notation to incorporate all this information.

A chemical equation is the representation of a chemical reaction:

REACTANTS  PRODUCTS.

CH4 + 2O2  CO2 + 2H2O

In order to understand better what occurs, we will analyse the transformations

at the atomic level.

We will analyse the combustion of methane:

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If we examine the representations above, we can conclude that:

One or several substances, called reactants, react and transform.

One or several substances, called products, are formed.
No atom disappears, and no atom appears that was not there at the
beginning. These has only been a redistribution of the atoms.

Law of conservation of mass

In chemical reactions, no atom disappears or appears, so
the mass of the reactants is equal to the mass of the
products. Mass is conserved.

VOCABULARY

To appear /disappear Methane

Carbon dioxide Oxygen

Chemical equation Products

Chemical reactions Reactants

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ACTIVITIES

1.- By applying the Law of Conservation of Mass, predict the mass of the other
compound:

a) HCl + NaOH  NaCl + H2O

73g 80g 117g ?

? 20g 29.25g 9g

b) N2 + 3H2  2NH3

56g ? 68g

140g 30g ?

2.- Which has a larger mass, a new iron nail or a rusty iron nail? Explain the
reasons for our answer and draw the reaction with atoms.

3.- When you open a fizzy drink, does its mass increase or decrease? State
your hypothesis and debate in a small group.

READING. Chemistry and the environment.

Our progress is linked to the ways we obtain energy and the materials we use.
We name historical time periods according to the predominant material at the
time: The Stone Age, the Bronze Age and the Iron Age. We even call the
present time period the Plastic Age.

The chemical industry gives us an infinite number of advantages by providing

new materials with more adequate and innovative properties. But it also has
certain negative aspects. Until recently, we did not consider these negative
aspects.

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ACID RAIN:

THE GREENHOUSE EFFECT

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CHLOROFLUOROCARBONS (CFCs)

It may seem like chemistry is the cause of multiple types of

pollution and that there are only two alternatives: completely
abandoning it and going back to the ways of the past or accepting the problems
it causes.

However, there is a third option that is much more advantageous: encouraging

a rational, responsable use of chemistry, sources and products.

Make a questionnarie with three questions on different aspects of each one of

the environmental problems studied. Interview six people you know to find out
about their level of knowledge on the subject.

Analyse their answers, comparing siilarities and differences according to age,

educational level, gender, etc. Determine if they are aware of the problems
posed. Using this information, prepare an oral presentation or report.

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UNIT 6: FORCES AND MOTION.

Lesson summary

Content
Vocabulary Grammar
Objetives

The lesson aims to help

Types of bodies. students:
Passive voice: the... Develop an understanding of
Kinematic is called kinematic. how bodies move.
Differentiate between
Dinamic Relative clauses: several types of interactions.
Understand cocepts like
speed, aceleration, reference
frame, ...

1.- BRAIN STORMING

What is a force? I think...

What is aceleration? Under my opinion...
What is speed? Firstly...
Do you know the relationship In one hand...
between forces and
movement? In the other hand...

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Work in pairs.

Do you really know when you move?

In the picture on the left, two friends are talking on the

phone, one inside a car and the other inside a bus.
Discuss with your partner:

a) Which of the two is moving?

b) Who is moving away from whom?
c) Can you find a fixed point?

READING.

Kinematics:

The science that studies motion is called kinematics.

In order to study the motion of a body, we need to define concepts:

A body moves when it varies its position in regard to the origin of the reference
frame. It is called moveable.

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Velocity or speed:

Velocity is the measurement of the rate at which bodies move. It is calculated

as the ratio between the displacement and the time used. Its units in the
International System (SI) are m /s.

Acceleration

Acceleration is the measurement of the rate at which the velocity of a body

varies. It is calculated as the ration between the variation of velocity and the
time. Its units in the International System (SI) are m /s2.

VOCABULARY

Acceleration Motion

Displacement Move (v)

In regard to Position

Kinematic Reference frame

Measurement Velocity

ACTIVITIES

1.- In an 800 – metre race, we observe that

world champion passes the 150 m mark after 18
seconds and 75 hundredths.

a) How fast is he running?

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b) What will be the final time of the race if he maintains this speed?

2.- Indicate which animal runs faster:

a) A wolf that runs 200 metres in 12 seconds.

b) A grey squirrel that runs 45 metres in 3,75 s.

3.- A car move with a speed of 30 mph. One second later its speed is 32 mph.
Determinate the acceleration of the car. Express the result in units of the
International System.

READING. The concept of force.

We define force as any interaction between two

bodies by contact or at a distance that causes a
deformation or a change in their state of resting
or motion. Its unit of measurement is the newton
(N).

Forces can act by contact.

A body can be deformed when a force is applied

and its length varies along the force´s line of
action.

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There are three types of bodies according to the behaviour they demonstrate
with respect to deformation:

a) RIGID BODIES: they don´t deform under the action of a force. As a

consequence of this behaviour, they break and fracture.
b) PLASTIC BODIES: they deform when force is applied to them, but they
do not regain their initial length when the force disappears.
c) ELASTIC BODIES: they deform when a force is applied to them, and
they do regain their initial length when the force disappears.

A rock is a rigid body, clay is a plastic body, and a spring is an elastic body.

Forces can act at a distance.

A) The force of gravity.

Gravity is a force that acts at a distance between two bodies that have mass. It
increases with the value of these masses and decreases with the distance that
separates these bodies.

When we are near the surface of a planet, gravity has a special name: weight
force. Its calculation is simple:

W = m·g

where m is the mass of the body in kilograms and g is known as gravitational

acceleration (g = 9.8 m /s2).

B) Electric force.

When two bodies are charged, a force appears between them with the following
characteristics:

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C) Magnetic force.

When we experiment with magnets, we can see the following characteristics:

 It acts at a distance and decreases when the distance increases.

 It can be attractive or repulsive.
 The magnet has two differentiated parts called the north poles (N) and
south poles (S). Like poles repel an unlike poles attract.
 It only affects certain metals like iron.

VOCABULARY

Charge Interaction

Clay Iron

Deform (v) Magnet

Deformation Mass

Force Poles

Gravity Weigh

Increase

ACTIVITIES:

1.- Calculate your mass and your weigh on the Earth, Moon, Mars, Jupiter and
the Sun. Compare your results with your partner.
Gravity values (m /s2): Mercury 2.8; Earth 9.8; Moon 1.6; Mars 3.7; Jupiter 22.9; Sun 274.

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2.- Determine the gravity of a planet, knowing that 5.3 kg weigh 23.32N.

3.- You weigh a rock in Io, one of Jupiter´s moons and you obtain the value
36.2N. You bring it to Earth and it weighs 196N. What gravity does Io have?

LISTENING.

https://www.youtube.com/watch?v=WndJsQgUeW4

Answer these questions:

a) What is a force?

b) How many types of forces do you know? Give examples.

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UNIT 7: ENERGY.

Lesson summary

Content
Vocabulary Grammar
Objetives

Renewanble and Develop the understanding

of the advantages and
non renewable Pasive voice. disadvantages of renewable
energy sources. Abverbs of frecuency. and non renewable energy
sources..
The greenhouse (always, usually, Learn the names of the most
effect. sometimes and ago). common tyes of energies.
Develop an understanding of
The effects of First conditional. the causes and effects of
global warming. global warming.
May
Build an awareness of the
importance of saving energy

1.- BRAIN STORMING

• What´s the greenhouse effect?

Wind turbines are usually big.
• What´s global warming? Fossil fuels come from plants and animals that
• What´s the different between renewable and died millions days ago.
non renewable energy sources? Higher temperatures may cause the polar ice caps
• Explain several energy sources. to melt.

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WORK IN PAIRS. Read and write T for True or F for False.

a) Renewable energy sources will always be available.

b) Fossil fuels are made from dead plants and animals.
c) Nuclear waste isn´t dangerous.
d) You can´t hear wind turbines when they are working.
e) Hydroelectric power comes from moving water.

READING.

USABLE SOURCES OF ENERGY

Human beings need energy sources to provide thermal energy, for example, to
cook food and heat our homes. We also use energy sources to produce
electrical energy.

Non – renewable energy sources.

Non – renewable energy sources come from resources found in nature in

limited quantities, so they can run out in time.

The most important sources of non – renewable energy are fossil fuels and
nuclear energy.

 Fossil fuels: include coal, oil and natural gas. They are called “fossil”
fuels because they are formed
from the remains of plants and
tiny marine creatures that lived
millions of years ago.

Problems: Supplies are limited.

What´s more, the burning of
these fuels always produces
carbon dioxide gas. Because
we burn so much fossil fuel,
there is now more carbon dioxide in the atmosphere, which means the
greenhouse effect is increasing and causing a gradual rise in the average
temperature of the planet.

 Nuclear energy uses the energy released during nuclear reactions to

transform energy into electrical or thermal energy.

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Problems: tremendous safety measures are necessary because radioactive

substances are extremely dangerous. The storage of this radioactive waste
causes another serious problem: these waste products and their by – products
must remain safe during their average life, which can be thousands of years.
Also, it is extremely expensive first to build nuclear power stations, and then
later demolish them when they are no longer needed.

Renewable energy sources.

Renewable comes from inexhaustible natural resources. The most important

sources of renewable energy are hydroelectric, geothermal, solar, wind, tidal
and biomass energy.

 Solar energy: we get a huge amount of energy directly form the sun. We
use very little of it. Solar Cells and panels convert sunlight into electricity.
Problems: It´s not always sunny and it´s very expensive.
 Biomass: the energy from the sun is trapped by plants as they grow. We
use it when we eat plants, burn wood, sugar cane (sugar used to make alcohol,
used in cars) and rotting plants (produce a gas similar to methane).
 Wind energy: It comes from the sun because wind is caused by the sun
heating different parts of the Earth. Problem: windmills are very efficient but
need large wind turbines to get as much energy as power station.
 Hydroelectric energy: dams are
used to stored rain water and the falling
water is used to make electricity using
a water wheel.
 Tidal energy: as the moon goes
round the Earth it pulls on the seas so
that the height of the tides varies. If a
dam is built across an estuary, at high
tides we trap the water and at low we
let it go making electricity.
 Geothermal energy: the inside of the Earth is hot. In some countries hot
water comes to surface naturally in others is pumped out to get steam.

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VOCABULARY

Run out tides

Nuclear reaction pumped out
radioactive steam
by - products windmill
renewable rotting plants
non - renewable sugar cane
inexhaustible
dam

ACTIVITIES.

1.- Find the energy types.

2.- Match the energy types of the

comments.

1.- Fossil fuels

2.- Nuclear energy.

3.- Solar energy.

4.- Wind energy.

5.- Biomass.

6.- Hydroelectric energy.

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3.- Complete the energy question summary.

Biomass fossil fuels hydroelectric energy non – renewable nuclear energy

renewable energies solar energy wind energy

Today we still use_____________, like oil, coal and natural gas, for our energy.
These fuels are called____________ energy sources because they can´t be
replaced. We also use_____________, but this produces nuclear waste. We
can use__________ example is__________, but people complain about the
turbines. A third example is _____________, but the dams and reservoirs are
very expensive. Finally, there is the possibility of using ____________ to make
biofuels, but these also release dangerous gases.

4.- Work with a partner. Describe two problems os the following energy sources.

Example:

A: The supply of fossil fuels is limited and very soon they will run out.

B: Also, the burning of fossil fuels produces lots of carbon dioxide and this can
increase global warming.

a) Fossil fuels.
b) Wind energy.
c) Hydroelectric energy.
d) Nuclear energy.
e) Solar energy.
f) Tidal energy.

LISTENING.

https://www.youtube.com/watch?v=wyVF6R9e6xE

1.- What is light?

2.- Water movement __________________ also produce energy.

3.- Energy is good for:

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WORK IN PAIRS. Match:

a. May affect the Earth´s

1. The green house effect. weather.
2. Global warming. b. Controls the Earth´s
3. Greenhouse gases. temperature.
4. Climate change. c. Trap heat in the atmosphere.
d. May cause the polar ice caps
to melt.
READING

Global warming:

The Earth´s temperature is controlled by the greenhouse effect. Solar radiation

passes through the Earth´s atmosphere and warms the Earth´s surface. Some
of this heat is reflected back into space, and some is trapped in the atmosphere
by greenhouse gases like carbon dioxide. This makes the Earth warm enough
for us to live on.

However, levels of carbon dioxide in the atmosphere have risen during the last
century. Lots of scientists think this is because people are using more fossil
fuels and cutting down too many trees. They think the rise in carbon dioxide
may cause global warming which may have a serious effect on our planet.
Higher temperatures may cause the polar ice caps to melt, which will make the
sea level rise. If the sea level rises, towns and cities on the coast may
disappear. Global warming may also cause climate change. If it doesn´t rain
enough, there will be droughts in some areas and the crops won´t grow. In other
areas there will be
too much rain
causing flooding
and soil erosion.

Scientists are
developing new
technologies to
reduce levels of
carbon dioxide in
the atmosphere. They are developing electric and hybrid cars, so we use fewer
fossil fuels for transport. If people use energy efficient light bulbs in their
houses, they will use less energy. Lots of people are trying to save energy
because they hope it will slow down the effects of global warming.

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ACTIVITIES

1.- Read the text again. Write T for true or F for False. Correct the false
sentences.
a) The Earth´s surface is warmed by solar radiation.
b) Carbon dioxide is a greenhouse gas.
c) These days there is too much oxygen in the atmosphere.
d) If the polar ice caps melt, the sea level will fall.
e) Global warming may cause the weather to change.
f) People hope to slow down global warming by saving money.

2.- Join a word in A to a word in B. Match the new word to the definitions.

a) It causes the Earths temperature to

rise.
Global warming
b) It controls the temperature of the Earth.

c) If it rises, towns on the coast may

disappear.

d) It comes from the Sun and warms the

Earth.

e) It´s a greenhouse gas.

f) Special vehicles that use fewer fossil fuels.

g) They will melt if the temperature rises.

h) It will make the weather different.

VOCABULARY

Atmosphere Greenhouse effect

Century Grow
Climate change However
Crops Hybrid car
Cut down Light bulb
Develop Melt
Disappear Polar ice caps
Drought Reduce
Fewer Slow down
Flooding Soil erosion
Global warming Surface.

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GRAMMAR FOCUS

May First conditional

The rise in carbon dioxide may cause global If it doesn´t rain enough, there will be
warming. droughts in some areas.
Higher temperatures may cause the polar ice If people use energy – efficient light bulbs in
caps to melt. their houses, they will use less energy

LISTENING

https://www.youtube.com/watch?v=ycdke8MTSCI

1.- Complete the sentences:

a) The sun gives us two types of energies_____________________________

b) There are two types of energies___________________________________

2.- How to use energy responsibly:

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