Worksheet: Forces and Motion

Learning Objectives:
 Understand balanced and unbalanced forces.
 Identify the effects of balanced forces on motion.
 Identify the effects of unbalanced forces on motion.

Section 1: Multiple Choice Questions (MCQs)

1. The unit of force is:
a) Joule
b) Newton
c) Watt
d) Pascal
2. Which of the following is an example of a balanced force?
a) A car accelerating on the road
b) A book resting on a table
c) A ball rolling downhill
d) A rocket launching into space
3. If an object is moving at a constant speed in a straight line, the forces acting on it are:
a) Balanced
b) Unbalanced
c) Increasing
d) Decreasing
4. When a force is applied to an object and it starts moving, this is an example of:
a) A balanced force
b) An unbalanced force
c) Friction
d) Inertia
5. What force acts against motion and slows down objects moving in the air?
a) Gravity
b) Friction
c) Air resistance
d) Magnetic force
6. Which force keeps us on the ground?
a) Friction
b) Gravity
c) Magnetic force
d) Normal force
7. When an object is dropped, what force pulls it downward?
a) Air resistance
b) Gravity
c) Friction
d) Buoyancy
 8. An object moves in a circular path due to:
a) Friction
b) Gravity
c) Centripetal force
d) Weight

Section 2: Definitions
1. Force
2. Balanced Force
3. Unbalanced Force
4. Friction
5. Gravity
6. Air Resistance
7. Weight
8. Inertia

Section 3: Short Answer Questions

1. Explain the difference between balanced and unbalanced forces with examples.
2. What happens to an object if the forces acting on it are balanced?
3. Describe what happens when an unbalanced force acts on an object.
4. How does friction affect moving objects?
5. Why do objects slow down when moving through air?
6. What is the difference between weight and mass?
7. How does gravity affect objects on Earth?
8. What force helps us walk without slipping?
9. A cyclist stops pedalling but keeps moving for a short distance before stopping. Which force causes the
cyclist to stop?

Section 4: Diagram Questions

1. Draw a diagram of a book resting on a table. Label all the forces acting on it.
2. Draw a parachutist falling. Label the forces acting on the parachute.
3. A car is moving to the right. Draw arrows to show all the forces acting on it (friction, gravity, normal
force, applied force).

Section 6: True or False

1. ___ A balanced force does not change the motion of an object.
2. ___ An unbalanced force can make an object speed up, slow down, or change direction.
3. ___ Friction always helps objects move faster.
4. ___ Air resistance acts in the same direction as motion.
5. ___ Gravity acts on all objects, whether they are moving or not.
6. ___ Weight is the same as mass.
7. ___ If no force is acting on an object, it will eventually stop moving.
Column A Column B
1. Gravity a) Force that opposes motion
2. Friction b) The force that pulls objects towards the Earth
3. Air resistance c) An object in motion stays in motion unless acted upon
4. Inertia d) Upward force exerted by a surface
5. Normal force e) A force that slows objects moving through air
6. Unbalanced force f) Forces that cause motion change
7. Balanced force g) Forces that do not change motion

Section 7: Fill in the Blanks

1. The unit of force is the _____________.
2. If forces are balanced, an object will ________ or move at a ________ speed.
3. The force that pulls objects toward Earth is called ________.
4. ________ opposes motion and makes it harder for objects to slide past each other.
5. When an object slows down in air, it is experiencing ________.
6. If an object changes its motion, it is because of an ________ force.
7. The normal force is exerted by a ________ to support an object resting on it.

Section 8: Application Questions

1. A bus suddenly stops, and you lurch forward. Explain this using Newton’s first law of motion.
2. A skydiver jumps out of a plane. What forces act on them before and after they open their parachute?
3. A football is kicked on a field. Explain how forces act on the ball from the moment it is kicked until it
stops.
4. Why does a ball stop rolling after some time, even if no one touches it?
5. If two people push a box from opposite sides with equal force, will it move? Explain why or why not.
6. Why do astronauts float in space while people on Earth do not?

Section 9: Experiment-Based Questions

1. You push a toy car on a smooth surface and a rough surface. What do you observe? What force is
responsible for the difference?
2. Drop a feather and a stone from the same height. Which falls faster? Explain why.
3. Place a book on a table. Push it lightly and then push it harder. How does the force affect the motion?
Forces and Motion – Speed
Learning Objectives:
 Understand what is meant by speed.
 Learn the unit of speed.
 Calculate speed using the formula.
Section 1: Multiple Choice Questions (MCQs)
1. What is the formula for speed?
a) Speed = Distance × Time
b) Speed = Distance ÷ Time
c) Speed = Time ÷ Distance
d) Speed = Distance + Time
2. The SI unit of speed is:
a) km/h
b) m/s
c) cm/s
d) mph
3. A car travels 200 meters in 10 seconds. What is its speed?
a) 10 m/s
b) 20 m/s
c) 2000 m/s
d) 2 m/s
4. If a cyclist travels at a constant speed of 5 m/s for 10 seconds, how far does the cyclist travel?
a) 5 m
b) 10 m
c) 50 m
d) 500 m
5. If an object moves with a constant speed, it means:
a) Its speed is increasing
b) Its speed is decreasing
c) Its speed does not change
d) It is stationary
6. Which of these has the highest possible speed?
a) A running athlete
b) A train
c) A jet plane
d) Light
7. A car moves at 60 km/h for 2 hours. What distance does it cover?
a) 30 km
b) 120 km
c) 100 km
d) 60 km
 8. If a person runs 100 meters in 20 seconds, their speed is:
a) 5 m/s
b) 10 m/s
c) 2 m/s
d) 20 m/s

Section 2: Definitions
1. Speed
2. Average speed
3. Constant speed
4. Unit of speed
5. Time
6. Distance

Section 3: Short Answer Questions

1. What is the difference between speed and velocity?
2. Explain the meaning of constant speed with an example.
3. Why is speed measured in m/s instead of meters or seconds alone?
4. How does the speed of a moving vehicle change when it moves uphill?
5. What is meant by highest possible speed? Give an example.
6. Why is speed different from acceleration?
7. Convert 36 km/h to m/s.
8. If a cyclist covers 10 km in 20 minutes, what is their speed in m/s?

Section 4: Fill in the Blanks

1. The formula for speed is ________.
2. The SI unit of speed is ________.
3. If an object is moving at a ________ speed, its speed does not change.
4. The speed of light is ________ m/s.
5. Speed tells us how ________ an object moves.
6. The unit km/h is used to measure speed for ________.
7. A higher speed means an object is moving ________.
8. A snail moves very ________, while an airplane moves very ________.

Section 6: True or False

1. ___ Speed is measured in meters per second (m/s).
2. ___ Average speed is always equal to constant speed.
3. ___ Light travels at a lower speed than sound.
4. ___ The speed of an object can never change.
5. ___ If time increases and distance remains the same, speed decreases.
6. ___ Speed can be measured in km/h or m/s.
7. ___ The unit of time in speed calculations is hours only.
Section 5: Matching Activity
Column A Column B
1. Speed a) Distance covered per unit time
2. Average speed b) The speed at which an object remains
unchanged
3. Constant c) The total distance divided by total time
speed
4. Distance d) The total length traveled
5. Time e) The duration taken to travel
6. Light speed f) The highest possible speed in the universe

Section 7: Calculation-Based Questions

1. A car travels 500 meters in 25 seconds. What is its speed?
2. A person walks 2 km in 40 minutes. Convert their speed to m/s.
3. A train moves at 90 km/h for 3 hours. How far does it travel?
4. A rabbit runs 15 meters in 5 seconds. What is its speed?
5. Convert 20 m/s into km/h.

Section 8: Using Information from a Table

The table below shows the time taken by different vehicles to cover 100 meters.
Vehicle Time Taken (seconds)
Bicycle 10
Car 4
Bus 6
Train 2
Questions:
1. Calculate the speed of each vehicle.
2. Which vehicle is the fastest?
3. Which vehicle has the slowest speed?
4. If the train maintains this speed, how long will it take to cover 1 km?
5. Arrange the vehicles in increasing order of speed.

Section 9: Application Questions

1. Why do we use different units for measuring speed (km/h for cars and m/s for runners)?
2. If a car and a bicycle are moving at the same speed, will they cover the same distance in the same
time? Explain.
3. Why do astronauts in space feel like they are floating?
4. How does air resistance affect the speed of an object falling from a height?
5. Why do some sports cars have higher speeds than regular cars?
Experiment-Based Questions
1. Design a simple experiment to measure the speed of a moving object using a stopwatch and a
measuring tape.
 2. Observe a running race and estimate the speed of the fastest runner.
3. Drop a ball from different heights and measure the time taken to hit the ground. Calculate its speed.
Forces and Motion – Distance-Time Graphs
Learning Objectives:
 Use graphs to describe motion.
 Understand what a distance-time graph represents.
 Draw and interpret distance-time graphs.

Section 1: Multiple Choice Questions (MCQs)

1. What does a distance-time graph show?
a) The distance covered by an object over time.
b) The direction of an object’s movement.
c) The forces acting on an object.
d) The weight of an object.
2. A straight horizontal line on a distance-time graph means the object is:
a) Moving at a constant speed.
b) Accelerating.
c) Stationary.
d) Moving backward.
3. A steeper slope on a distance-time graph represents:
a) Slower movement.
b) Faster movement.
c) Stationary motion.
d) Decreasing speed.
4. What does a straight diagonal line on a distance-time graph represent?
a) Constant speed.
b) Changing speed.
c) An object at rest.
d) Moving backward.
5. Why do scientists use graphs?
a) To display data visually.
b) To make calculations more difficult.
c) To remove the need for numbers.
d) To guess the results.
6. Which of the following represents an object moving back to its starting point?
a) A flat line.
b) A downward-sloping line.
c) An upward-sloping line.
d) A wavy line.

Section 2: Definitions
Define the following terms in your own words:
 1. Distance-time graph
2. Constant speed
3. Stationary
4. Axis (in a graph)
5. Slope of a graph
6. Average speed
7. Steeper slope

Section 3: Fill in the Blanks

1. A distance-time graph shows how the ______ of an object change over time.
2. A horizontal line on a distance-time graph means the object is ________.
3. The steeper the line, the _______ the object is moving.
4. The x-axis of a distance-time graph represents ______.
5. The y-axis of a distance-time graph represents ______.
6. A downward sloping line means the object is moving ______ its starting point.
7. A straight diagonal line means the object is moving at a ______ speed.

Section 4: Short Answer Questions

1. Why are graphs useful in science?
2. What does the slope of a distance-time graph tell us?
3. How can you tell from a graph whether an object is moving quickly or slowly?
4. How do you calculate average speed from a distance-time graph?
5. What is the difference between a straight-line graph and a curved graph?
6. What does it mean when the line on a distance-time graph moves downward?
7. Describe the motion of an object represented by the following graphs:
o A straight horizontal line.
o A straight diagonal line upwards.
o A downward sloping line.

Section 5: Matching Activity

Column A Column B
1. Steep slope a) Object is not moving
2. Flat line b) Object moving away at a constant speed
3. Downward slope c) Object moving at high speed
4. Upward slope d) Object returning to starting point
5. Curved line e) Object is accelerating or decelerating

Look at the following graph and answer the questions.

 1. Describe the motion of the object at each part of the graph.
2. What is the object’s speed at different points?
3. During which section was the object stationary?
4. Did the object ever move back to the starting point?

Section 7: Calculation-Based Questions

1. A runner moves 200 meters in 50 seconds. What is their speed?
2. A car moves at a constant speed for 3 minutes, covering 900 meters. What is its speed?
3. A cyclist starts at 0 m and moves to 500 m in 100 seconds, then stops for 50 seconds. Sketch a
distance-time graph for this journey.
4. A bus travels 120 km in 3 hours. Find the speed and plot the graph.

Section 8: Graph Drawing

Draw distance-time graphs for the following scenarios:
1. A stationary object.
2. An object moving at constant speed away from the starting position.
3. An object moving at constant speed back to the starting position.
4. A car moving slowly at first, then faster.
5. A person running fast, then stopping for a while, then running back.

Section 9: Real-World Application Questions

1. Why is it important to understand motion graphs in real life?
2. How do pilots use distance-time graphs in navigation?
3. How do safety precautions impact the motion of a car?
4. Why do roller coasters have steeper and less steep sections?
5. Can we use a distance-time graph to measure acceleration? Why or why not?

Section 10: Sketching from a Journey Description

Read the journey description and sketch the graph:
 A cyclist starts at 0 meters and rides at a steady speed for 5 minutes to 500 meters.
 The cyclist rests for 2 minutes.
 Then, the cyclist returns at the same speed to the starting point.
Forces and Motion – Moments and Turning Effects of Forces
Learning Objectives:
 Recognize when a force causes something to turn.
 Understand the concept of a moment.
 Calculate moments using the correct formula.
 Understand how forces can cause turning effects.
 Identify levers, pivots, and moments in real life.

1. What is the unit of moment?

a) Newton (N)
b) Joule (J)
c) Newton-meter (Nm)
d) Kilogram (kg)
2. A moment is a measure of:
a) The speed of an object.
b) The force applied in a straight line.
c) The turning effect of a force.
d) The energy stored in an object.
3. Which of the following would increase the moment of a force?
a) Using a shorter lever.
b) Applying force closer to the pivot.
c) Increasing the force applied.
d) Decreasing the force applied.
4. Where must force be applied for the greatest turning effect?
a) Near the pivot.
b) At the pivot.
c) Far from the pivot.
d) At any point; distance doesn’t matter.
5. Which of these is an example of a turning force in everyday life?
a) Kicking a ball.
b) Pushing a shopping cart.
c) Opening a door.
d) Running on a track.

Section 2: Definitions
1. Moment
2. Pivot
3. Lever
4. Newton-meter
5. Turning effect of force
6. Balancing forces
Section 3: Fill in the Blanks
1. The formula for moment is Moment = ______ × ______.
2. The SI unit for moment is ______.
3. A longer lever produces a ______ turning effect.
4. The fixed point about which a lever rotates is called the ______.
5. A seesaw is an example of a ______ in real life.
6. The farther the force is from the pivot, the ______ the moment.
7. A wrench works by increasing the ______ applied to a bolt.

Section 4: Short Answer Questions

1. What is a moment, and how is it calculated?
2. What is the difference between a small and a large moment?
3. Give three examples of turning effects of force in everyday life.
4. How does a door handle make opening a door easier?
5. Why is a longer spanner better for loosening a tight bolt?
6. If a force of 10 N is applied at 2 meters from the pivot, what is the moment?

Section 5: Matching Activity

Column A Column B
1. Pivot a) Used to multiply force using distance
2. Lever b) The turning effect of a force
3. Newton-meter c) The fixed point of rotation
4. Moment d) The unit of moment
5. Distance from pivot e) Affects the size of the moment

Section 6: Calculation-Based Questions

1. A person pushes a door with 15 N of force at a distance of 0.8 meters from the hinges.
o Calculate the moment.
2. A wrench is used to tighten a bolt with a force of 25 N at a distance of 0.5 meters from the pivot.
o Calculate the moment.
3. A seesaw is balanced when a 30 N force is applied 2 meters from the pivot.
o What force must be applied at a distance of 3 meters on the other side to keep it balanced?
4. A child applies a force of 10 N on a lever at a distance of 1.5 meters from the pivot.
o What is the moment?
o How can the child increase the moment without increasing force?

Section 7: Real-Life Applications

1. Why are door handles placed far from the hinges?
2. Why do seesaws balance when different weights are placed at different distances?
3. How do bottle openers and wrenches work using the turning effect of force?
4. How do cranes use turning effects to lift heavy loads?
5. Why is it harder to push open a door near the hinges?
Draw labelled diagrams of the following situations:
1. A wrench applying force on a bolt.
2. A seesaw with forces acting on both sides.
3. A person opening a door (show pivot, force, and distance).
4. A spanner loosening a bolt with force and moment labelled.
Graphing
Plot a graph showing the relationship between distance from the pivot and moment for a constant force of 10
N.
 X-axis: Distance from the pivot (m)
 Y-axis: Moment (Nm)
Questions based on the graph:
1. What happens to the moment when distance increases?
2. How does this explain why longer tools are used to turn objects?

Section 9: True or False

1. A shorter lever produces a greater moment. (True / False)
2. The moment depends on both force and distance. (True / False)
3. A wrench is an example of a lever. (True / False)
4. The SI unit of moment is Newton. (True / False)
5. Increasing the force applied to a lever always increases the moment. (True / False)

Section 10: Applying Knowledge

1. A playground seesaw is balanced with two children sitting at different distances. One child moves
closer to the pivot. What happens to the balance? Explain using the concept of moments.
2. Why do bicycles have longer handlebars?
3. Why do athletes in sports like weightlifting use wide grips when lifting heavy weights?
4. What happens when you push a door closer to the hinge versus farther from the hinge? Explain why
this happens.
5. How do you increase the moment without increasing force?

Forces and Motion – Pressure and Its Effects

Learning Objectives:
 Understand that forces can cause pressure on an area.
 Identify what affects pressure and Calculating pressure using the formula.
 Recognize how force and area impact pressure.
 Understand real-life examples of pressure applications.
Section 1: Multiple Choice Questions (MCQs)
1. What is the unit of pressure?
a) Newton (N)
b) Pascal (Pa)
c) Joule (J)
d) Newton-meter (Nm)
 2. Pressure is a measure of:
a) The force acting over a large area.
b) The force applied in a straight line.
c) The force applied per unit area.
d) The energy stored in an object.
3. If the force applied increases, what happens to pressure?
a) Increases
b) Decreases
c) Stays the same
d) Depends on the surface
4. Which of the following decreases pressure?
a) Increasing the force applied
b) Increasing the surface area
c) Decreasing the surface area
d) Using a sharp object
5. Which of these is an example of high pressure?
a) A person standing on the snow with flat shoes
b) A knife cutting a fruit
c) A camel walking on sand with wide feet
d) A wooden block resting on the table

Section 2: Definitions
Define the following terms in your own words:
1. Pressure
2. Pascal
3. Force
4. Surface area
5. Newton per square meter
6. Sharpness

Section 3: Fill in the Blanks

1. The formula for pressure is Pressure = ______ ÷ ______.
2. The SI unit for pressure is ______ (Pa).
3. If the force applied increases and the surface area remains the same, pressure will ______.
4. If the surface area increases while the force remains the same, the pressure will ______.
5. A sharp knife exerts more/less pressure than a blunt knife (choose one).
6. The higher the force, the ______ the pressure.
7. The smaller the area, the ______ the pressure.

Section 4: Short Answer Questions

1. What is pressure, and how is it calculated?
2. What happens to pressure when the area is doubled but force remains the same?
 3. Why does a sharp knife cut better than a blunt one?
4. How does a snowshoe prevent a person from sinking into the snow?
5. Why does a bed of nails not harm a person when they lie on it?
6. If a force of 50 N is applied over an area of 5 m², what is the pressure?
7. What happens to pressure if the force applied decreases but the surface area remains constant?

Section 5: Matching Activity

Column A Column B
1. High Pressure a) Large surface area, small force
2. Low Pressure b) The unit of pressure
3. Pascal (Pa) c) Less area, more force
4. Large Surface d) Affects pressure
Area
5. Force e) Causes low pressure

Section 6: Calculation-Based Questions

1. A person stands on the ground with a force of 600 N. The contact area of their feet is 0.3 m².
o Calculate the pressure exerted on the ground.
2. A knife blade has an area of 0.002 m² and a force of 20 N is applied to it.
o Calculate the pressure exerted by the knife.
3. A wooden block weighing 100 N rests on a table with an area of 2 m².
o Calculate the pressure.
4. A tractor's wheels have an area of 5 m² and exert a force of 3000 N.
o What is the pressure exerted on the ground?
5. A camel’s feet exert 4000 N of force on a 2 m² area. A horse’s feet exert 3000 N on a 1 m² area.
o Which animal exerts less pressure on the ground? Explain why.

Section 7: Real-Life Applications

1. Why are the soles of hiking boots made wider?
2. Why does a nail easily go into wood when hammered, but not if the blunt end is used?
3. How do hydraulic presses use pressure?
4. Why do tanks have wide tracks instead of wheels?
5. Why do knives need sharpening?

Section 8: Sketching and Graphing

Draw labeled diagrams of the following situations:
1. A sharp knife vs. a blunt knife cutting a fruit (show pressure difference).
2. A person standing on one foot vs. standing on both feet (show pressure).
3. A person lying on a bed of nails vs. standing on one nail (explain pressure differences).
4. A camel’s wide foot vs. a horse’s narrow hoof on sand.
Graphing
Plot a graph showing the relationship between surface area and pressure for a constant force.
  X-axis: Surface Area (m²)
 Y-axis: Pressure (Pa)
Questions based on the graph:
1. What happens to pressure when the surface area increases?
2. How does this explain why heavy objects have wide bases?

Section 9: True or False

1. A wider surface area always increases pressure. (True / False)
2. A knife with a sharper blade has less pressure than a blunt blade. (True / False)
3. The unit of pressure is Newton per meter squared. (True / False)
4. A soft mattress exerts more pressure than a hard surface. (True / False)
5. Decreasing the force applied will always increase the pressure. (True / False)

Section 10: Applying Knowledge

1. A person wearing high heels and a person wearing flat shoes walk on soft ground. Who sinks more?
Explain why using pressure concepts.
2. A truck with four wheels and a bicycle with two wheels exert force on the ground. Which one has
higher pressure? Why?
3. Why do birds that stand on ice have wide, webbed feet?
4. How does the design of parachutes relate to pressure?
5. How can you decrease pressure when lifting heavy objects?

Forces and Motion – Pressure in Liquids and Gases

Learning Objectives:
 Understand how particles move in liquids and gases.
 Explain how particle movement causes pressure in liquids and gases.
 Analyze how changes in liquids and gases affect pressure.
 Use diagrams to show particle arrangements in liquids and gases.
Section 1: Multiple Choice Questions (MCQs)
1. What causes pressure in a liquid?
a) The movement of gas particles
b) The weight of the liquid above a certain point
c) The size of the container
d) The color of the liquid
2. As depth in a liquid increases, pressure:
a) Increases
b) Decreases
c) Remains the same
d) Becomes zero
3. Why does atmospheric pressure decrease with altitude?
a) The amount of air above decreases
b) The force of gravity increases
 c) The number of particles increases
d) The temperature always increases
4. If the temperature of a gas in a closed container increase, the pressure:
a) Decreases
b) Increases
c) Stays the same
d) Depends on the container
5. What happens when a gas is compressed into a smaller container?
a) The pressure decreases
b) The number of particles decreases
c) The pressure increases
d) The temperature decreases

Section 2: Definitions
Define the following terms in your own words:
1. Pressure
2. Atmospheric pressure
3. Altitude
4. Depth
5. Kinetic energy
6. Collisions

Section 3: Fill in the Blanks

1. As the depth in a liquid increase, the pressure ______.
2. The pressure of a gas is caused by the ______ of gas particles with the walls of the container.
3. The unit of pressure is ______.
4. The higher the altitude, the ______ atmospheric pressure.
5. When temperature increases, the kinetic energy of gas particles ______.
6. Pressure in a liquid depends on the density, gravitational force, and ______.
7. The boiling point of water is lower at high altitudes because of the lower ______.
8. When the volume of a gas decreases while temperature remains constant, pressure ______.

Section 4: Short Answer Questions

1. Explain why a diver feels more pressure as they go deeper into the ocean.
2. How does altitude affect atmospheric pressure?
3. Why do deep-sea fish have strong bodies?
4. Describe how a gas exerts pressure inside a closed container.
5. What happens to a balloon when taken from sea level to a high mountain? Why?
6. Why do aircraft cabins need to be pressurized at high altitudes?
7. How does heating a gas in a closed container affect the pressure?
8. Why does a bottle collapse when air is removed from it?
Section 5: Matching Activity
Column A Column B
1. Atmospheric Pressure a) More collisions, higher pressure
2. High Altitude b) Pressure decreases
3. Greater Depth in Water c) More air above, higher pressure
4. Higher Temperature d) Less air above, lower pressure
5. Gas in a Smaller Container e) Increased pressure in a liquid

Section 6: Calculations
1. A diver is 20 meters deep in the ocean where the water density is 1000 kg/m³. If gravity is 9.8 m/s²,
calculate the pressure at this depth.
o Formula: Pressure = Density × Gravity × Depth
2. A gas in a container has a pressure of 200 kPa at 300 K temperature. If the temperature is increased to
600 K, what will be the new pressure? (Assume volume remains constant.)
o Formula: P1/T1 = P2/T2
3. A sealed gas tank contains 500 particles at a pressure of 100 kPa. If 100 more particles are added
without changing the volume or temperature, what happens to the pressure?

Section 7: Diagrams
1. Draw and Label
 Particles in a solid, liquid, and gas.
 How gas particles move in a container and create pressure.
 How pressure changes with depth in a liquid (e.g., ocean or lake).
 Air pressure at different altitudes (sea level vs. mountain top).
2. Graph Interpretation
 Plot a graph showing the relationship between depth and pressure in a liquid.
o X-axis: Depth (m)
o Y-axis: Pressure (Pa)
 Plot a graph showing the relationship between temperature and pressure in a closed gas container.
Questions based on the graphs:
1. What happens to pressure as depth increases in a liquid?
2. How does temperature affect the pressure of a gas?

Section 8: True or False

1. The deeper you go into a liquid, the lower the pressure. (True / False)
2. Pressure in a gas increase when the number of particles increases. (True / False)
3. Atmospheric pressure is higher at sea level than on a mountain. (True / False)
4. The movement of particles in a gas does not affect its pressure. (True / False)
5. Increasing the temperature of a gas in a closed container decreases its pressure. (True / False)

Section 9: Real-Life Applications

1. Why do astronauts wear pressurized suits in space?
 2. Why does a scuba diver need special equipment when diving deep underwater?
3. Why do airplane windows have small holes in them?
4. Why does a football inflate more in warm weather than in cold weather?
5. Why do gas cylinders have warnings about high temperature exposure?

Section 10: Applying Knowledge

1. If a gas container is taken from a warm room to a cold place, what happens to the pressure inside?
Explain using particle theory.
2. A weather balloon expands as it rises into the sky. Explain why.
3. How does the principle of pressure help in hydraulic systems?
4. How do submarine engineers ensure that submarines can withstand high pressures at great depths?
5. How does altitude affect boiling points? Why does water boil faster at higher altitudes?

Forces and Motion – Diffusion in Liquids and Gases

Learning Objectives:
 Explain how random movement of particles causes diffusion.
 Describe how diffusion happens in liquids and gases.
 Explain why you can smell cooking food from a distance.
 Understand why orange juice spreads in water and turns it completely orange.
Section 1: Multiple Choice Questions (MCQs)
1. What is diffusion?
a) The movement of particles from lower concentration to higher concentration
b) The movement of particles from higher concentration to lower concentration
c) The movement of solid objects in a liquid
d) The formation of bubbles in liquids
2. Which of the following is an example of diffusion?
a) Ice melting
b) A gas spreading in the air
c) Water freezing
d) A book falling to the ground
3. Which factor affects the speed of diffusion?
a) Temperature
b) Size of the particles
c) Difference in concentration
d) All of the above
4. Why does perfume spread quickly in a room?
a) Air moves randomly, spreading the particles
b) Perfume particles are attracted to walls
c) Air particles push perfume particles downward
d) Perfume particles are heavier than air
5. Diffusion in liquids is slower than in gases because:
a) Liquid particles are heavier
 b) Liquid particles move slower than gas particles
c) Liquids have a stronger smell
d) Gas particles do not move

Section 2: Definitions
Define the following terms in your own words:
1. Diffusion
2. Concentration
3. Equilibrium
4. Random motion
5. Gas diffusion
6. Liquid diffusion

Section 3: Fill in the Blanks

1. Diffusion is the movement of particles from an area of ______ concentration to an area of ______
concentration.
2. The movement of particles in gases and liquids is ______.
3. When a drop of ink is placed in water, it slowly spreads due to ______.
4. Temperature affects diffusion because at higher temperatures, particles move ______.
5. The speed of diffusion depends on the difference in ______ between two substances.
6. Diffusion happens in both ______ and ______ because their particles move freely.
7. A gas will spread until it reaches ______, meaning it is evenly mixed.

Section 4: Short Answer Questions

1. Why does food smell spread across a room even when you are far from the kitchen?
2. What happens when you drop orange juice into water? Explain using diffusion.
3. Why does diffusion happen faster in gases than in liquids?
4. How does temperature affect the rate of diffusion?
5. How does stirring affect diffusion in liquids?
6. Why does a gas spread to fill the entire container?
7. What is the difference between diffusion and osmosis?
8. Why do cold drinks take longer to mix with water than hot liquids?

Section 6: True or False

1. Particles in gases move randomly. (True / False)
2. Diffusion only happens in gases. (True / False)
3. A strong-smelling gas will diffuse faster than a weak-smelling gas. (True / False)
4. Diffusion can happen without any external force. (True / False)
5. Increasing the temperature increases the speed of diffusion. (True / False)
Section 5: Matching Activity
Column A Column B
1. Diffusion a) Particles move from high to low concentration
2. High Temperature b) Faster diffusion
3. Gases c) Spread quickly due to free-moving particles
4. Equilibrium d) Concentration becomes equal everywhere
5. Liquid Diffusion e) Slower than gas diffusion

Section 7: Diagrams
1. Draw and Label
 Particles moving in a gas (before and after diffusion)
 How perfume spreads in a room
 How ink diffuses in water over time
 A graph showing diffusion rate at different temperatures

Section 8: Real-Life Applications

1. Why do car exhaust fumes spread in the air?
2. Why does sugar dissolve faster in hot tea than in cold water?
3. Why does a deflated balloon lose air over time even without a hole?
4. Why does a drop of food colouring mix in water even if you don’t stir?
5. How does diffusion help in breathing?

Section 9: Experiments & Observations

Experiment 1: Diffusion in Gases
Materials: A balloon, perfume spray.
Procedure:
 Blow up a balloon and tie it.
 Spray perfume near the balloon.
 Observe how long it takes for you to smell it from a distance.
Question: What does this experiment show about diffusion in gases?
Experiment 2: Diffusion in Liquids
Materials: A glass of water, food coloring, spoon.
Procedure:
 Drop food coloring into still water and observe.
 Stir the water and observe the changes.
Question: How does stirring affect the rate of diffusion?

Section 10: Graph-Based Questions

1. Draw a graph to show how temperature affects the speed of diffusion in liquids.
o X-axis: Temperature (°C)
o Y-axis: Time taken for complete diffusion (seconds)
2. Interpret the graph:
 o What happens to diffusion speed as temperature increases?
o How does this relate to particle motion?

Section 11: Applying Knowledge

1. If a drop of ink takes 5 minutes to fully spread in cold water, how long would it take in hot water?
Why?
2. Why does a closed bottle of perfume not lose its smell over time?
3. If you light a scented candle in one corner of a room, how long will it take for the smell to spread?
Explain using diffusion.
4. Why do ice cubes melt and mix faster in warm water than in cold water?
5. How does diffusion help in the functioning of lungs?

Ecosystems – The Sonoran Desert Ecosystem

Learning Objectives:
 Describe the Sonoran Desert and its characteristics.
 Identify animals and plants that live in a desert and their adaptations.
 Explain how plants and animals interact with each other in a desert ecosystem.
 Define what an ecosystem is and describe different habitats in a desert ecosystem.
 Explain why the desert is a difficult place to live.
 Understand how cacti are adapted to survive in the desert.
Section 1: Multiple Choice Questions (MCQs)
1. What is an ecosystem?
a) A place with only plants
b) A community of organisms and their environment
c) A group of non-living things in an area
d) A type of animal found in deserts
2. Which desert is located in Arizona?
a) Sahara Desert
b) Sonoran Desert
c) Gobi Desert
d) Atacama Desert
3. Why is the desert a difficult place to live?
a) It has very little rainfall
b) It has extreme temperatures
c) There is limited food and water
d) All of the above
4. What is an adaptation of a cactus that helps it survive in the desert?
a) Broad leaves
b) Deep roots and thick stems
c) Large flowers that bloom all year
d) Soft, thin stems that store water
 5. Which animal is nocturnal in the desert?
a) Camel
b) Coyote
c) Fennec Fox
d) Lizard
6. Why do some desert animals sleep during the day and come out at night?
a) To avoid extreme heat
b) To conserve energy
c) To find food and water when it is cooler
d) All of the above
7. What is a food web?
a) A list of animals that live in the desert
b) A way organisms interact by eating each other
c) A map of where animals sleep in the desert
d) A drawing of a desert ecosystem

Section 2: Definitions
Define the following terms in your own words:
1. Adaptations
2. Ecology
3. Ecosystem
4. Habitat
5. Food web
6. Nocturnal
7. Pollination

Section 3: Fill in the Blanks

1. An ecosystem includes both ______ and ______ things that interact with each other.
2. The Sonoran Desert is found in ______, ______, and parts of Mexico.
3. A cactus has a ______ stem that helps it store water.
4. The difference between an ecosystem and a habitat is that an ecosystem includes both ______ and
______ parts of the environment.
5. ______ animals sleep during the day and are active at night.
6. A ______ is an interconnected system of food chains showing how energy moves in an ecosystem.
7. Desert plants like cacti have small ______ to reduce water loss.

Section 4: Short Answer Questions

1. Describe the Sonoran Desert. Where is it located?
2. List three adaptations that help desert animals survive.
3. How do desert plants survive with very little water?
4. What is the difference between a habitat and an ecosystem?
5. Why is the food web important in a desert ecosystem?
 6. What is pollination, and why is it important for plants like cacti?
7. Describe an interaction between a living thing and a non-living thing in the desert.
8. How do cacti protect themselves from being eaten by animals?
9. Why do desert plants grow far apart from each other?
10. What are some non-living things in the desert that affect plants and animals?

Section 5: Matching Activity

Column A Column B
1. Cactus spines a) A small rodent that eats seeds and stores food underground
2. Nocturnal animals b) A desert plant that stores water in its stem
3. Kangaroo Rat c) Helps prevent water loss and protects from animals
4. Food web d) Animals that sleep during the day and come out at night
5. Sonoran Desert e) Found in Arizona, Mexico, and California

Section 6: True or False

1. Deserts have a lot of water. (True / False)
2. Cacti lose water quickly because they have large leaves. (True / False)
3. Desert animals have adaptations to survive extreme heat. (True / False)
4. The Sonoran Desert is home to many different plants and animals. (True / False)
5. A habitat is the same as an ecosystem. (True / False)
6. Some desert animals get all their water from the food they eat. (True / False)

Section 7: Draw and Label

1. Draw and label a desert food web.
o Include at least 3 producers, 3 herbivores, and 3 carnivores.
2. Draw a cactus and label its adaptations (spines, stem, roots, etc.).
3. Sketch and describe different habitats in the desert (sand dunes, rocky areas, etc.).

Section 8: Real-Life Applications

1. Why do people wear loose and light-coloured clothes in the desert?
2. How do camels store water in their bodies?
3. Why do desert foxes have large ears?
4. How do animals like the desert tortoise get water in the desert?
5. Why are food webs important in an ecosystem?

Section 9: Experiments & Observations

Experiment 1: How Does Cactus Store Water?
Materials: A fresh cactus pad, a knife (with teacher supervision), a bowl.
Procedure:
 Cut open the cactus pad.
 Observe the inside.
Question: How does the inside of the cactus help it survive in the desert?
Experiment 2: Observing Heat Retention in Sand and Soil
Materials: Sand, soil, two thermometers, two cups.
Procedure:
 Place sand in one cup and soil in another.
 Heat both in sunlight for 15 minutes.
 Measure their temperatures.
Question: Which material retains heat better, and why is this important in the desert?

Section 10: Applying Knowledge

1. If an animal needs water to survive, why would it choose to be nocturnal in the desert?
2. How does a vulture help clean up the desert ecosystem?
3. What happens if all the cacti were removed from the Sonoran Desert?
4. Why do some plants in the desert have long roots?
5. What would happen if a new predator was introduced to the desert ecosystem?

Grade 7 Science Worksheet: Ecosystems and Habitats

Learning Objectives:
 Identify different types of ecosystems on Earth.
 Describe various habitats within an ecosystem.
 Explain the role of organisms in ecosystems, including producers, consumers, and decomposers.
 Understand interactions in ecosystems and methods to study them.

Section 1: Multiple Choice Questions (MCQs)

1. Which of the following is NOT an example of an ecosystem?
a) Mangrove forest
b) Arctic tundra
c) A school classroom
d) Rice paddy field
2. What is the main characteristic of a mangrove forest?
a) High temperature and dry conditions
b) Trees with aerial roots growing in saltwater
c) Large ice sheets covering the ground
d) Rocky terrain with little vegetation
3. Which animal is commonly found in the Arctic ecosystem?
a) Polar bear
b) Tiger
c) Parrot
d) Elephant
4. Which of these is an example of an artificial ecosystem?
a) Rice paddy field
b) Rainforest
 c) Coral reef
d) Desert
5. Which of the following organisms is a decomposer?
a) Shrimp
b) Fox
c) Fungi
d) Seal

Section 2: Definitions
Define the following terms in your own words:
1. Ecosystem
2. Habitat
3. Producer
4. Consumer
5. Decomposer
6. Food chain
7. Mangrove forest
8. Arctic ecosystem

Section 3: Fill in the Blanks

1. An ______ is a community of living and non-living things interacting with each other.
2. The ______ is an icy ecosystem where polar bears, seals, and foxes live.
3. A ______ is an artificial ecosystem used for growing rice.
4. In a mangrove ecosystem, the roots of trees grow in ______ water.
5. A decomposer is an organism that breaks down ______ matter.
6. The organisms that make their own food using sunlight are called ______.
7. The ______ is a warm, coastal ecosystem that supports crabs, fish, and birds.
8. A habitat provides food, water, and ______ for living organisms.

Section 4: Matching Activity

Column A Column B
1. Mangrove forest a) Home to polar bears, foxes, and seals
2. Arctic ocean b) An ecosystem created by humans for farming
3. Rice paddy c) Decomposes organic material
4. Decomposers d) An ecosystem with saltwater trees and roots
5. Food chain e) A sequence showing energy transfer among organisms

Section 5: Short Answer Questions

1. List three different types of ecosystems found on Earth.
2. What makes the mangrove ecosystem unique? Describe the conditions.
3. Explain how animals and plants interact in an Arctic ecosystem.
4. How do monkeys interact with their habitat?
 5. What are some of the challenges organisms faces in the Arctic ecosystem?
6. Why is decomposition important in an ecosystem?
7. Name three different organisms that can be found in a rice paddy ecosystem.
8. How do shrimp and fish contribute to the Arctic Ocean ecosystem?

Section 6: True or False

1. The Arctic is home to tropical plants. (True / False)
2. Mangroves help protect coastlines from erosion. (True / False)
3. The rice paddy ecosystem is completely natural. (True / False)
4. Decomposers play a role in nutrient recycling. (True / False)
5. All animals in the Arctic are herbivores. (True / False)
6. Mangrove forests are found in cold climates. (True / False)
7. A food chain always starts with a producer. (True / False)
8. Seals and polar bears are found in the same ecosystem. (True / False)

Section 7: Listing Activity

Complete the following tables:
Table 1: Listing Different Habitats and organisms in Ecosystems
Ecosystem Habitat Example Organisms Found
Mangrove Forest ______________ ______________
Arctic Ocean ______________ ______________
Rice Paddy ______________ ______________
Tropical Rainforest ______________ ______________

Section 8: Diagrams & Drawings

1. Draw a simple food chain in a mangrove forest.
2. Label the parts of a mangrove tree and explain its role in the ecosystem.
3. Draw a simple food web in the Arctic ecosystem.

Section 9: Real-Life Observations

1. How would you study an ecosystem near your home? List different methods.
2. What are some human activities that harm mangrove forests?
3. Why are artificial ecosystems like rice paddies important?
4. How do animals adapt to extreme conditions in the Arctic?

Section 10: Research & Inquiry

1. Conduct an observation of a small habitat (like a garden or pond). Write a short paragraph about the
organisms you found and their interactions.
2. Research and describe how climate change is affecting Arctic ecosystems.
3. Describe how mangrove forests help prevent floods and protect coastal areas.
4. Find out and explain how farmers maintain artificial ecosystems like rice paddies.
Grade 7 Science: Ecosystems Worksheet
Learning Outcomes:
 Learn about how new or invasive species can affect an ecosystem.
Section 1: Multiple Choice Questions (MCQs)
1. What is an invasive species? a) A species that is native to an ecosystem
b) A species introduced to a new ecosystem that causes harm
c) A species that helps the ecosystem thrive
d) A species that only lives in water
2. Which of the following is an example of an invasive species? a) Polar bear in the Arctic
b) Cane toad in Australia
c) Oak tree in a forest
d) Salmon in the ocean
3. What does it mean when a species is eradicated? a) It has completely disappeared from an ecosystem
b) It has adapted to a new habitat
c) It has increased in population
d) It has been classified as native
4. Why is it difficult to remove invasive species from an ecosystem? a) They reproduce quickly
b) They have no natural predators
c) They compete with native species for resources
d) All of the above

Section 2: Definitions
Define the following terms:
1. Invasive species
2. Native species
3. Extinct
4. Eradicate

Section 3: Short Answer Questions

1. How can an invasive species affect an ecosystem?
2. Give an example of an invasive species and explain its impact.
3. Why do some species become invasive when introduced to a new environment?
4. What are some methods used to control or eradicate invasive species?

Match the terms in Column A with their correct descriptions in Column B.

Column A Column B
Native species A species that is not originally from an area but was
introduced
Invasive species A species that belongs naturally to a specific ecosystem
Eradicate The complete removal of a species from an ecosystem
Extinct When no living members of a species remain
Section 5: Research and Explanation
1. Case Study: Research an example of an invasive species in your country and write a short paragraph
explaining its effects.
2. Scenario: Imagine a new species of insect is introduced to a forest. What could happen to the food
chain and the native species in that area?

Section 6: Diagram Interpretation

Study the diagram below showing an ecosystem before and after an invasive species was introduced.

Answer the following questions:

 What changes occurred in the population of native species?
 How did the invasive species impact food availability?
 Suggest ways to restore balance to the ecosystem.

If you were a scientist working on controlling an invasive species, what steps would you take to reduce its
impact?
Unit 4.4 :
Learning Outcomes:
 Finding out about DDT.
 Using models to explain what happens to DDT in a food chain.
Worksheet Questions:
Multiple Choice Questions (MCQs):
1. What does bioaccumulation mean? a) Breakdown of toxic substances in the food chain
b) Accumulation of toxic substances in an organism’s body over time
c) Reduction of toxic substances by decomposers
d) Increase of oxygen in an ecosystem
2. What is DDT mainly used for? a) Fertilizing crops
b) Killing insects
c) Improving plant growth
d) Cleaning water sources
3. Which organisms are most affected by biomagnification of DDT? a) Plants b) Herbivores c) Top
predators d) Decomposers
4. Why does the concentration of DDT increase at higher levels of a food chain? a) DDT is broken down by
plants. b) Organisms at the top of the food chain consume many smaller organisms, accumulating DDT.
c) DDT is biodegradable and disappears quickly. d) DDT is only present in water, not in animals.
Short Answer Questions:
5. Define the term "bioaccumulation."
6. Explain why organisms at the top of the food chain have higher concentrations of DDT than those at
the bottom.
7. What is the difference between bioaccumulation and biomagnification?
8. Why is DDT considered a persistent pollutant?
9. What role do decomposers play in breaking down substances, and why can't they break down DDT?
Matching Activity:
Match the following terms with their correct definitions:
Term Definition
Bioaccumulation A. The buildup of toxic substances in an organism over time
Biomagnification B. The increase in concentration of toxic substances as it moves up the food chain
Decomposers C. Organisms that break down dead material and recycle nutrients
Persistent D. A substance that remains in the environment for a long time without breaking down
Insecticide E. A chemical used to kill insects
Definition Questions:
10. Define the following terms:
o Bioaccumulation
o Biomagnification
o Decomposers
o Persistent substances
Data Interpretation Questions:
 11. Below is a table showing DDT concentration in different organisms. Use the data to answer the
questions that follow:
Organism DDT Concentration (ppm)
Water 0.00005
Algae 0.04
Small Fish 0.5
Large Fish 2.0
Birds of 25.0
Prey
a) Which organism has the highest DDT concentration? Why?
b) How does the concentration of DDT change as it moves up the food chain?
c) What impact does this have on predators at the top of the food chain?
Explanation and Critical Thinking Questions:
12. Why is DDT dangerous for animals and humans?
13. What measures can be taken to prevent bioaccumulation of harmful substances in food chains?
14. What are some alternatives to using DDT as an insecticide?
Graphing Activity:
15. Draw a bar graph to show the increasing levels of DDT in the food chain using the table provided in
question 11.
Extended Response:
16. Imagine you are a scientist studying the effects of DDT on an ecosystem. Write a short report on:
 The dangers of DDT.
 How bioaccumulation and biomagnification occur.
 What steps should be taken to reduce pollution caused by persistent substances like DDT?