Pakistan Education Academy [Science Grade 7]

Unit: Plant Systems

Learning Objectives:
1.1 Explore and interpret functional adaptations and physiological mechanisms of root system in plants.
1.2 Apply the understanding of the internal structure of shoot system & transport system to analyze real-world situation in
agriculture.
1.3 Examine how agricultural practices, such as optimizing light exposure, carbon dioxide and nutrient availability, enhance
photosynthesis and food yield.
1.4 Explore the significance of respiration and the interdependent relationship between photosynthesis and respiration in
sustaining life on Earth.
1.5 Investigate the phenomena of transpiration and its importance in a plant (wind, temperature, light, humidity affecting rate
of transpiration).

1.1 Root System https://youtu.be/rN5X6nhyZ18?si=VUWv7ec7j7oMMCIx

Roots are the underground parts of the plants forming a system specialized for absorption of water and minerals from the soil.

The initial root which grows from radicle of the embryo is the primary root or tap root. Its further branches form secondary and
tertiary root system. Root tip is covered by hard and protective structure called root cap. It protects the newly born soft cells
from being damaged and environmental stresses. It enables root tip to grow through soil. More and more cells are formed by
rapid cell divisions in this region causing the root to grow deep into the soil and elongate the root behind. The region of
maturation has root hairs. Root hairs are thread like outgrowths of epidermal cells which increase the surface area for
absorption of water. Plants, like grasses and strawberry have thread like roots spread in soil but not growing deep. Such
roots are called fibrous root.

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Internal structure of root:

Epidermis
Epidermis is an outermost layer of thin walled cells having unicellular outgrowths called root hairs. Epidermis provides
protection and helps in absorption of water and minerals from the soil.
Cortex
Inside the epidermis, many layers of thin walled and rounded cells form cortex. Water and minerals absorbed by root hairs in
epidermis are transported towards xylem through cortex for onward conduction to leaves.
Endodermis
The innermost layer of cortex which consists of barrel shaped cells is called endodermis. It regulates the movement of water
and hormones, etc., into and out of the vascular system.
Vascular system
Xylem and phloem form vascular system. Xylem conducts water and minerals absorbed from roots to leaves through stem.
Phloem transports food from leaves to roots and other parts of the plants.

1.2 Shoot System https://youtu.be/4c9UebyoV3U?si=AWH_HFSW0QrXc_hu

The areal parts of the plants such as stem, its branches, leaves, flowers and fruit, etc., specialized for different functions make
the shoot system. Here we will discuss stem and leaves.
Stem
Stem is usually the aerial part of the plant. It provides support to its branches, leaves, flowers and fruit, etc. Vascular bundles
(xylem and phloem) run through stem to leaves for transport of material within the plant body.
Leaf https://youtu.be/Dutgj32Mpes?si=Z-dTlmIFL27Kr_xt
Stem and its branches bear leaves. Leaves are the organs which are well exposed to light and well adapted for preparation of
food during photosynthesis. A leaf is provided with the stalk called petiole. Its flat green part is called blade or lamina, which has
many veins. The middle strong vein is called midrib. Epidermal cells are tile-like and forming protective layers (upper epidermis
and lower epidermis). Palisade mesophyll cells are elongated; spongy mesophyll cells are irregularly shaped having air spaces
among them. Their function is to prepare food. Xylem tissue consists of tubular shaped cells used to conduct water. Phloem cells
are also tubular in shape and used for transport of food. There are openings in the lower epidermis called stomata (sing. stoma).
Each pore is surrounded by a pair of guard cells. They allow exchange of carbon dioxide and oxygen. They also diffuse out water
vapor.

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Stomata
A large number of stomata in lower epidermis of the leaf help in absorption of carbon dioxide and release of surplus oxygen in
the environment. Distribution of chloroplast in mesophyll tissue for maximum absorption of sunlight, regular supply of water
through xylem tissue and carbon dioxide through stomata are the features of leaf to facilitate photosynthesis.

Role of Xylem and Phloem in transport of water and food https://youtu.be/2S1nOq5y4L0?si=tQXouQ_lI7wMT9Lj

Water and minerals diffuse from soil to roots and are conducted towards leaves through stem by xylem and the food prepared in
leaves is transported to different parts of the plant through phloem.
Conduction of water and dissolved minerals
Movement of material particles from the area where they are more to the area where they are less is called diffusion. The
diffusion through membranes (like cell membranes) is called osmosis. As the concentration of water and dissolved minerals is
more in soil as compared to the root cells, they move in the root tissue (osmosis). The xylem is a tissue in plants which forms a
system of pipelines (xylem vessels) from roots to leaves through stem for the conduction of water, only in one direction.
Transport of food (Translocation)
Food prepared by photosynthesis in leaves (carbohydrates, i.e., glucose, sucrose, etc.) enters the phloem sieve tube elements
in dissolved form through companion cells. It is then transported to all other parts of plant body through phloem. Xylem tissue
consists of dead cells joined end to end with no end walls to form a continuous tube. Phloem is composed of living cells called
sieve tubes, companion cells and phloem parenchyma. Parenchyma is a type permanent tissue forming major part of ground
tissue in plants. The main function of parenchyma is to store and assimilate food.

1.3 Photosynthesis https://youtu.be/B9yokxOTjK0?si=xelXuvHws6whKLRg

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Photosynthesis is defined as the process during which carbon dioxide and water combine in the presence of sunlight and
chlorophyll to form glucose (food) and oxygen.

The process of photosynthesis depends on the following factors:

Light
There is more light intensity at noon, so, the rate of photosynthesis is fast at the noon. In the
Evening or morning, the rate of photosynthesis is slower due to less light intensity. Photosynthesis stops at night because; there
is no sunlight at night.
Carbon Dioxide
Air contains 0.35 to 0.4 % carbon dioxide. If there is more amount of carbon dioxide in the environment, the rate of
photosynthesis will be fast, but once the carbon dioxide concentration reaches a certain level, there is no further increase in
the rate of photosynthesis. Less quantity of carbon dioxide in an environment slows down the process of photosynthesis.
Water
If it is not available as much as require, the rate of photosynthesis will be affected and plant will produce less food.
Chlorophyll
The process of photosynthesis cannot take place without chlorophyll. It is only the chlorophyll which absorbs sunlight and
makes it usable in the photosynthesis process. Chlorophyll is present in chloroplasts which are present in photosynthetic cells
(mesophyll).
Temperature
The suitable temperature for this process is 25 – 35°C.
Adaptations in leaf structure for photosynthesis

Magnesium

Magnesium is required by plants for the formation of chlorophyll. It is helpful for the functioning of enzymes to produce
carbohydrates and fats. Its deficiency causes poor growth, yellowing and wilting of leaves.

Nitrogen

Nitrogen is required by plants for making chlorophyll and amino acids. Amino acids form proteins. Chlorophyll is necessary for
photosynthesis. Proteins are necessary for growth, repair and other developments and defensive functions. Deficiency in
nitrogen makes the leaves pale green or yellow. It affects the rate of photosynthesis and growth in plants.

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1.4 RESPIRATION IN PLANTS https://youtu.be/KVWwnNm4mp4?si=9axbLzWU_X0Gx5yp

Respiration is defined as the process during which glucose (food) reacts with oxygen to produce carbon dioxide,
water and energy required for survival of life.

Respiration takes place in all the cells of living bodies. The mitochondria which are found in the cells perform the
process of respiration. For this reason, mitochondria are called power house of the cell.
Importance of Respiration
Respiration is the only process which provides energy in usable form by living things. This process continues all the
time in all kinds of living organisms. Stopping of respiration means death of the organism. In plants, the oxygen
required for respiration comes from photosynthesis.
Comparison and Contrast between Photosynthesis and Respiration
1. Photosynthesis takes place in green plants, algae and some bacteria, whereas, respiration takes place in all the
living things.
2. Photosynthesis takes place in chloroplasts, whereas, respiration takes place in mitochondria.
3. Photosynthesis uses sunlight energy to prepare food, whereas, respiration releases energy from food which is
used for growth and performing all other body functions.
4. The products made during photosynthesis, i.e., glucose and oxygen are the reactants of respiration.
5. The products of respiration, i.e., carbon dioxide and water are the reactants of photosynthesis.

1.5 TRANSPIRATION https://youtu.be/yfQ1RyqOvbQ?si=BDhtZxnqTpB9lRMw

Plants continuously absorb water from soil through roots. The same is being conducted to leaves where it is used in
photosynthesis. The excessive water is removed through stomata and from the aerial parts of the plants. The loss
of water from aerial parts of the plants is called transpiration.

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Capillary action
Very narrow glass tubes are called capillary tubes. Water moves up in the capillary tubes due to interaction
between water molecules and surface of the tubes. This effect is called capillary action. Capillary action in narrow
xylem vessels in small plants helps water move up towards leaves.

Natural Raise of Water Based on Principle of Transpiration

Transpiration is the water escape from the pores in leaves or stems (stomata). It develops suction force in the
xylem bundles, causing the water rise up. Tall trees having more surface area for transpiration cause strong suction
force or transpiration pull on water in the xylem bundles. The increased transpiration pull in tall trees causes the
plant to absorb more water.
Importance of transpiration
Transpiration pulls the water through air spaces in spongy mesophyll and keeps the Mesophyll moist, which is
essential for the exchange of gases. Effects of evaporation of water from leaves or stems are:
• cools the surface of the leaves and the surroundings as well,
• allows the movement of minerals from the soil to different parts of the plant,
• helps in growth and development.
• controls the temperature of the plants.
Factors Affecting the Rate of Transpiration
Wind, temperature, light and humidity are the main factors that affect the rate of transpiration.
Wind
Wind sweeps the humidity away from leaves surroundings and increases the rate of transpiration.
Temperature
Rise in temperature provides more energy to the water molecules for evaporation from the leaves surfaces, hence,
increases the rate of transpiration.
Light
In sunlight, the stomata remain open for removal of water through them. At night stomata are closed. In this way
light also affects the rate of transpiration.
Humidity
Humid air surrounding the plants contains more amount of water, thus, it slows down the transpiration.

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Unit: Chemical Bonds

Learning Objectives:
2.1 Analyze octet rule and assess real-world ion significance.
2.2 Construct correct chemical formulae to create balanced and stable compound.
2.3 Examine chemical bonding through analyzing atomic attraction in compounds and evaluating electrons' pivotal role in bond
formation.

2.1 ION
An atom whose outermost orbit (shell) is completely filled with maximum number of electrons that it can accommodate, does
not need any more electron(s). Its electronic configuration is complete or stable. The atom having stable electronic
configuration can exist independently and the particle that can exist independently is called molecule.

An atom whose outermost orbit (shell) is not completely filled with maximum number of electrons that it can accommodate
has an incomplete or unstable electronic configuration. The atoms with unstable electronic configuration tend to have a
completely filled outermost orbit (attain stable electronic configuration). They can do so either by gaining electron(s) or by
losing electron(s). When an atom loses electron(s), it becomes positively charged .This is because the number of electrons
decreases there than the number of protons in the atom.
When an atom gains electron(s) from some other atom, it becomes negatively charged. This is because the number of electrons
increases there than the number of protons in the atom. The charged particle (atom or group of atoms) is called ion. The
positively charged atom or group of atoms is termed as cation.

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Some Common Ions:

Positive Ions Negative Ions
+ –
Hydrogen ion Fluoride ion
H F
+ –
Silver ion Iodide ion
Ag I
+ ––
Cuprous ion Hydroxide ion
Cu OH
2+ 2–
Cupric ion Sulphide ion
Cu S
2+ 2–
Calcium ion Sulphate ion
Ca SO4
2+ 2–
Magnesium ion Carbonate ion
Mg CO3
2+ –
Zinc ion Bicarbonate ion
Zn HCO3
2+ –
Cobalt ion Nitrate ion
Co NO3
2+ 3–
Nickel ion Phosphate ion
Ni PO4
2+ 4–
Ferrous ion Carbide ion C
Fe
3+ –
Ferric ion Chlorate ion
Fe ClO3
3+ –
Chromium ion Acetate ion
Cr CH3COO
Bismuth ion 3+
Bi
2.2 VALENCY
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Atoms except noble gases have unstable electronic configuration and they cannot exist independently. In order to get their
electronic configuration stable, they tend to gain electron(s) or lose electron(s). For this tendency, they combine with other
atoms and form molecules or formula units which can exist independently. The combining capacity of atoms with other atoms
is called valency. Hydrogen atom can donate one electron or gains one electron to get its electronic configuration stable. As It
can donate one electron, it has one unit capacity to be combined with another atom. Hence, its valecy is one (1). Valency of an
element is also defined as the number of hydrogen atoms that can combine or displace with one atom of that element.
For example; valency of chlorine is 1, as it combines with one hydrogen atom to form hydrogen chloride (HCl). Valency of
oxygen is 2, as it combines with two hydrogen atoms to form water (H O). 2 Valency of nitrogen is 3, as it combines three
hydrogen atoms to form ammonia (NH ). Similarly, 3 valency of carbon is 4, as it combines with four hydrogen atoms to form
methane (CH ). 4 Valency of an ion or radical is equal to the magnitude of charge on it. For example, valency of sodium + – 2+
ion(Na ) is 1+, valency of chloride ion (Cl ) is 1–. Valency of calcium ion (Ca ) is 2+ and valency of oxide ion 2– (O ) is 2–.
Chemical Formula
A symbolic representation of one molecule of an element or a compound is called chemical formula. The chemical formula of a
substance shows the number and kinds of atoms present in its one molecule or formula unit. Symbols show the kinds of atoms
and subscript numbers show the number of atoms present. For example H is the chemical formula of 2 hydrogen. It shows that
each molecule of hydrogen gas contains two hydrogen atoms. Similarly H O is the chemical formula of water. It 2 shows that
each molecule of water contains two atoms of hydrogen and one atom of oxygen chemically combined together.

How to write a formula

For ionic compounds oppositely charged ions give shape to the formula. Following is the procedure for writing a chemical
formula.
1. Write the symbols of oppositely charged ions side by side, the positive ion to the left and negative ion to the right.

2. Cross the valencies to the lower right of each ion. If valencies are equal, don't cross, as they cancel each other. Example:
Write down the formulae of sodium sulphate and aluminium chloride. Step 1: According to rule 1 write down the positive
ion on the left hand side and negative ion on the right hand side

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Formula Creation Practice:

2.3 CHEMICAL BOND

Atoms attain stability by having 2 or 8 electrons in the outermost shell like noble gases. For this tendency atoms combine with
other atoms forming chemical bonds. A chemical bond is a force of attraction between atoms that holds them together in a

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substance.
Chemical bonds are formed in three ways:
1. By donating valence shell electrons to other atoms.
2. By gaining electrons from the valence shell of other atoms.
3. By mutual sharing of valence shell electrons between the atoms.
Types of chemical bond
Chemical bonds are of two types:
Ÿ Ionic bond
Ÿ Covalent bond
Ionic Bond A chemical bond formed by complete transfer of electron from one atom to another atom is called ionic bond . This
bond is formed when one atom loses electron from its outermost shell and the other atom gains this electron in its outermost
shell. The atom losing electrons forms a positively charged ion (cation) and the atom gaining electron forms a negatively
charged ion (anion).

Ionic bonds are formed between metallic and non-metallic atoms. This is because, metals have a tendency to lose their
outermost shell electrons to form positively charged ions (cations). Whereas, non-metals have a tendency to gain electrons in
their outermost shell to form negatively charged ions (anions). Cations and anions are oppositely charged ions having
electrostatic force of attraction between them making/forming ionic bond.
Covalent Bond A chemical bond formed by mutual sharing of electrons between bonded atoms is called covalent bond.
Covalent bonds are of three types:
1. Single covalent bond
2. Double covalent bond
3. Triple covalent bond
Single covalent bond A covalent bond formed by mutual sharing of one electron pair between bonded atoms is called single
covalent bond. It is denoted by one dot pair or cross pair or dot and cross pair or one short line between the bonded atoms.
Example: Hydrogen atom has one electron in its outermost shell. Two hydrogen atoms combine through a single covalent bond
in which each atom equally contributes one electron in a mutually shared electron pair.

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Double covalent bond A covalent bond formed by mutual sharing of two electron pairs between bonded atoms is called
double covalent bond. It is denoted by two dot pairs or cross pairs or dot and cross pairs or two short lines between the
bonded atoms. Example: Oxygen atom has six electrons in its outermost shell. Two oxygen atoms combine through a double
covalent bond in which each atom equally contributes two electrons forming two mutually shared electron pairs.

Triple covalent bond A covalent bond formed by mutual sharing of three electron pairs between bonded atoms is called triple
covalent bond. It is denoted by three dot pairs or cross pairs or dot and cross pairs or three short lines between the bonded
atoms. Example: Nitrogen atom has five electrons in its outermost shell. Two nitrogen atoms combine through a triple covalent
bond in which each atom equally contributes three electrons forming three mutually shared electron pairs.

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Unit: Solutions

Learning Objectives:
3.1 Demonstrate the process of solution formation (using water as universal solvent). Explain what is meant by a concentrated
and dilute solution.
3.2 Distinguish among solute, solvent and solution; saturated and unsaturated solution.
3.3 Define solubility. Recognize that the amount of solute which dissolves in a given solvent has an upper limit.
3.4 Identify the factors which affect the solubility of a solute in a solvent and recognize the importance of these factors in
homes and industries.
3.5 Identify ways of accelerating the process of dissolving materials in a given amount of water and provide reasoning.

3.1 Solutions
When a teaspoon of sugar is added to a glass of water and stirred, sugar dissolves in water producing a homogeneous mixture.
A homogeneous mixture of two or more substances is called a solution. Its color, density, appearance and other physical and
chemical properties are the same in every part of the solution. Its composition is uniform and tiny solute particles, which are
spread out evenly in the solvent are too small to reflect or block any light passing through the solution. Hence, if we shine a
beam of light through a solution, the light will pass through the solution. A solution, which is prepared by mixing only two
substances, is called a binary solution.
Examples
Solution of salt in water, solution of sugar in water, solution of bromine in water, etc
Components of Solution
A binary solution consists of two components
(i) Solute (ii) Solvent
(i) Solute
The solute is a substance that dissolves. In a binary solution, solute is that component of the solution which is present in smaller
quantity. e.g. In a 5% sugar solution in water, sugar is the solute.
(ii) Solvent
The solvent is the substance in which the solute or solutes dissolve(s) and it forms the bulk of the solution. In a binary solution,
solvent is that component of the solution, which is present in large quantity. e.g., in a 5% sugar solution in water, water is the
solvent.
Most common solvents are liquids like water, alcohol, petrol, carbon disulphide, mercury, etc. A solution is named on the name
of the solute. e.g. 5% sugar solution in water will be named as sugar solution.
Aqueous Solutions
A solution in which water is used as a solvent is called aqueous solution (aqua means water). Water is the most common and
widely used solvent. It is known as an excellent solvent because it can dissolve a large variety of substances in it due to its
strong solvent action. However, there are many substances like grease, paint and some inks etc., which cannot dissolve in
water. They can dissolve in other types of solvents such as alcohol, petrol and propane, etc. That is why we cannot wash off
grease or paint stains with water.
Types of Solutions

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The most common solutions are those in which, a solid, a liquid or a gas is dissolved in a liquid solvent. However, there are
many other solutions, which are formed by dissolving a solid in another solid, a liquid in another liquid, a gas in another gas or
by other combinations of the three physical states of matter.
Strength or concentration of solutions
The strength or concentration of a solution depends upon the quantity of solute dissolved in the solution.
Dilute and concentrated solutions
A solution, which contains relatively less amount of solute, dissolved in a large amount of solvent is called a dilute solution or
weak solution.
A solution, which contains relatively large amount of solute dissolved in the same amount of solvent, is called concentrated
solution or strong solution.
3.2 UNSATURATED AND SATURATED SOLUTIONS
Depending upon the amount of solute dissolved, the solutions can be classified as unsaturated, saturated and super-saturated
solutions.
Unsaturated solution
If 5 g salt is added to 500 cm3 of water in a beaker and stirred, it will dissolve in the water. If some more salt is added to this
solution, it will also be dissolved. Such a solution to which further amount of the solute can also be dissolved at a particular
temperature is called unsaturated solution.
Saturated solution
If some salt is added to 500 cm3 of water in a beaker and stirred, it will dissolve in water. If more salt is added to the solution
and stirred, there will be a time when the salt will not dissolve anymore. Such a solution to which no more solute can be
dissolved at a particular temperature is called a saturated solution. If more solute is added at the same temperature, the excess
remains undissolved at the bottom of the container.
Do you know there is a limit to the quantity of salt, which can be dissolved in 100 g water at room temperature?
Yes, no more solute would dissolve, when the solution becomes saturated at a particular temperature.

3.3 Solubility
Solubility of a substance (solute) in a solvent is defined as:
“The maximum amount of a solute required to saturate 100 g of a solvent at a particular temperature is called solubility of the
solute in the solvent.”
A substance, which can be dissolved in a solvent, is said to be soluble in that solvent. A substance, which cannot be dissolved in
a solvent, is said to be insoluble in that solvent.
For example salt is insoluble in oil but soluble in water.
Different substances have different capabilities to be dissolved in the same solvent at a particular temperature.
For example; Sodium nitrate (NaNO3) is more soluble in water than silver chloride (AgCl). Similarly, sulphur dioxide (SO2) is
more soluble in water than carbon dioxide (CO2). Different solvents have different solvent-actions for the same solute to
dissolve them. For example, naphthalene is more soluble in benzene than in water.

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3.4 Factors Affecting Solubility

Following are the factors that affect solubility:
• Nature of the solute and solvent
• Temperature of the solution.
• Pressure.
Nature of solute and solvent
The principle of dissolution is that like dissolves like. Water has ionic character. The ionic compounds like sodium chloride, silver
nitrate, silver chloride, etc. are dissolved in water. The covalent compounds are dissolved in covalent solvent.
Temperature
Generally, an increase in temperature of the solution increases the solubility of a solid solute. For example, greater amount of
sugar is dissolved in hot water than in cold water. Solubility of gases decreases with the increase in temperature of the solution.
For example, solubility of carbon dioxide in soda water decreases when temperature increases.
Pressure
Pressure affects the solubility of gaseous solutes in liquid solvents. Carbon dioxide is dissolved in soda water. When the cap on
the soda bottle is opened, the pressure on the solution is released and carbon dioxide dissolved under pressure begins to
bubble out.
How does solubility affect everyday life?
There are many practical applications of solubility in daily life, especially in industries. A few are mentioned below:
1. In carbonated drinks, carbon dioxide remains dissolved in water due to its solubility in water.
2. Paints are dissolved in the solvents like alcohol and ether, etc. These solvents help to dry the paint.
3. Water soluble dyes are used in textile industry on greater scale as dyes (colored substances) are used to create colorful
patterns on clothes.
4. Solubility is very important in pharmaceutical industry. It is helpful to achieve the desired concentration of the drugs in
solutions.
5. Use of solubility parameters is very important in petroleum industry.
3.5 WAYS OF ACCELERATING THE PROCESS OF DISSOLVING MATERIALS
Size of the solute particles, stirring the solution and the temperature, etc., are the ways used to accelerate the process of
dissolving materials.
1. “The mixture that is stirred dissolves faster than the mixture that is not stirred.”
2. “Fine salt dissolves faster than the coarse salt.”
3. “Rate of dissolution can be increased by increasing the temperature.”

Note:
Dear Students,
Please note that these are not complete notes, as the topic is already covered in the book from pages 40 to 56. These additions
are meant to provide some basic knowledge.
Thank you.

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Unit: Earth & Space

Learning Objectives:
4.1 Analyze celestial body interactions to predict & explain tidal patterns and assess their environmental effects.
4.2 Apply an integrated understanding of Earth's annual revolution to predict weather changes, day lengths, and seasonal
constellations.

4.1 Tides
 Tides are caused by Gravity pulling on the bodies of water on the earth and upon the Earth itself.
 There are 2 gravitational bodies that affect the tides. The sun and the moon.
 The Moon is much closer to the Earth so it has a much greater influence upon the tides.
 The Moon is closer to the Earth than the Sun. It pulls the ocean water more strongly.
 At high tide, the water level rises up the shore. At low tide, it recedes back at regular intervals. As the Earth spins,
each place has a high tide twice a day. The water bulges out on both sides of the Earth.

Spring Tides:
Notice that when the Earth, Moon, and Sun are all in a line (Full and New Moon Phases) the high tides are MUCH higher than at
other times. These are called SPRING TIDES.
When the Sun and Moon lined up with the Earth, their combined gravitational pull creates higher tides called spring tide. It
happens when the Moon is in its new phase or full phase.

Neap Tides:
Also, when the Moon and Sun are at right angles to each other the high tides are lower than at other times. These are called

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NEAP tides.

Real Life Application:

 Habitat Creation
 Nutrient Cycling
 Erosion Prevention
 Fisheries Support
Potential Environmental Impacts:
 Tidal Energy Projects
 Erosion and Flooding
 Saltwater Intrusion
 Loss of Habitat
 Climate Change
Visual Aid Resource: https://www.youtube.com/watch?v=ci25lCMi0Dk
4.2 Annual revolution of the earth around the sun
Importance of Revolution
 Revolution causes seasons.
 Revolution has a direct influence on the varied length of day and night time. The duration of days and nights are the
same at the equator. This is known as the equinox. The duration of days and nights vary in the Northern and Southern
hemispheres. This is known as solstices.

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Importance of Earth Rotation

 The Earth’s rotation creates the diurnal cycle of lightness and darkness, temperature and humidity changes.
 The Earth’s rotation causes tides in the oceans and seas.

Difference between Rotation and Revolution

 Do earthquakes affect the Earth’s rotation?

Yes, earthquakes can affect the Earth's rotation, but the impact is extremely minimal.
 Is it possible to slow down the Earth’s rotation artificially?
It is theoretically possible to slow down the Earth's rotation artificially, but it would require an immense amount of
energy and is currently beyond our technological capabilities.
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Constellation
 How might Earth's movement around the Sun contribute to these changes in constellation visibility?
Earth's movement around the Sun changes our perspective, causing different constellations to become visible at night
as the seasons change.

At night we see countless number of stars in the sky. Some groups of stars look forming a specific pattern or shape.
This specific pattern of stars is known as constellation. The constellations are helpful in mapping the sky. Earth's
revolution around the Sun causes the constellations appear during certain part of the year. It is easy to recognize a star
by constellation.

 What will be the season in Australia when there is summer in Pakistan?

Winter

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[Science Grade 7]
Unit: Plant Systems (Unit test)
Name: ___________________________ Section: _______
Time allowed: 40 minutes Total Marks: 20
Learning Objective: To assess students' ability to apply their knowledge of plant systems to real-world scenarios,
demonstrating an understanding of their impact on plant health and ecosystem dynamics.
SECTION A: Circle the correct option i.e. A / B / C / D. Each MCQS carries one mark.
1. What is the primary function of shoot system in plants?
a. Absorption of water and minerals c. Support and anchorage
b. Photosynthesis and gas exchange d. Storage of nutrients
2. During transpiration, which of the following factors can increase the rate of water loss from a plant's
leaves?
a. High humidity b. Low light intensity c. Low temperature d. Windy conditions
3. According to chart, which set of conditions represents the process of photosynthesis?

a. A b. B c. C d. D
4. When plants perform photosynthesis, they use sunlight to produce food. This is an example of light
energy being converted to --
a. Mechanical Energy b. Chemical Energy c. Heat Energy d. Electrical Energy
5. Which metabolic process is directly related to providing energy for essential activities such as growth,
reproduction, and nutrient uptake?
a. Germination b. Respiration c. Photosyntheis d. Transpiration

SECTION B: Short Questions: Each question carries two marks.

1. Why Cellular transpiration is crucial for plant survival?
2. Draw & label the internal structure of root system.
3. Differentiate between diffusion & osmosis.
4. Write balanced chemical equation for photosynthesis and respiration.
5. Explain the transpiration pull.
SECTION C: Constructed Response Question: Marks: 5
Consider a scenario where a plant is placed in a sealed room with high humidity. How might this environment
affect the plant's transpiration rate and overall health? Discuss the potential benefits and drawbacks of such
conditions for the plant.

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 Pakistan Education Academy
[Science Grade 7]
Unit: Chemical Bonds (Unit test)
Name: Section:
Time allowed: 40 minutes Total Marks: 20

Learning Objective: To assess students' ability to apply their knowledge of ions, valency & chemical bonds to
real-world scenarios.
SECTION A: Circle the correct option i.e. A / B / C / D. Each MCQS carries one mark.
1. Which rule states that atoms tend to gain, lose, or share electrons to achieve a stable electron
configuration?
a. Hund's rule b. Pauli exclusion principle c. Aufbau principle d. Octet rule
2. An atom becomes a positive ion (cation) when it .
a. gains electrons c. has an equal number of protons and neutrons
b. loses electrons d. gains protons
3. Nitrogen has

a. Monovalent covalent bond c. trivalent covalent bond

b. Divalent covalent bond d. tetravalent covalent bond

4. Suppose you observe a Lewis dot structure in which one atomic symbol is surrounded by no dots, but
has brackets and a positive charge, and right next to it is another atomic symbol surrounded by eight
dots, brackets, and a negative charge. Being the brilliant chemist you are, you know that the
substance being described is

a. Monoatomic b. ionic c. covalent d. valence

5. The correct formula of an ionic compound containing Al+3 and CO3-2 is:
a. AlCO3 b. Al(C03)3 c. Al2(CO3)3 d. Al2CO3
SECTION B: Short Questions: Each question carries two marks.
1. Why do noble gases have stable electron configurations?
2. Why is it valuable to know the valency of different elements when predicting compound formation?
3. How do atoms achieve stability through chemical bonding?
SECTION C: Application & Analysis Questions:
1. Complete the table to construct chemical formulas.

2. Explain how ionic and covalent bonds form in each substance. Show it with help of atomic structures.
a. CH₄ , Atomic number: (C: 6, H:1)
b. F2 , Atomic Number: (F:9)
c. N2, Atomic Number (N:7)
d. CO2, Atomic Number (C:6, O:8)
e. NaCl (Na:11. Cl: 17)
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 Pakistan Education Academy
[Science Grade 7]

Unit: Solutions (Unit test)

Name: ___________________________ Section: _______
Time allowed: 40 minutes Total Marks: 20
Learning Objective: To assess students' ability to apply their knowledge of solutions &
solubility.
SECTION A: Circle the correct option i.e. A / B / C / D. Each MCQS carries one mark.
1. Which of the following is insoluble in water?
a. sodium chloride c. oil
b. table salt d. baking powder
2. A solution to which no more solute can be dissolved at a particular temperature
is called:
a. dilute solution c. concentrated solution
b. saturated solution d. unsaturated solution
3. A concentrated solution can dissolve in it:
a. no further amount of solute
b. less quantity of solute
c. large quantity of solute
d. amount of solute equal to the amount of solvent
4. Amount of solute required to saturate 100 g of solvent at a particular
temperature is called:
a. molarity b. molality c. normality d. solubility
5. Which of the following is a property of a solvent?
a. It is always a liquid
b. It is present in a smaller amount in a solution
c. It determines the color of the solution
d. It cannot be changed to a solid
6. When salt is added to water and dissolves, what is the solute?
a. Water
b. Salt
c. Both salt and water
d. None of the above
7. The term “like dissolves like” means that:
a. Polar solvents dissolve nonpolar solutes
b. Nonpolar solvents dissolve polar solutes
c. Polar solvents dissolve polar solutes
d. All solutes can dissolve in any solvent

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 Pakistan Education Academy
[Science Grade 7]

8. Which of the following would increase the solubility of a gas in a liquid?

a. Decreasing the pressure
b. Increasing the temperature
c. Increasing the pressure
d. Decreasing the amount of solvent
9. A solution that contains a small amount of solute relative to the amount of
solvent is called:
a. saturated solution
b. concentrated solution
c. dilute solution
d. supersaturated solution
10. Which of the following factors does NOT affect solubility?
a. Temperature
b. Pressure
c. Color of the solute
d. Nature of the solute and solvent
SECTION B: Short Questions: Each question carries two marks.
1. How can we increase the process of dissolution?
2. Differentiate between saturated and unsaturated solution.
3. Explain how temperature affects the solubility of solids in liquids.
4. Describe the process of crystallization and its significance in obtaining pure
substances.
Section C: Fill in the blanks:
1. When the temperature of a solvent increases, the solubility of most __________
increases.
2. A solution in which water is the solvent is called an __________ solution.

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 Pakistan Education Academy
[Science Grade 7]
dUnit: Earth & Space (Unit test)
Name: ___________________________ Section: _______
Time allowed: 40 minutes Total Marks: 20
Learning Objective: To assess students' ability to apply their knowledge of tides, revolution, rotation &
constellations to real-world scenarios.
SECTION A: Circle the correct option i.e. A / B / C / D. Each MCQS carries one mark. 3
1. The gravitational pull of which celestial body primarily causes ocean tides on Earth?
a. Sun b. Moon c. Earth’s rotation d. Earth’s revolution
2. Which factor, over long time periods, influenced by Earth's axial tilt, contributes to variations in
the shape of Earth's orbit and its distance from the Sun?
a. It causes the Coriolis Effect c. It creates ocean currents
b. It affects the angle of sunlight d. It influences Earth's orbital eccentricity
3. Which factor causes the apparent movement of constellations across the night sky?

a. Earth's rotation c. Earth's revolution

b. Earth's axial precession d. Earth's magnetic field

SECTION B: Match Column A with Column B. 3

Column A Column B

1. Neap Tides a. occur when the gravitational forces of

the Moon and the Sun align, resulting in
the highest tidal range.
2. Spring Tides b. Occur when the sun and moon are at
right angles to each other, resulting in
lower high tides and higher low tides
3. Solstice c. Occurs twice a year, marking the longest
and shortest days of the year
SECTION C: Short Questions: Each question carries two marks. 10.
1. How does the Moon's position relative to Earth affect the occurrence of spring tides and neap
tides?
2. Explain how Earth's axial tilt leads to the variation in day lengths as seasons change.
3. Why the Moon’s gravity affects the ocean but not buildings or trees. How would you explain
this?
4. How does Earth's movement around the Sun affect constellation visibility?
5. Differentiate between Earth’s Rotation and Revolution.
SECTION D: Application & Analysis Questions: 4.
1. Select a specific constellation and explain its cultural significance in a particular society. How
might the changing visibility of this constellation throughout the year influence rituals,
traditions, or practical activities in that culture?

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Unit Test: Force & Energy Total Marks: 15