The Apple International School Dubai

MAJOR ASSESSMENT - 2
REVISION QUESTION PAPER FOR CLASS – 9
HUMANITIES

HISTORY:
Q-1) DEFINE THE FOLLOWING:
1. British Empire – The collection of countries and colonies (areas) that
Britain ruled over at its height, Britain ruled over 56 colonies around the
world.
2. Patriotic – Showing love for your country and being proud of it.
3. Assembly line – A system using workers and machines in a factory to
make goods in stages.
4. Mass produce – To make goods in huge numbers, often for cheaper than
before.
5. Consumer goods – Items bought by people for their own use.
6. Poverty - Poverty is a state or condition in which one lacks the financial
resources and essentials for a certain standard of living. Poverty can have
diverse social, economic, and political causes and effects.
7. Public health - Public health is "the science and art of preventing disease,
prolonging life and promoting health through the organized efforts and
informed choices of society, organizations, public and private,
communities and individuals".
8. Suffragette- The word 'suffrage' means having the right to vote in
political elections. The Suffragettes campaigned for women to have this
right. In Britain the organisation was led by Emmeline Pankhurst and her
daughters Christabel and Sylvia at the beginning of the twentieth century.
9. Suffrage movement - Beginning in the mid-19th century, several
generations of woman suffrage supporters lectured, wrote, marched,
lobbied, and practiced civil disobedience to achieve what many
 Americans considered a radical change in the Constitution – guaranteeing
women the right to vote.
Q-2) Question and Answers:
1.Write a sentence or two describing each photograph.
(Poor Britain, Old Britain)
a) The fact that source poor shows poor quality, Crowded building while
source C has wider, paved streets, lighting larger houses etc.
b) The fact that source B shows people with people poor quality, clothing,
in dark, dirty conditions, while source c shows cleaner wider well-lit shows
more affluent housing.
2. Describe how the quality of life in Britain in 1901 might be viewed as
better than many other countries.
People were better fed, better clothed, healthier, and more.
Educated than many people in other nations around the world. Cities were full
of shops that contain a wide range of goods, either made in a British factory and
brought in from parts of from the part of British Empire. Largest empire the
world had ever seen- Britain controlled over a quarter of the world. (about 450
million people).
3.In what ways was Britain’s status in the world under threat by 1901?
Britain was under threat from other nations – USA was now making more
goods than Britain, and Germany and Japan were quickly catching up. Japan,
Germany, Russia and the USA were serious military rivals too.
4. What was Model T, A Baby Grand, A Phonograph?
a) Model T: Car produced by Ford.
b) Baby Grand: Plane created by the Wright Brothers.
c) Phonograph: device for playing music.
5. Why did a Model T cost less in 1927 than in 1908?
As a result of mass production and the assembly line – these allowed cars to be
made quickly and at lower cost, so car was cheaper.
6. Name some major events happened in 1900s in Britain.
World War I (1914-1918): Britain was involved in a major conflict with other
nations, known as World War I. Many soldiers from Britain fought on the front
lines.
The Great Depression (1929-1930s): A period of economic downturn, where
many people faced financial hardships and unemployment.
World War II (1939-1945): Britain was again at war, this time against Nazi
Germany. The Battle of Britain, in 1940, was a crucial event where the British
Royal Air Force defended the country against German air attacks.
Post-War Reconstruction (1945-1950s): After World War II, Britain went
through a period of rebuilding and recovery. The government implemented
social and economic reforms to improve living conditions.
7. Analyse how did the technology impact in 1901.Write in detail.
In 1901, technology played a pivotal role in shaping various aspects of society,
economy, and daily life. While it might not have been as advanced as
contemporary technology, the innovations of the time significantly influenced
the trajectory of human progress. Here's an analysis of how technology
impacted different areas in 1901.
Telegraph and Telephone: The telegraph, a long-distance communication
device, had been in use for several decades. However, in 1901, telegraph lines
were more extensive and efficient.
Steam and Electric Power: The transportation sector saw the dominance of
steam power, with steam engines powering trains and ships.
Industrialisation: Factories increasingly used steam engines and newly
developed machinery to streamline production processes.
Printing Technology: The printing press, a technology dating back to the 15th
century, continued to play a crucial role in disseminating information.
Newspapers and magazines were widely circulated, shaping public opinion, and
providing a means of mass communication.
8. Evaluate how did the new technologies change the world from 1900 and
present.
Communication Revolution:
1900s: The telegraph and telephone were key communication technologies.
Present: The advent of the internet, mobile phones, and social media has
revolutionized communication, connecting people globally in real-time.
Transportation:
1900s: Steam engines and early automobiles transformed transportation.
Present: Jet travel, high-speed trains, and electric vehicles are examples of
modern transportation technologies, enabling faster and more efficient
movement of people and goods.
Medicine and Healthcare:
1900s: Limited medical interventions, basic vaccines, and antibiotics.
Present: Advances in medical imaging, organ transplantation, genomics, and
personalized medicine have significantly improved healthcare outcomes.
Information and Computing:
1900s: Mechanical calculators and early computers.
Present: Powerful and ubiquitous computers, the rise of the internet, cloud
computing, and artificial intelligence have transformed information processing
and storage.
Social and Cultural Impact:
1900s: Traditional media (print, radio, cinema).
Present: Social media, streaming services, and digital content creation have
transformed how we consume and share information, influencing global culture
and societal norms.
9.List out the ideas of new inventions and advancements in science in the
1900s.
1900 - Quantum Theory: Max Planck introduced the concept of quantization of
energy, laying the groundwork for quantum theory.
1903 - Airplane: The Wright brothers, Orville and Wilbur, achieved the first
controlled, powered, and sustained flight.
1941 - Computer: Konrad Zuse built the Z3, the world's first programmable
digital computer.
1969 - Moon Landing: NASA's Apollo 11 mission successfully landed the first
humans, Neil Armstrong and Buzz Aldrin, on the moon.
1983 - Internet: The domain name system (DNS) was introduced, laying the
foundation for the modern internet.
10. In what ways were the lives of people beginning to change at the start
of the twentieth century?
Industrialization and Urbanization:
Rapid industrialization led to the growth of cities and the decline of agrarian
economies. People moved from rural areas to urban centres in search of
employment opportunities in factories and industries.
Mass Production and Consumer Culture:
The assembly line and mass production techniques revolutionized
manufacturing, making goods more affordable and accessible. This contributed
to the rise of a consumer culture, where people had access to a wider array of
products.
Global Conflicts:
The First World War (1914-1918) had a profound impact on the lives of people
worldwide. It led to significant social, economic, and political changes,
including the re-drawing of national boundaries and the aftermath of the war
influencing the course of the 20th century.
10.Why do you think army leaders were so worried about the health of
Britain’s young men in the early 1900s?
Nearly one third of all men who volunteered to join the Army failed their
examination, so army leaders worried there might not be enough quality recruits
for fight wars.
11.What happened to the weight of the children during the holidays?
During the early 1900s, the impact of holidays on children's weight could vary
based on factors such as socioeconomic status, region, and individual family
circumstances. Historical records, if available, may provide insights into
nutritional patterns and living conditions. However, it's important to note that
the collection and documentation of such data may not have been as
comprehensive as contemporary records.
12. Define the term of ‘Liberal Forms’.
a series of new laws, ideas and measures to help some of the most vulnerable
people in society.
13.Write a sentence or two to explain how the government helped the following
in the early 1900s:
The Unemployed:
In the early 1900s, the government helped the unemployed by establishing
public works programs and unemployment insurance to provide financial
support during periods of joblessness.
The Sick:
During the early 1900s, the government aided the sick by implementing public
health initiatives and creating accessible healthcare services, ensuring medical
assistance for those in need.
People living in poor quality housing:
In the early 1900s, the government assisted people living in poor quality
housing by implementing housing reforms and regulations to improve living
conditions, addressing issues of sanitation and safety.
The Elderly:
The elderly received government assistance in the early 1900s through the
establishment of pension and social security programs, offering financial
security and support for those in their later years.
14. What are the key indicators used to measure poverty levels in a
population, and how do they vary between different regions or countries?
Social Inequality:
Income Inequality: Gini coefficient or other measures of income distribution.
Wealth Inequality: Distribution of assets and wealth within a population.
Access to Education:
Literacy Rates: The ability to read and write is a fundamental indicator.
School Enrolment Rates: Access to and participation in education.
Health Indicators:
Life Expectancy: Reflects the overall health and well-being of a population.
Infant and Child Mortality Rates: Indicate the health of the youngest members
of society.
Geographical and Urban-Rural Disparities:
Poverty levels can vary significantly between urban and rural areas or among
different regions within a country.
15.Explain the relationship between poverty and access to healthcare services.
How does poverty affect an individual's ability to seek and afford medical
care, and what are the consequences of limited access to healthcare on public
health outcomes?
Education and Awareness: Poverty is associated with lower levels of education,
which can contribute to a lack of awareness about preventive health measures
and the importance of seeking medical care.
Living Conditions: Poor living conditions, such as inadequate housing and
sanitation, Poverty exacerbates these conditions, creating a cycle of poor health.
Access to Healthcare Facilities: In poor areas, there may be a scarcity of
healthcare facilities. Individuals living in rural or underserved urban areas may
have to travel long distances to reach medical centre’s, posing logistical and
financial challenges.
Reduced Productivity: Poor health resulting from limited access to healthcare
could reduce individuals' ability to work, contributing to a cycle of poverty as
economic productivity declined.
Inter-generational Impact: Children born into poverty were particularly
vulnerable to the consequences of limited healthcare access, impacting their
development and perpetuating a cycle of poverty and poor health.
Efforts to address these issues in 1900s Britain included the establishment of the
National Health Service (NHS) in 1948, The NHS played a crucial role in
improving healthcare access and outcomes for the population, marking a
significant step in addressing the link between poverty and limited healthcare
access.
16. Given a specific case study of a low-income community, devise a public
health intervention plan that addresses the unique health challenges faced by
this population due to poverty. Justify your choice of interventions and
strategies.
In the early 1900s, many low-income communities faced significant health
challenges, primarily due to poor sanitation and limited access to clean water.
Infectious diseases such as cholera, typhoid, and dysentery were prevalent,
contributing to high morbidity and mortality rates. This intervention plan
focuses on addressing these issues through targeted strategies.
Sanitation Infrastructure Improvement:
Implement a comprehensive sanitation infrastructure plan to develop proper
waste disposal systems, including the construction of sewage systems and waste
management facilities.
Establish community-led initiatives for regular cleaning of public spaces,
focusing on areas prone to water stagnation and waste accumulation.
Access to Clean Water:
Build community wells and water purification stations to ensure a sustainable
and centralized source of clean water.
Introduce water quality monitoring programs to regularly assess and maintain
the safety of drinking water sources.
Health Education Programs:
Develop and implement health education programs to raise awareness about the
importance of personal hygiene, proper waste disposal, and safe water practices.
Engage community leaders and local influencers to promote health education
messages and encourage behaviour change.
17. Analyse the impact of socioeconomic inequalities on the prevalence of
specific diseases in impoverished communities. Provide examples of
diseases that disproportionately affect the poor and explain the underlying
factors contributing to this disparity.
Socioeconomic inequalities have long been recognized as significant
contributors to health disparities, and this is particularly evident in
impoverished communities. In the 1900s, several diseases disproportionately
affected the poor due to various interconnected factors.
Infectious Diseases:
Example: Tuberculosis (TB)
Underlying Factors: Overcrowded living conditions, lack of access to
healthcare, and poor nutrition made impoverished communities more
susceptible to infectious diseases. TB, for instance, thrived in crowded and
unsanitary environments, making it prevalent in impoverished areas.
Vector-Borne Diseases:
Example: Malaria
Underlying Factors: Impoverished communities often lacked resources for
effective vector control. In the case of malaria, the absence of proper housing
structures, stagnant water, and inadequate healthcare infrastructure increased the
prevalence of the disease in these areas.
Waterborne Diseases:
Example: Cholera
Underlying Factors: Lack of access to clean water and proper sanitation
facilities contributed to the spread of waterborne diseases like cholera.
Impoverished communities often faced challenges in maintaining hygiene,
leading to a higher incidence of such diseases.
Limited Access to Healthcare:
Underlying Factors: The poor often faced barriers in accessing healthcare
services, including financial constraints, lack of transportation, and inadequate
healthcare infrastructure in their communities. This resulted in delayed or
inadequate treatment for various diseases.
Addressing these disparities required comprehensive strategies that went
beyond healthcare provision, including improvements in housing, sanitation,
education, and economic opportunities. Over the years, public health
interventions and policies have aimed at reducing these socioeconomic
inequalities and, consequently, the prevalence of diseases in impoverished
communities.
18. How can you stay informed and engaged with ongoing developments in
poverty alleviation and public health?
Staying informed and engaged with ongoing developments in poverty
alleviation and public health is crucial for anyone interested in making a
positive impact in these areas.
Stay updated on current events and developments by following reputable news
sources, both general and those specifically focused on poverty alleviation and
public health.
Attend conferences, seminars, and workshops related to poverty alleviation and
public health. These events often feature experts in the field, and you can learn
about the latest research, strategies, and best practices.
By combining these strategies, you can create a well-rounded approach to
staying informed and engaged with ongoing developments in poverty
alleviation and public health.
19. Explain two ways in which a suffragist and a suffragette were similar
and two ways in which they were different.
They are similar in that they both seek to put pressure on government to grant
women the right to vote, yet the tactics are different suffragettes are more
radical/extreme in approach whereas suffragists seek to put pressure on
government in a non-violent way.
20. According to the Pankhurst, how did they suffragettes intend to win
women’s right to vote?
The violent campaigning would get national attention in the media, bringing the
issue of votes for women to the masses.
21. What happened to the suffragette support in the years leading up to the
First World War?
The suffragettes lost many supporters who did not want to be associated with
such destructive and dangerous tactics.
22. What impact did the First World War have on:
The suffragette movement: The campaign of violence was called off and asked
their supporters to help the war effort as much as possible instead. The war
brought women unexpected opportunities.
The roles of women: With more and more men leaving to become soldiers,
women could ‘fill in’ for the men and do jobs they had never done before – bus
drivers, police officers, car mechanics and road mendors.
23. Why do you think the suffragette movement was commemorated in
2003?
100 years since the WSPU, led by Emmeline Pankhurst, was formed and the
government wanted to officially recognise the part played by them in the votes
for women campaign.
24. Can you explain the reasons behind the suffragette movement? How did
the suffragettes advocate for women's voting rights?
The suffragette movement, which gained momentum in the late 19th and early
20th centuries, was a significant social and political movement advocating for
women's right to vote. The reasons behind the suffragette movement were
complex and rooted in longstanding inequalities and discriminatory practices
against women.
Political Equality: One of the primary motivations behind the suffragette
movement was the quest for political equality. Women argued that if they were
expected to be responsible and contributing members of society, they should
have the right to participate in the democratic process through voting.
Social and Economic Status: Women sought to challenge and change traditional
gender roles and societal expectations. They aimed to break free from the
limited roles assigned to them and believed that the right to vote would
empower them to bring about broader social and economic changes.
The suffragette movement drew inspiration from other social and political
movements of the time, such as the abolitionist movement and various labour
movements. Women involved in these movements recognized the power of
collective action and sought to apply similar strategies to their fight for voting
rights.
25. Can you provide examples of suffragette protests and their impact?
Create a timeline of significant events in the suffragette movement.
The suffragette movement, advocating for women's right to vote, was
particularly active in the late 19th and early 20th centuries. Here's a timeline of
significant events and examples of suffragette protests:
1903: Emmeline Pankhurst forms the Women's Social and Political Union
(WSPU) in the UK - Initially employing peaceful tactics, the WSPU later
became known for its more militant approach.
1908: First suffragette march in London - Organized by the WSPU, it marked a
shift towards more public and confrontational methods.
1913: Hunger strikes and force-feeding - Suffragettes in prison began hunger
strikes, prompting authorities to force-feed them, drawing attention to their
cause and the harsh treatment they endured.
1914: Outbreak of World War I - Suffragettes suspended their activities to
support the war effort, contributing to changing attitudes towards women's roles
in society.
1918: The Representation of the People Act in the UK - Granted voting rights to
certain women over 30, marking a partial victory for the suffragette movement.
1920: The 19th Amendment to the U.S. Constitution - Granted women the right
to vote in the United States, a significant milestone in the global suffragette
movement.
26. Compare and contrast the suffragette movement in the United States
and the United Kingdom.
United States: The suffragette movement in the United States gained
momentum in the late 19th century, with the formation of various women's
suffrage organizations. The 19th Amendment, which granted women the right to
vote, was ratified in 1920.
United Kingdom: The suffragette movement in the United Kingdom had its
roots in the late 19th century as well, with organizations like the Women's
Social and Political Union (WSPU) formed in 1903. Women over 30 in the UK
gained the right to vote in 1918, and full suffrage was achieved in 1928.
27. Assess the long-term impact of the suffragette movement on women's
rights and gender equality.
The most immediate and tangible impact of the suffragette movement was the
achievement of women's right to vote in many countries.
The United Nations' Universal Declaration of Human Rights in 1948 explicitly
stated the principle of equality between men and women, reflecting the global
recognition of women's rights.
The suffragette movement marked a pivotal moment in history, laying the
groundwork for advancements in women's rights and gender equality.
Its impact is evident in political, legal, social, and economic spheres, both
nationally and internationally. However, the ongoing struggle for complete
gender equality requires continued efforts to address remaining challenges and
ensure that the principles championed by the suffragettes are fully realized.
28. Analyze the role of key suffragette leaders like Emmeline Pankhurst or
Susan B. Anthony.
Emmeline Pankhurst:
Founding the Women's Social and Political Union (WSPU)
Pankhurst and the WSPU were known for their militant tactics, including
protests, hunger strikes, and property damage. Pankhurst believed that more
radical actions were necessary to draw attention to the cause and put pressure on
the government.
Susan B. Anthony
Anthony collaborated closely with Elizabeth Cady Stanton in advocating for
women's rights. Together, they formed a powerful partnership, co-editing "The
Revolution," a newspaper dedicated to women's suffrage.
Both Pankhurst and Anthony were instrumental in advancing the suffragette
movements in their respective countries. Their leadership, dedication, and
strategic approaches significantly contributed to the eventual success of the
women's suffrage movement, leading to the attainment of voting rights for
women in the UK and the U.S.
29. Evaluate the effectiveness of suffragette strategies in achieving their
goals.
Nonviolent protests, such as marches and demonstrations, were effective in
raising public awareness and garnering sympathy for the suffragette cause. The
peaceful nature of these protests helped to highlight the injustice of denying
women the right to vote.
Suffragettes used newspapers, pamphlets, and public speeches to raise
awareness about their cause. These campaigns helped shift public opinion and
gain support for women's suffrage.
Suffragettes in different countries often supported each other, creating a global
movement. This solidarity increased the visibility and impact of the suffragette
movement, as it became part of a broader struggle for women's rights.
30. Draw or create a timeline from 1939 to 1945. Add at least ten key
battles, events, or interesting facts.
November 1938
Nazis target Jewish shops and synagogues in an attack known as
Kristallnacht.
1 September 1939
Germany invades Poland using Blitzkrieg, starting the Second World War.
Spring 1940
Germany attacks France, Denmark, Norway, the Netherlands, and Belgium.

May 1940
  Winston Churchill becomes Prime Minister.
 The Battle Dunkirk.
July 1940
Hitler launches Operation Sealion, which leads to the Battle of Britain.
27 September 1940
The Tripartite Pact is signed between Germany, Japan and Italy creating the
Axis powers.
June 1941
 Florey and Chain get money from the US government to develop
penicillin.
 Operation Barbarossa is put into action for Hitler’s goal of taking over the
Soviet Union.
January 1942
Nazi leaders are informed of the ‘Final Solution’ at the Wannsee Conference.
6 August 1945
A nuclear bomb is dropped on Hiroshima, Japan.
9 August 1945
A second nuclear bomb is dropped on the Japanese port of Nagasaki, ending the
war.
1945
The United Nations is created.
1946
The National Blood Transfusion Services is set up.
GEOGRAPHY:
1.When did earth rock first form?
Over 4.5 billion years ago.
2. Rock is made of minerals. What are the minerals?
Minerals are natural compounds found in rock. They are solid and usually exist
as crystals.
3. Give three ways in which the building industry uses rock.
Any three form: To construct buildings made from blocks cut
from rock.
Rock and sand is used to make concrete.
Limestone is used to make cement.
Crushed rock (or aggregate) is used in road building.
Slate is used as roof covering.
Rock is sometimes used for worktops and tiles.

4. Draw a flow chart to show how and where silt becomes a sedimentary
rock.

5. How are limestone and chalk formed?

Limestone form from shells and other hard remains of organisms that pile up on
the ocean floor. Chalk forms in the same way as limestone, but from tiny
organisms.
6. Are limestone and chalk still forming? Give reasons.
Yes, they are still forming but shells and organisms continue to form layers on
the ocean floor. As the layers get thicker and heavier, the compress the material
below. To form new rock, the process may take millions of years.
7. Explain the importance of rocks differentiate the types and their uses in
everyday life.
Rocks are an essential part of the Earth's composition and play a crucial role in
our everyday lives. They are naturally occurring aggregates of minerals and
mineraloids, and their importance lies in various aspects, including geology,
construction, industry, and even cultural significance.
the formation of continents, mountain ranges, and the evolution of life.
Limestone is another widely used rock in construction, often used for buildings,
roads, and as a raw material in cement production.
Certain rocks contain valuable natural resources. For instance, ores like bauxite
(aluminium ore),
hematite (iron ore),
and limestone (for cement production) are extracted from rocks.
These resources are crucial for various industries, including construction,
manufacturing, and infrastructure development.
8. How can we conserve minerals?
Promote efficient use of minerals in manufacturing processes, construction, and
daily life. This includes designing products that use fewer minerals, optimizing
industrial processes to reduce waste, and adopting energy-efficient technologies.
Minimize waste generation during mineral extraction, processing, and
manufacturing. This can be achieved through better extraction techniques,
improved processing methods, and the adoption of circular economy principles.
By adopting these strategies, individuals, industries, and governments can
contribute to the conservation of minerals and promote sustainable practices in
the use of Earth's resources.
9. Describe a sedimentary rock.
Sedimentary rocks begin as pre-existing rocks, which undergo weathering and
erosion due to natural forces such as wind, water, and ice. This breaks down the
parent rocks into smaller particles like sediment.
Agents like water, wind, or ice transport the sediment from its place of origin to
a new location. During transportation, particles may be sorted based on size and
weight.
10. How are metamorphic rocks formed? Describe a metamorphic rock.
Metamorphic rocks are formed through the alteration of pre-existing rocks,
known as parent rocks or protoliths, under the influence of heat, pressure,
and/or chemically reactive fluids. This process, called metamorphism, occurs
deep within the Earth's crust or upper mantle. The changes in temperature and
pressure cause the mineral composition, texture, and structure of the original
rock to undergo significant transformations.
This type occurs over large areas and is associated with tectonic plate
movements, such as the collision of continents or subduction zones.
Intense pressure and high temperatures lead to the recrystallization of minerals,
causing changes in the texture and mineralogy of the rock.
Common regional metamorphic rocks include schist, gneiss, and slate.
10.Distinguish between rocks and minerals. Describe how igneous rocks are
formed. State their main characteristics.
Rocks and minerals are related geological entities, but they have distinct
characteristics and definitions.
A mineral is a naturally occurring, inorganic solid with a specific chemical
composition and a crystalline structure.
A rock is a naturally occurring aggregate or mass composed of minerals,
mineraloids, or organic materials.
Igneous rocks are formed from the cooling and solidification of molten magma
(below the Earth's surface) or lava (on the Earth's surface).
Types: There are two main types of igneous rocks
Intrusive (Plutonic): Formed below the Earth's surface, where magma cools
slowly, allowing large crystals to form. Examples include granite and diorite.
Extrusive (Volcanic): Formed on the Earth's surface, where lava cools rapidly,
resulting in smaller crystals or glassy textures. Examples include basalt and
pumice.
11.Give five ways which rock benefits you. Answer in any way you wish.
Your answer.
12. State the difference between physical and chemical weathering.
Physical weathering breaks rock down into smaller bits – but the substance in
the bits do not change. Chemical weathering changes that substances into
different substances through chemical reaction.
13. Describe how clay is formed.
By the reaction of water with feldspars in rock. (The reaction with water is
called hydrolysis). Remember feldspars are very common in rock, so clay is
very common product.
14. Explain how rabbits can contribute to weathering.
Burrowing animals like rabbits can widen cracks in rock by forcing their way
through.
15. Describe two ways in which lichen helps to break up rock.
Lichen grows into cracks in rocks and widens them. It also makes acid which
eat into rocks.
16.Limestone weathers much more slowly in dry areas than in rainy areas.
Explain why.
Limestone rock weathers more slowly and dry areas because rain is slightly
acidic, and it can resolve rock. Rain is acidic because it dissolves carbon
dioxide from air – which then reacts with the calcium carbonate in limestone
which in turn, dissolves the rock.
17.All rock on Earth’s surface will turn into sedimentary rock overtime.
Explain how this happens.
Over a million of years, all rock on earth’s surface will be broken down by
weathering processes into stones and sand. These are small enough to carried
away by rivers, glaciers, or wind. Eventually the weathered rock will be
deposited in the ocean and will form a layer of sediment. When compacted
under the weight of the ocean and beneath other layers of sediment, it will
become sedimentary rock.
18. The sediment that forms limestone is not carried into the ocean by
rivers. So where does it come from?
It is made from a sediment of shells and coral piling up on the ocean floor.
19. What are the plates, in geography?
Plates are slabs which make up the hard, outer part of Earth’s surface.
20. Explain why plate movements can cause sedimentary rock to turn into
metamorphic rock.
At plate boundaries, there are certain conditions that can cause rock to melt.
Diagram B shows a destructive (converging) plate boundary, where one plate is
submerged below another and as it sinks underground, the heat and pressure
change it to metamorphic rock.
21. Limestone forms under water. So why is it found widely on land?
Uplift can rise limestone up from the ocean floor, it can become land.
22. Write a summary of the rock cycle in no more than eight lines.
a) The process you're referring to is known as tectonic uplift.
b) Tectonic uplift is the vertical elevation of Earth's surface in response to
tectonic plate movements.
c) It can result in the exposure of formerly submerged areas, such as ocean
floors, to the Earth's surface, leading to the formation of new land.
d) Limestone, being a sedimentary rock, can indeed be uplifted through
tectonic processes.
e) Over geological time scales, tectonic plates interact, and as a result,
certain areas of the Earth's crust can experience uplift or subsidence.
f) When uplift occurs, previously submerged or buried rock layers,
including limestone, can be brought to the surface.

23. Can you list some of the factors that contribute to weathering?
Weathering is the process by which rocks and minerals are broken down into
smaller particles through various physical, chemical, and biological
mechanisms. Several factors contribute to weathering, and they can be broadly
categorized into two types: mechanical (physical) weathering and chemical
weathering.
Physical weathering:
Alternating cycles of heating and cooling, especially in regions with significant
temperature variations, can cause rocks to expand and contract, leading to
cracking and disintegration.
Chemical Weathering:
Water is a universal solvent and plays a crucial role in chemical weathering. It
can dissolve minerals, facilitating their breakdown and transport.

24. Explain the concept of chemical weathering in your own words and
how does weathering differ from erosion?
Chemical weathering is a natural process that occurs over time, leading to the
breakdown and alteration of rocks and minerals on the Earth's surface. This type
of weathering involves chemical reactions that change the composition of rocks,
often caused by exposure to air, water, and various substances in the
environment. Common agents of chemical weathering include water, oxygen,
carbon dioxide, and acids.
Hydration: Minerals absorb water molecules, leading to changes in their
structure.
Oxidation: Minerals react with oxygen, resulting in the formation of new
minerals and the breakdown of existing ones.
Carbonation: Minerals react with carbon dioxide to form carbonates, altering
their composition.
25. Identify the factors that contribute to the weathering and erosion of
rocks in a particular environment.
Temperature: Fluctuations in temperature, especially between day and night,
can lead to the expansion and contraction of rocks, causing them to break apart.
Precipitation: Water is a powerful agent of both weathering and erosion.
Rainwater can physically break down rocks, and it can also contribute to
chemical weathering by dissolving minerals.
Mineral Composition: Rocks with different mineral compositions weather at
different rates. Some minerals are more resistant to weathering than others.
Jointing and Faulting: The presence of joints and faults in rocks can create
weaknesses that facilitate weathering and erosion.
26. Given a set of rock samples, can you classify them into the three main
types (igneous, sedimentary, metamorphic)?
Igneous Rocks:
Look for features such as interlocking crystals or a glassy texture. Igneous rocks
are formed from the cooling and solidification of molten magma or lava.
Check for the presence of mineral crystals. Common minerals in igneous rocks
include quartz, feldspar, and mica.
Sedimentary Rocks:
Examine the rock for layers or bedding. Sedimentary rocks are often formed
through the accumulation and cementation of mineral and organic particles.
Check for the presence of fossils. Sedimentary rocks frequently contain fossils
of plants, animals, or microorganisms.
Metamorphic Rocks:
Search for signs of recrystallization or foliation. Metamorphic rocks are formed
from the alteration of existing rocks due to heat and pressure.
Check for the presence of minerals like garnet, schist, or slate, which are
commonly found in metamorphic rocks.
27. Draw the Rock cycle and explain each rocks in detail with examples.
The rock cycle describes the processes through which the three main rock types
(igneous, metamorphic, and sedimentary) transform from one type into another.
28. Define the term of Landscape:
The Landscape is the visible features of an area – natural features such as hills
and rivers, and human-built features too.
29. Can rock type influence how people earn a living? Explain.
Yes, certainly rock types are better for farming mudstone weathers to produce
day which provides nutrients for plants. Places which are rocky or mountainous
are harder for people to use for economic purposes as they may be remote or
hard to build on.
30. What is soil?
It’s a mixture of clay, sand and rotting vegetation.
31. What is the link between soil and rock?
The clay and sand in the soil form when rock is broken down by chemical
weathering.
32. Explain why soil is an essential resource for humans.
Soil is essential for humans because it provide the nutrients for food to grow.
We need food to build up our bones, teeth, flesh, hair, etc. If we eat animal
products, the nutrients come from the food eaten by the animal (grass,
corn,soy,etc) which are also reliant on soil.
33. Can you name the primary types of soil found in different regions?
List the essential nutrients for plant growth present in soil.
Primary Types of Soil:
Sandy Soil: This soil type has larger particles and drains quickly. It tends to
have poor fertility but is well-aerated.
Clay Soil: Clay particles are smaller, leading to slower drainage. It tends to be
nutrient-rich but can be compacted.
Silt Soil: Silt particles are intermediate in size. This soil has good fertility and
retains water better than sandy soil but drains faster than clay soil.
Loam Soil: A balanced mixture of sand, silt, and clay, loam soil is considered
ideal for plant growth due to its good drainage and fertility.
Plants require these nutrients in varying amounts for different growth stages and
functions. Macronutrients are needed in larger quantities, while micronutrients
are essential in smaller amounts.
34. Explain the soil formation process.
35. How do soil properties influence plant growth?
36. Summarize the factors that affect soil erosion.

34. Answers: Soil formation, also known as pedogenesis, is a complex and

continuous process that takes place over geological time scales. It involves the
weathering of rocks and minerals, the decomposition of organic matter, and the
interaction of various environmental factors. The key stages in soil formation
are:
35. ANSWERS: Soil properties play a crucial role in determining the success of
plant growth. Key factors include:
Texture: Soil texture refers to the relative proportions of sand, silt, and clay. It
influences water retention, drainage, and aeration. Sandy soils drain quickly but
may not retain nutrients, while clayey soils hold water but can be poorly
aerated.
Structure: Soil structure is the arrangement of soil particles into aggregates.
Well-structured soils allow for good root penetration, water movement, and
nutrient exchange.
pH Level: Soil pH affects nutrient availability. Most plants prefer a slightly
acidic to neutral pH range. Extreme pH levels can limit nutrient uptake.
Nutrient Content: Essential nutrients like nitrogen, phosphorus, and potassium
are critical for plant growth. Soil fertility depends on the availability of these
nutrients.
Organic Matter: Organic matter improves soil structure, water retention, and
nutrient content. It also provides a habitat for beneficial microorganisms.
36. ANSWERS: Soil erosion is the process by which soil is removed from one
location and transported to another. Factors influencing soil erosion include:
Water: Rainfall and surface water runoff can displace soil particles. The
intensity and duration of rainfall play a significant role.
Wind: Wind erosion occurs in areas with loose, dry soils. It can transport fine
particles over long distances.
Topography: Slope steepness and length influence the speed and amount of
water runoff, affecting erosion rates.
Vegetation Cover: Plant roots stabilize soil, reducing erosion. Deforestation or
overgrazing can increase erosion risk.
Land Use Practices: Poor agricultural practices, such as improper ploughing and
lack of cover crops, can contribute to soil erosion.
Soil Structure: Compacted or poorly structured soils are more prone to erosion
as water infiltrates less easily.
37. Apply the knowledge of soil composition to analyze a specific soil
sample. How would you apply your understanding of soil conservation
techniques in a real-world scenario?

Cover Cropping: Planting cover crops can prevent soil erosion, improve
fertility, and add organic matter.
Contour Ploughing: Ploughing along the contour lines of the land helps
minimize water runoff and soil erosion.
Terracing: Building terraces on hilly terrain helps control water runoff and
prevents soil erosion.
Mulching: Applying organic or inorganic mulch on the soil surface helps retain
moisture, control weeds, and prevent erosion.
Crop Rotation: Rotating crops helps maintain soil fertility and reduces the risk
of pest and disease buildup.
Q19) Difference between physical weathering and chemical weathering.

 The rock gets broken into bits- but the minerals in it do not change.
Rock can be broken into bits in several ways.
 1. By heating and cooling
Rock expands as it heats up in the sun, and contracts when it cools.
Repeated heating and cooling can cause it to crack.
 2. By freeze-thaw weathering
At 0 degree Celsius, water in the cracks in rock freezes, so the cracks
widen. Then when the ice thaws and rain fall the cracks fill with water
again. It freezes again and thaws again. Each time the cycle repeats, the
cracks get even wider. Eventually rock falls apart.
 3. By a reduction in pressure
Rock deep underground is under pressure, due to the weight of the rock
above it. But if the rock above is eroded away, it is no longer under
pressure. So, it expands. This causes it to split, parallel to the surface.
Overtime, layers break off like layers of an onion. This process is called
exfoliation.
 4. By living things
Roots work their way into cracks in rock and widen them. Burrowing
animals can also make cracks bigger.

 In chemical weathering, minerals in the rock undergo chemical

change. This helps to weaken the rock and break it up.

 1. Gaps where the limestone has been resolved.

Rain is slightly acidic. That’s because it dissolves carbon dioxide from
the air. So, it reacts with the calcium carbonate in limestone, and
dissolves it.
 2. The commonest minerals in rock are feldspars.
The commonest minerals in rock are the feldspars. Water reacts with this
over time, giving clay. This is made of very fine particles. It is soft, and
slippery when wet.
 3. QUARTZ is also very common.
But it resists chemical weathering. So, when rock containing quartz
crystals are set free as sand. They end up on our beaches.
Q20) Draw a Rock cycle diagram and explain it.
The rock cycle describes the processes through which the three main rock types
(igneous, metamorphic, and sedimentary) transform from one type into another.