Earth as a System Energy Matter and Life Class 9 Worksheet with Answers Science Chapter 13 - #NCSOLVE 📚

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Class 9 Earth as a System Energy Matter and Life Worksheet

Worksheet On Earth as a System Energy Matter and Life Class 9

Earth as a System Energy Matter and Life Worksheet Class 9

→ Geosphere: The solid part of the Earth consisting of rocks, soil, landforms, and the Earth’s interior.

→ Hydrosphere: The liquid water part of the Earth, such as oceans, rivers, lakes, and groundwater.

→ Cryosphere: The frozen form of water present on the Earth, including glaciers, ice caps, and snow.

→ Atmosphere: The layer of gases surrounding the Earth that supports life, and controls weather and climate.

→ Biosphere: The zone of life on Earth, including all living organisms and their habitats.

→ Electromagnetic (EM) Waves: Waves of energy that travel through a vacuum, such as visible light, UV rays, and infrared radiation.

→ Electromagnetic Spectrum: The complete range of electromagnetic radiation, from gamma rays to radio waves.

→ Insolation: The amount of solar radiation received on the Earth’s surface.

→ Solar Constant: The average solar energy received per unit time per unit area at the top of the Earth’s atmosphere.

→ Albedo: The fraction of solar radiation reflected by a surface.

→ Urban Heat Island Effect: A phenomenon where cities are hotter than surrounding rural areas due to heat absorption and human activities.

→ Latitude: The angular distance of a place north or south of the Equator, measured in degrees.

→ Troposphere: The lowest layer of the atmosphere where weather phenomena occur and temperature decreases with height.

→ Stratosphere: The layer above the troposphere containing the ozone layer, where temperature increases with height.

→ Ozone Layer: A region in the stratosphere that absorbs harmful ultraviolet radiations (UV rays) from the Sun.

→ Mesosphere: The layer above the stratosphere where temperature decreases with height and meteors burn up.

→ Thermosphere: The upper layer of the atmosphere where temperature increases due to absorption of high-energy radiation.

→ Montreal Protocol: An international agreement made to protect the ozone layer by reducing the use of harmful chemicals like CFCs.

→ Local Winds: Winds that blow over short distances due to local temperature and pressure differences.

→ Valley Breeze: Warm wind that blows from the valley up the mountain slopes during the day.

→ Mountain Breeze: Cool air that blows from the mountains down into the valley during the night.

→ Planetary Winds: Large-scale winds that blow over long distances due to global pressure differences.

→ Equator: An imaginary line that divides the Earth into two equal halves—the Northern Hemisphere and the Southern Hemisphere.

→ Ocean Currents: The continuous movement of large masses of ocean water.

→ Gyres: Large circular systems of ocean currents formed due to Earth’s rotation and wind patterns.

→ Gulf Stream: A strong ocean current carrying warm water from the southern part of the North American east coast across the Atlantic Ocean.

→ Biogeochemical Cycle: The cyclic movement of matter and energy between living (biotic) and non-living (abiotic) components of the Earth.

→ Water Cycle: The continuous circulation of water through evaporation, transpiration, condensation, precipitation, and infiltration.

→ Carbon Cycle: The movement of carbon among atmosphere, biosphere, hydrosphere, and geosphere.

→ Decomposition: The breakdown of dead plants and animals by microorganisms, releasing carbon back into the atmosphere.

→ Greenhouse Effect: The process by which gases like C02 trap heat in the Earth’s atmosphere, keeping the planet warm.

→ Global Warming: The gradual increase in the Earth’s temperature due to excess greenhouse gases like C02.

→ Keeling Curve: The graph showing the continuous increase in atmospheric carbon dioxide levels over time.

→ Phytoplankton: Microscopic marine organisms that perform photosynthesis and form the base of ocean food chains.

→ Renewable Energy: Energy sources like solar and wind that do not produce large amounts of carbon dioxide.

→ Nitrogen Cycle: The movement of nitrogen between the atmosphere, soil, water, and living organisms.

→ Nitrogen Fixation: The conversion of atmospheric nitrogen into usable forms by Rhizobium bacteria present on the root nodules of legumes and Azotobacter in the soil into ammonia.

→ Assimilation: The absorption of nitrogen compounds by plants to form proteins.

→ Nitrification: The conversion of ammonia into nitrites and nitrates by nitrifying bacteria.

→ Ammonification: The conversion of organic nitrogen into ammonia by decomposers (fungi and bacteria).

→ Denitrification: The conversion of nitrates into nitrogen gas, returning it to the atmosphere.

→ Haber-Bosch Process: An industrial method of converting nitrogen gas into ammonia using high temperature and pressure.

→ Oxygen Cycle: The continuous movement of oxygen between the atmosphere, living organisms, land, and water.

→ Carbon Sink: A system like forests or oceans that absorbs more carbon dioxide than it releases.

→ Algal Bloom: The rapid growth of algae on the surface of water bodies.

→ Eutrophication: Excessive growth of algae due to nutrient pollution in water bodies, leading to oxygen depletion.

→ Kyoto Protocol and Paris Agreement: International agreements aimed at reducing greenhouse gas emissions and controlling
global warming.

→ Sustainable Farming: Farming methods that protect the environment, conserve resources, and maintain soil fertility for future generations.

→ Mission LiFE: An India-led global initiative that encourages people to adopt environmentally friendly lifestyles.

Class 9 Science Exploration Chapter 13 Worksheet

Class 9 Science Earth as a System Energy Matter and Life Worksheet

A. Multiple-Choice Questions

Question 1.
Due to the curved shape of the Earth, the equatorial region receives direct sunlight while polar regions receive slanting rays. What is the main reason for the temperature difference?
(a) Distance from the Sun
(b) Angle of sunlight
(c) Rotation speed
(d) Ocean depth

Question 2.
Solar energy reaching the Earth is partly absorbed and partly reflecte(d) If more radiation is absorbed than reflected, what will happen?
(a) Cooling of the Earth
(b) Formation of winds only
(c) Increase in temperature
(d) No change

Question 3.
During the day, land heats faster than water, causing air to rise over lan(d) What type of wind is formed?
(a) Land breeze
(b) Seabreeze
(c) Trade wind
(d) Jetstream

Question 4.
Burning fossil fuels adds more carbon dioxide to the atmosphere. What is the main effect of this?
(a) Cooling of the Earth
(b) Ozone depletion only
(c) Global warming
(d) Less rainfall everywhere

Question 5.
Which of the following will help restore environmental balance?
(a) Conserving energy and resources
(b) Using renewable energy sources
(c) Planting trees and saving water
d. All of these

Question 6.
A farmer notices that leguminous plants improve soil fertility. Which organism is mainly responsible for this?
(a) Nitrobacter
(b) Rhizobium
(c) Pseudomonas
(d) Fungi

Question 7.
Which of the following influences the movement of ocean water?
(a) Temperature differences
(b) Salinity differences
(c) Earth’s rotation
(d) All of these

Question 8.
How much solar energy will a 2 m² surface receive in 1 hour if the insolation is 500 W m^-2?
(a) 1.8 × 10⁶ J
(b) 3.6 × 10⁶ J
(c) 7.2 × 10⁶ J
(d) 9.0 × 10⁶ J

Question 9.
This questions consist of an Assertion (A) and a Reason (R). Read the Assertion and Reason and choose the appropriate answer.
Assertion (A): Ice-covered regions remain cooler.
Reason (R): Ice-covered regions reflect most of the solar radiation due to high albedo.
(a) Both A and R are true, and R is the correct explanation of A.
(b) Both A and R are true, but R is not the correct explanation of A.
(c) A is true, but R is false.
(d) A is false, but R is true.

Question 10.
This question consists of an Assertion (A) and a Reason (R). Read the Assertion and Reason and choose the appropriate answer.
Assertion (A): The entire range of electromagnetic radiation is called the electromagnetic spectrum. Reason (R): The amount of the Sun’s radiation that reaches the surface of the Earth is called insolation.
(a) Both A and R are true, and R is the correct explanation of A.
(b) Both A and R are true, but R is not the correct explanation of A.
(c) A is true, but R is false.
(d) A is false, but R is true.

B. State True (T) or False (F).

Question 1.
Solar energy drives most natural processes.

Question 2.
Weather phenomena mainly occur in the troposphere.

Question 3.
Ozone layer protects living organisms.

Question 4.
Ocean currents have no climatic role.

Question 5.
Biogeochemical cycles maintain the nutrient balance.

Question 6.
Nitrification converts ammonia into nitrites and nitrates.

Question 7.
Mission LiFE promotes environmentally friendly lifestyles.

Question 8.
Anna Mani published Solar Radiation Over India in 1991.

C. Fill in the blanks.

Question 1.
The _______ is the ultimate source of energy for Earth’s system.

Question 2.
The Sun’s rays strike different _______ at different angles.

Question 3.
Forests and oceans that absorb more carbon dioxide than they release are called _______.

Question 4.
The greenhouse effect helps in trapping _______ in the atmosphere.

Question 5.
The industrial process used to produce ammonia from atmospheric nitrogen is called the _______.

Question 6.
The international agreement aimed at reducing greenhouse gas emissions is the _______ Protocol.

D. Assign one word to the following.

Question 1.
Tiny marine organisms that perform photosynthesis.

Question 2.
Excessive growth of algae due to nutrient pollution.

Question 3.
A phenomenon where cities become hotter than nearby rural areas.

Question 4.
The process in which gases trap heat in the atmosphere.

Question 5.
The zone where life exists on Earth.

E. Match Column I with Column II.

Question 1.
Unjumble the letters to form the correct word given in column I and write them in the space provided. Then match them with the descriptions given in column II.

Column I	Column II
(a) LAEBOD	(i) Temperature increases here due to absorption of high-energy radiation.
(b) OMREHTEREHPS	(ii) Fraction of solar radiation reflected by a surface.
(c) SNIALONOIT	(iii) Large circular systems of ocean currents.
(d) SERYG	(iv) A sphere that includes glaciers and ice.
(e) RCEROYPSEH	(v) Responsible for warming the Earth’s surface and its atmosphere.

F.  Arrange the steps in correct order

Question 1.
Arrange the steps of the water cycle in the correct order by writing their correct sequence number in the space provided.
1. Plants release water vapour into the air.
2. Sun heats water from rivers, lakes and other water bodies, turning it into water vapour.
3. Water vapour cools and forms clouds.
4. Water vapour rises into the atmosphere.
5. Water flows into rivers, lakes and oceans, ready to start the cycle again.
6. Water falls from clouds as rain, snow, sleet, or hail.

G. Very Short Answer Type Questions

Question 1.
Which gas is mainly responsible for global warming?

Question 2.
What is electromagnetic spectrum?

Question 3.
What is albedo?

H. Short Answer Type Questions

Question 1.
Explain the interactions among different Earth spheres with suitable examples.

Question 2.
What is eutrophication? Evaluate its impact on aquatic ecosystems.

Question 3.
What is the biosphere and why is it important?

I. Long Answer Type Questions

Question 1.
Describe the role of the Sun in the Earth system.

Question 2.
Explain the oxygen cycle and its importance.

Wonder Why

A. Read the paragraph and answer the following questions.
Rahul conducted an experiment to understand the water cycle. For this, he poured warm water into a large transparent bowl. Then, he placed a small empty cup in the middle of the bowl and covered the bowl tightly with a muslin cloth, and secured it with a rubber ban(d) He kept some ice cubes on top of the muslin cloth directly above the empty cup. Finally, he placed the set-up under a lamp to provide heat energy.

Rahul observed that the warm water started to evaporate inside the bowl. He found water droplets forming on the inner surface of the muslin cloth. He noticed the droplets falling into the empty cup.

Question 1.
Why is warm water used in the experiment?

Question 2.
Where do the water droplets form in the experiment?

Question 3.
Into what do the droplets fall?

Question 4.
What role do ice cubes play in this set-up?

Question 5.
Which natural process of the Earth does the experiment demonstrate, and how?

B. Give reasons for the following.

Question 1.
Weather patterns are influenced by solar energy.

Question 2.
Carbon dioxide is both essential and harmful for life on Earth.

Question 3.
Nitrogen in the atmosphere cannot be used directly by plants.

Question 4.
Human activities disturb the balance of biogeochemical cycles.

Question 5.
Dark coloured surfaces become hotter than light coloured surfaces.

C. Read each statement carefully. State whether it is correct or incorrect, if it is incorrect, rewrite the statement correctly in the space provided.

Statement	Correct/Incorrect	Rewrite (If Incorrect)
1. Short wavelength UV radiation is mostly absorbed by the ozone layer in the lower atmosphere.
2. Atmosphere is held in place by the force of the Earth’s gravity.
3. A mountain breeze occurs during the day.
4. The ozone layer is located in the exosphere.
5. Excess carbon from human activities enhances greenhouse effect.

Learn By Doing

A. Observe the images and answer the following questions.

Question 1.
Identify the given biogeochemical cycles and name them in the space provided.
(i) _________
(ii) ________

Question 2.
What do both cycles together represent?

Question 3.
Which process is common to both cycles?

Question 4.
What is the prime source of energy driving both these cycles?

Question 5.
Why are these two cycles important for life on Earth?

B. Observe the image and answer the following questions.

Question 1.
What type of breeze is shown in the image?

Question 2.
When does this breeze occur, and why?

Question 3.
In which direction does air move during this breeze?

Question 4.
How does cooling of air affect its movement in this breeze?

Question 5.
What role do valleys play in the formation of this breeze?

C. Complete the following table of key atmospheric layers using Internet and books.

Layer	Approx. altitudes	Features
Troposphere		Weather formation; temperature decreases with height
	12-50 km
		Meteors burn up; temperature decreases with height
Thermosphere
Exosphere

Explore with Curiosity

A. Ravi placed different materials under sunlight and observed how much heat they absorbe(d) He found that dark coloured and low-albedo surfaces became hotter, while light coloured and high-albedo surfaces remained cooler. Help Ravi to complete the table given below by using Internet and books.

Materials	Heating Effect/Albedo
1. White marble floor
2. Ice
3. Black soil
4. Light coloured soil
5. Ocean water
6. Dark coloured road
7. Snow
8. Dark roof tiles

B. Read the passage and write your answer.
Akriti was going to the riverside with her mother when she suddenly noticed some green patches floating on the water. Curious, she asked her mother what they were, how they were formed, and whether they would affect the aquatic life. Her mother patiently explained everything to her. Write what Akriti’s mother might have explained to her in space provided below.

C. Read the conversation between Shreya and Shubham and answer the questions given below it.

Question 1.
What is meant by planetary winds Shreya is talking about?

Question 2.
If the Earth were heated equally everywhere, how would it affect the formation of pressure beits?

Question 3.
What is the starting point of the global air circulation?

Question 4.
Where does air from the polar regions flow?

Question 5.
Why does air move towards the equator from other regions?

Question 6.
Based on the conversation, how do planetary winds contribute to global climate balance?

D. Observe the given diagram of nitrogen cycle and label the missing terms.

Now, answer the following questions.

Question 1.
Identify the process shown where atmospheric nitrogen (N₂) is converted into ammonia (NH₃).

Question 2.
Name two bacteria involved in nitrogen fixation.

Question 3.
Which process converts ammonia into nitrite and then nitrate?

Question 4.
What is denitrification and why is it important ?

Question 5.
Explain in one or two sentences the overall flow of nitrogen as depicted in the diagram.

Suggested Activities

A. Take a large tray filled with water to demonstrate ocean currents. Carefully pour some warm coloured water on one side of the tray and cold coloured water on the other side. Now, observe the movement and mixing patterns, that develop due to temperature differences between the two types of water. Watch how the warm water rises and moves differently from the cold water. Relate this to real ocean currents and heat distribution where warm and cold water currents help in the distribution of heat across the Earth. Record your observations and make a brief report and share this with your classmates.

B. Plant soaked legumes such as beans or peas in moist soil and observe their roots for nitrogen-fixing nodules. Compare the growth of plants in nitrogen-rich and nitrogen-poor soil. Also, observe the decomposition of organic waste in soil to study the formation of nitrogen compounds in water. Record your observations and prepare a brief report explaining how nitrogen is fixed, recycled, and circulated in nature through the nitrogen cycle.

C. Collect data from the India Meteorological Department (IMD) or newspaper records about the average humidity levels during the monsoon season for your city or district for any five years. Compare the data and identify any trends, such as an increase or decrease in humidity or variation in the number of rainy days. Prepare a report explaining how these changes may be linked to warmer sea temperatures, urbanisation, changes in vegetation, or land use, and share it with your class.

The post Earth as a System Energy Matter and Life Class 9 Worksheet with Answers Science Chapter 13 appeared first on Learn CBSE.

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