Revised Edition

Science Voyage

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Teacher’s Book
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University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
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Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org

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Information on this title: www.cambridge.org/9781108654487

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© Cambridge University Press 2017, 2019

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This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written

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permission of Cambridge University Press.
First published 2017
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Second edition 2019
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20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in India by
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ISBN 978-1-108-65448-7
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Cambridge University Press has no responsibility for the persistence or accuracy

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of URLs for external or third-party internet websites referred to in this publication,

and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
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factual information given in this work is correct at the time of first printing but
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Cambridge University Press does not guarantee the accuracy of such information
thereafter.
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notice to teachers
The photocopy masters in this publication may be photocopied or distributed
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[electronically] free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.

Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
acknowledgement in future editions of the book.
 Preface

The Science Voyage Teacher’s Book has been developed keeping in mind the need to
create a student-centric environment in class where the student explores, observes and
understands the scientific concepts. The Teacher’s Book supports the textbook in
teaching the content in an effective and engaging manner. Along with Cambridge
Learn, it aims to help the teacher to interpret the digital and print components by
identification and clarification of the core concepts and skills covered in the course.
The Teacher’s Book is organised into five sections.
Section 1 provides an overview of the content coverage, which outlines the
approximate time required for teaching each chapter along with the objectives and

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expected learning outcomes.

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The learning objectives are divided in four broad categories:

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• Knowledge: These objectives indicate the specific facts, terms, concepts, principles and theories

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dealt within the chapter. The student needs to remember, identify, define and recall the information.
• Understanding: These objectives indicate the comprehension of the concepts covered. The student
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will be able to understand, compare, explain and interpret the knowledge.
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• Application: These objectives give an insight into how the knowledge is applied to a new situation.
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The student will use the knowledge to interpret a situation or provide an example where the
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knowledge can be utilised to solve a problem.

• Analysis: These objectives help to develop the ability in the student to classify, compare and
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differentiate between different items of information and to organise and integrate the items from a
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variety of information sources.

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Section 2 provides graphic lesson plans for quick and last minute planning.
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Section 3 provides the teacher with an understanding of the best practices in classroom
teaching through carefully prepared lesson plans. These sample lesson plans provide
tips and strategies for using the textbook optimally to bring about the best possible
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results. They also provide an insight on how to carry out a lesson in the class through
conceptual questions, interesting activities and engaging assessments.
Section 4 provides answers to all the questions in the textbook.
Section 5 provides two worksheets per chapter along with their answers. These
worksheets aim to help the teacher to assess the student’s understanding of the
concepts.

iii
 Overview
Chapter Chapter Time Objectives Outcomes
No. Name Allotted
(Approx.)
1. Nutrition in 5 Periods •  Describe the type of nutrition in •  The students will
Plants plants be able to classify
•  List examples of autotrophic and autotrophic and
heterotrophic plants heterotrophic
nutrition, parasites,
•  Describe the process of saprophytes,
photosynthesis photosynthesis
•  Identify various types of
heterotrophic plants

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•  Learn how nutrients are

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replenished in the soil

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2. Nutrition in 5 Periods •  Describe the type of nutrition in •  The students will
Animals animals compare human
•  Describe the process of nutrition digestive system and

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in animals link it with transport
and respiration
•  Learn how nutrition is carried out
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by Amoeba, Hydra and frog
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•  Identify various organs of human
digestive system
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•  Understand ruminant species

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3. Fibre to Fabric 7 Periods •  Describe the type of natural fibres •  The students will
•  Compare plant and animal fibres know about animal
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fibres like wool and

•  Recall the definition of Sericulture silk
•  Learn how we get wool from
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•  They will also

sheep identify the process
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•  Discuss the life cycle of silk worm of extraction of silk

•  Discuss health hazards of silk and and health problems
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wool industries associated with it

4. Heat and 6 Periods •  Recall the definition of heat •  The students will
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Temperature •  Learn how heat is transferred recognize heat flow

through various ways in materials and
about temperature
•  Describe and compare various
types of temperature scales
•  Solve numerical problems based
on temperature scales
5. Physical and 8 Periods •  Identify changes around us •  The students will
Chemical •  Classify the changes into physical know about chemical
Changes and chemical and discuss their substances and how
properties a new substance is
formed in a chemical
•  Separating a solid from solution reaction

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 Overview
Chapter Chapter Time Objectives Outcomes
No. Name Allotted
(Approx.)
6. Acids, Bases 9 Periods •  Recall the definition of acids, bases •  The students will
and Salts and salts study about reactions
•  Compare various types of acids of acids, bases and
and bases salts
•  Write the properties and uses of
acids and bases
•  Give examples of acids, bases and
salts
•  Explain the properties and uses of

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salts

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7. Weather, 8 Periods •  Recall the definition of weather •  The students will

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Climate and and climate study about climate
Adaptation •  Discuss the various factors on the Earth and
affecting weather daily change in

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temperature
•  List various factors affecting the
climate of the Earth
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•  Describe the reason of sunrise and
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sunset
•  Discuss various adaptation in
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animals as per changing climates

•  Discuss about the soil and its •  The students will
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8. Soil 7 Periods
composition classify soil types
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•  Learn how soil is formed in nature •  They will know

•  List the factors affecting formation about soil profile,
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of soil absorption of water

•  Describe the properties of soil in soil, suitability of
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soil for crops

•  Recall the definition of soil erosion
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and soil pollution

9. Respiration 9 Periods •  Describe the process of respiration •  The students will
in the living organisms relate respiration in
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•  Learn about the respiration in plants and animals

various animals •  They will also
•  Identify the organs which help in recognise mechanism
the process of respiration of breathing
•  Learn about the respiration in
various plants
•  Recall the definition of aerobic and
anaerobic

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 Overview
Chapter Chapter Time Objectives Outcomes
No. Name Allotted
(Approx.)
10. Transportation 8 Periods •  Understand about the •  The students will
in Plants and transportation of materials in differentiate herbs,
Animals plants shrubs and trees
•  Learn about the transportation of •  They will also
food describe how
•  Learn about the transportation of water and food are
materials in animals transported in plants
and animals
•  Identify the circulatory system
•  The students will

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•  Know the excretory system get an insight on

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circulatory and
excretion systems in

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animals
11. Reproduction 8 Periods •  Understand the asexual •  The students will
in Plants reproduction in plants know of different

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•  Know about budding, spore reproduction
formation, vegetative propagation, methods in plants,
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etc. types of pollination
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•  Learn about the sexual
reproduction in plants
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•  Know about pollination,

fertilisation, seed formation,
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dispersal and germination of seeds

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12. Motion and 8 Periods •  Motion and time •  The students will
Time •  Understand the concept of appreciate the idea
of time and need to
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measurements and standard unit

measure it
•  Learn the need to measure
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•  The students will

•  Know about measurement of time identify the idea of
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(the simple pendulum) speed of moving

•  Learn about speed objects—slow and
•  Identify slow and fast motion fast motion along
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with a straight line

•  Understand distance-time graph
for uniform motion
13. Electric 8 Periods •  Understand about electric current •  The students will
Current and Its and circuit recognise different
Effects •  Learn the heating effect of the electric circuit
electric current symbols for different
elements of circuit
•  Identify the magnetic effect of the
electric current •  The students will
•  Know about the short circuit, fuse know of heating
and overload effect effect of current
•  Learn about electromagnets •  The students will
examine how an
electric bell works

vi
 Overview
Chapter Chapter Time Objectives Outcomes
No. Name Allotted
(Approx.)
14. Winds and 9 Periods •  Describe what is wind •  The students will
Storms •  Learn about air pressure relate high speed
winds and heavy
•  Identify wind currents and how rainfalls
they are caused
•  Understand the types of storms •  The students will
identify disastrous
•  Learn about thunderstorms, effects of natural
cyclones and tornadoes phenomenon like
storms and cyclones.

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15. Light 7 Periods •  Describe the rectilinear •  The students will

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propagation and reflection of light describe rectilinear
•  Learn about various types of propagation of light

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mirrors •  The students will
•  Identify convex and concave know about real

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mirrors and lenses and virtual images,
•  Recall the terms related to lens
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surfaces that reflect
•  Learn about spectrum and light
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Newton’s disc
16. Forests—Our 8 Periods •  Understand the importance of •  The students will relate
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Lifeline forests the interdependence of

•  Learn about the Food Chain plants and animals in
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forests
•  Know about the balance in nature
•  Understand about the measures of •  The students will
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forest conservation appraise that forests

contribute to fresh air
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and water
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17. Wise Use of 6 Periods •  We should use non-renewable •  The students will
Water resources judiciously relate scarcity of
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•  The different forms of water water and its effect

on life
•  Distribution of water and water
•  The students will
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table
•  Threat to life due to scarcity of water know about different
forms in which water
•  Different methods to conserve water exist
18. Waste 6 Periods •  Describe the process of respiration •  The students will
Management in the living organisms discuss about sewage
•  Learn about the respiration in and the need for
various animals drainage, sewer
system that are closed
•  Identify the organs which help in
the process of respiration.
•  Learn about the respiration in
various plants
•  Recall the definition of aerobic and
anaerobic

vii
 Contents

1. Graphic Lesson Plans 1

2. Detailed Lesson Plans 39

4. Textbook Answers 122

3. Additional Worksheets 223

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5. Worksheets’ Answers 278

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Graphic Lesson Plans
Chapter

1 Nutrition in Plants

Learning Objectives
●●

●●
To describe the types of nutrition in plants
To list examples of atrophic and heterotrophic plants 1
●●To identify various types of heterotrophic plants

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●●To understand how nutrients are replenished in the soil

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Graphic

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Warm Up
You may start the topic by asking the following questions from

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the students, ‘What do you mean by nutritious food?’; ‘Do
your elders often tell you to eat more of healthy food instead of
junk food?’ Now, explain students the meaning of ‘nutrition’.
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Ask them about the importance of eating fruits and vegetables.
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Explain to them the importance of nutritious food.
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Teaching Aids
• Potted plant • Green leaf • Water • Alcohol • Burner • Tripod stand 3
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• Beaker • Iodine solution • Potassium hydroxide solution • Test tube

• Black paper strip • Pictures of insectivorous plants, parasitic plants,
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 saprophytic plants and symbiotic plants

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Concept Development
You can start by asking the students: ‘Do living things need food?’
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Explain them about nutrition and various types of nutrition.

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Ask the students quick questions to see their understanding of the autotrophic nutrition.
●●

Explain them the concept of heterotrophic mode of nutrition.

●●

Ask them questions based on heterotrophic mode of nutrition in various plants to check
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their understanding about the topic.

Ask students ‘Why do plants need soil?’
●●

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 Ideas for Homework

7 Make a model of stomata using inflated and deflated

balloons, in order to show closed and open guard cells.

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Project Idea
Lesson Plan

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Explore your surrounding and find out autotrophic and heterotrophic
plants. Fill the information in the following table.

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Name of Type of the Type of Characteristic

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the Plant Plant— Heterotrophic of the Plant
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Autotrophic Plant (If (any one)
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or the plant is
Heterotrophic heterotrophic)
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Activities
The following activities can be demonstrated to the students.
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Activity 1
Aim: To show that leaves contain starch.
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Materials required: green leaf, water, alcohol, burner, tripod stand, beaker,
iodine solution, test tube
Activity 2
Aim: To show that carbon dioxide is necessary for photosynthesis.
Materials required: potted plant, a glass jar, potassium hydroxide, split cork
Activity 3
Aim: To show that sunlight is necessary for photosynthesis.
Materials required: a potted plant, black paper strip, alcohol, iodine solution

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Chapter

2 Nutrition in Animals

Learning Objectives
●●To know the importance of food and general steps involved
in the process of nutrition in animals 1
●●To understand the process of nutrition in Amoeba, Hydra

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and frog

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●●To understand the parts of body and steps involved in the
process of digestion in humans Graphic

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●●To know the process of digestion in ruminants

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Warm Up
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Students can be asked: After playing for long hours, how do you
feel? When we feel hungry, what do we need? Why do we need
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food? Explain the importance of food in living things. Tell them

the components of nutrients, definition of nutrition and process
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of nutrition in various animals.

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Teaching Aids
Charts of nutrition in Amoeba, Hydra
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and frog
●●Chart on human teeth
●●Chart of human digestive system
●●Chart of ruminant stomach with labels

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 7 Ideas for Homework
Prepare a clay model depicting step by step nutrition
in Amoeba or Hydra.

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Lesson Plan

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Project Idea
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Visit a dentist and find out about the dental diseases, their causes
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and prevention.
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5 Activities
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An activity can be performed to investigate the effect of saliva on the food. The
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following materials will be required for this activity—two test tubes, boiled
rice, iodine solution.
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4 Concept Development
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Ask students: What do you do when you feel hungry? Do you know what
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happens to the food when it goes inside the body?

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By using chart/video clips, explain the complete process of nutrition in

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Amoeba, Hydra and frog.

Ask them questions based on the steps involved in the process of nutrition in
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Amoeba, Hydra and frog.

Ask students: Which part of the body do they use to eat the food?
●●

Ask them question on various types of teeth and their functions to know the
●●

understanding of the concept.

Ask students, where does the food go after chewing and swallowing?
●●

Ask them questions on digestion in ruminants to know the understanding of

●●

the concept.

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Chapter

3 Fibre to Fabric

Learning Objectives
●●To know the importance of clothes and types of fibres
used for making fabrics 1
●●To understand the sources of fibres

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●●To understand the importance of wool, sources of wool,

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●●
process of wool production and hazards of wool industry
To understand the life cycle of silkworm, sericulture and Graphic

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hazards of silk industry

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Warm Up
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Ask students: What type of clothes do you prefer to
wear in the current season? If you go to Kashmir in
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the month of December, what type of clothes you will

prefer to take with you? Explain that the clothes we
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wear are based on a number of factors, such as season,

occasion and profession. Tell them the types of fibres,
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their processing and health hazards for the people

working in that industry.
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Teaching Aids
Samples of various types of clothes, such as cotton,
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silk, rayon and nylon

●●Chart/video clips of wool giving animals and wool
production
●●Chart/video clips of life cycle of silkworm and
production of silk

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 Ideas for Homework

7 ●●Ask the students to search the Internet and find out the answers
to the following questions:
a.  Find out which fabric is the best insulator.

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b. Do natural fibres decompose faster than human-made fibres,

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Lesson Plan or vice versa?
c. What is the effect of different chemicals, such as bleach and

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baking soda on different fabrics?
d.  Make a timeline on ‘History of Clothing’.

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Project Idea
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6 Find out major silk-producing places in India. Explain the
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special features of their production.
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5 Activities
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The students can perform this activity:

Aim: To make a collage of any five fibres.
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Materials Required: Samples of various fibres

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Concept Development
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Ask the students to list down the types of clothes used in/at various
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seasons/occasions/professions.
Explain to them about fibres and fabrics.
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Explain to them the importance of wool, sources of wool and

●●

characteristics of wool-giving animals, places where these animals are

found, and the steps involved in the process of wool production.
Explain to them about sericulture and health hazards in silk industry.
●●

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Chapter

4 Heat and Temperature

Learning Objectives
●●

●●
To know the definition of heat and temperature
To understand the effects of heat in day-to-day life 1
●●To understand the concept of transfer of heat by

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conduction, convection and radiation and their application

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●●To know the measurement of temperature and various
types of temperatures with their uses Graphic

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Warm Up
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Ask students: How do you feel in winter? What do you do
to stay away from cold?
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What type of food do you like to eat during the winter

season—hot or cold? How much will be the temperature
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at Kashmir during winter? Explain the definition of heat,

effects of heat, transfer of heat, definition of temperature,
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its measurement and types of thermometers.

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Teaching Aids
Iron nails on metal rods, wax and burner
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●●Beaker, water, tripod stand, potassium

permanganate
●●Two metal cans, water
●●Bowl, ice-cold water, normal water and
warm water

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 7 Ideas for Homework
Design an eco-friendly mitten warmer instead of
using the commercially disposable ones.

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Lesson Plan Project Idea
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Take the temperature of your family members with the help of a
thermometer. Tabulate the data collected.

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Activities
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The following activities can be demonstrated to the students:
Activity 1
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Aim: To observe convection in liquids.

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Materials required: a beaker with water, a tripod, a burner and

crystals of potassium permanganate
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Activity 2
Aim: To observe that dark colours absorb more heat.
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Materials required: two cans of the same size, black paint, white
paint, water, a thermometer
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Concept Development
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Introduce the concept of ‘heat’ to the students.

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Ask the students to give some examples where heat is very important.
●●

Ask students, ‘What happens if you keep the steel spoon in boiling water
●●

for a long time?’

Ask the students, ‘What will happen if you add coloured crystals to
●●

water and heat it?’

Ask the students, ‘What will your parents/doctor do if you have fever?
●●

How will they check?’

Explain the concept of ‘conduction, convection, radiation and their uses’.
●●

Show them various types of thermometers, scales for measurement and

●●

explain their characteristics.

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Chapter

Physical and Chemical

5 ­Changes

Learning Objectives
●●

●●
To understand the various changes around us
To understand the characteristics of physical and 1
chemical changes

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●●To understand the types of various chemical reactions

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●●To understand the separation of a solid from a liquid
Graphic

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Warm Up

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Ask the students, ‘What types of changes they see in them?
What type of changes they see in plants? What changes they
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see when they tear the paper?’ Explain to them the definition
of physical and chemical changes, characteristics, types of
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chemical reactions and separation of solids from liquids.
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Teaching Aids
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●●Rusted iron objects

●●Paper, balloon
Magnesium ribbon
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Concept Development
Ask the students to list down the examples of changes in their
●●

surroundings and at home or kitchen.

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Ask students, ‘What happens when you keep water in the deep freeze?
●●

What changes do you notice in water?’

Ask students, ‘What will happen if you burn paper? Will you get the
●●

original paper back?’

Explain to them in detail about physical and chemical changes by
●●

giving daily-life examples.

Explain about the various types of chemical reactions by taking them
●●

to the laboratory.

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 Ideas for Homework
7 Explore science in the kitchen! Cook with an elder at home.
As he/she cooks a meal, the student can identify the type of
change each food is undergoing. For example:

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When the vegetables are chopped, do they undergo a

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●●

Lesson Plan physical change or a chemical change? Why?

When the vegetables are cooked, are they going through

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●●

physical or chemical changes? Why?

The student can take notes while cooking together. The

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students can draw pictures or take photos of the ingredients
before and after they are changed.
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6
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Project Idea
Spend one day in the kitchen with your mother and find out the
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chemical and physical changes taking place there. Tabulate your

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observations in the following table.

Example Types of Changes Characteristics
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of that Change
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Activities
The following activities can be demonstrated to the students:
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Activity 1
Aim: To demonstrate precipitation reaction.
Materials required: lead nitrate solution and potassium iodide
solution in two separate test tubes
Activity 2
Aim: To observe reaction between copper sulphate and iron.
Materials required: copper sulphate solution, test tube, iron nail

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Chapter

6 Acids, Bases and Salts

Learning Objectives
●●

●●
To know the definition of acids and bases
To understand the properties and uses of acids and bases 1
●●To understand the types of various indicators and their properties

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●●To understand the preparation, properties and uses of salts

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Graphic

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Warm Up
Ask students, ‘What food items do they like and what is the
taste of that food item?
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Why sweet items, lemon, orange, pineapple and tamarind have
different taste?’ Now, explain to them about acids, bases and
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salts by giving daily-life examples.
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Teaching Aids
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●●Lemon, tamarind and orange

●●Soap, hand wash, detergent
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●●Table salt

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Concept Development
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Ask the students about the taste of various food items.

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●●

Ask the students what they know about acids.

●●

Ask if they have heard of a chemical base.

●●

Ask the students what the term neutral means to them.

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Explain to them in detail about acids, bases their properties and uses.
●●

Explain to them the preparation and characteristics of indicators.

●●

Explain to them thoroughly the concept of salts, their preparation,

●●

properties and uses by writing the chemical equations.

12
 Ideas for Homework

7 Do you know what sherbet is? A sherbet is a frozen dessert made primarily
of fruit juice and sugar, but also containing milk, egg-white or gelatin.
Do you know sherbet contains both an acid and a base which react
when they are together? The key is that they don’t react until they reach

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your tongue. Why? Because this chemical reaction needs moisture to

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Lesson Plan get it started. So where does this moisture come from? It comes from
your mouth! That’s right, there’s a chemical reaction going on in your

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mouth when you drink sherbet.
Make your own sherbet!

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Find a container. Make sure it is clean and dry.
Mix together the following ingredients:
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●●1/2 teaspoon of citric acid crystals
1 teaspoon of icing sugar
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●●1/2 teaspoon of drink crystals

1/4 teaspoon of bicarbonate of soda (baking soda)
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Stir everything together and then have a taste of your delicious sherbet!

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Project Idea
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Spend one day at home with your mother and find out the acids,
bases and salts containing items and one characteristic of each
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item. Tabulate your observations in the following table.

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Item Acid/Base/Salt Characteristic

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Activities
The following activities can be demonstrated to the students:
Activity 1
Aim: To prepare natural indicators.
Materials required: China rose flower, water, a container, gas stove
Activity 2
Aim: To observe the acidic or basic behaviour of orange, pineapple,
baking soda, sodium hydroxide and water.
Materials required: orange juice, pineapple juice, baking soda
solution, sodium hydroxide, water, pH paper strips, standard pH chart

13
Chapter

Weather, Climate and

7 Adaptation

Learning Objectives
●●

●●
To know the definition of weather and climate
To understand the factors affecting weather and climate 1
●●To understand the adaptation in animals for different

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climates

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Graphic

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Warm Up
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Ask the students, ‘Did you read today’s newspaper? Have you
ever seen weather report in the newspaper? What information
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do we get from weather report?’ Now, explain to them about

weather and climate, factors affecting weather and climate by
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giving routine examples.

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Teaching Aids
Chart of various types of weather and climate
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●●Chart of animals adapting to various climates

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 Ideas for Homework

7 Visit the same slum area with your elders in different

seasons. See how people there cope up with different
weather conditions. Prepare a report. At the end of session,

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discuss in class, how we can help them.

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Lesson Plan

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Project Idea

6 Find out more information about various climatic conditions and

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animals living there by using web/reading books. Tabulate your
data in the following table.
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Name of the Suitable Climate Characteristic of
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Animals for that Animal that Animal
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Activity
The students can perform this activity:
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Aim: To study the weather report from a newspaper for a week.

Materials required: Newspaper cuttings of the weather forecast for one week.
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Concept Development
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Explain to them in detail about weather and climate, and various

●●

factors affecting weather and climate.

Explain to them the factors affecting the climate of a place,
●●

formation of day and night by using globe and torch.

Ask the students, ‘What will you do if it is too cold outside and
●●

you want to go outside?’

Explain to them thoroughly the concept of adaptations in animals
●●

for different climates

15
Chapter

8 Soil

Learning Objectives
●●

●●
To know the composition and process of formation of soil
To understand the factors affecting formation of soil 1
●●To understand the profile of soil and properties of soil

s
●●To know various types of soil and crops grown in it

es
●●To understand the concept of soil erosion and soil pollution
Graphic

Pr
Warm Up

2
ity
Ask the students: ‘What do we need for growing plants?
Can we grow all the plants without soil? Why do we need
rs
soil?’ Now, explain to them about composition, formation
of soil by using charts/video clips.
ve
ni

Teaching Aids
3
U

●●Chart/video clip of various types of soil, soil profile

ge

●●Chart/video clip of formation of soil

●●Chart/video clip of types of soil
Chart/video clip of causes of soil pollution
id

●●

4
br
am

Concept Development
Ask questions based on composition and formation of soil.
●●

Explain to them the factors affecting the formation of soil.

C

●●

Ask students, ‘Do you know what soil profile is? What are the properties of soil?’
●●

Explain to them thoroughly about the soil profile, classification of soil based on
●●

their texture, structure, colour and porosity.

Explain them about the various types of soil and the various crops grown in the
●●

soil based on their origin and habitat

Explain them in detail about soil erosion, causes of soil pollution and control of
●●

soil pollution
Ask questions based on the topic.
●●

16
 Ideas for Homework
7 ●●Students can start a vegetable garden at their home.
If you do not have a field, start growing in flower
pots. Make sure that the soil is suitable for the

s
vegetables that the students will grow.

es
Lesson Plan

Pr
ity
Project Idea
6 Find out more information about various types of soil in any
rs
five states by using web/reading books. Tabulate your data in the
ve
following table.
Name of the state Type of soil Crops grown in
ni

present that soil [any one]

U
ge
id
br

5 Activity
am

The students can perform this activity:

Aim: To measure the percolation rate of sand, loamy soil and clay.
C

Materials required: three beakers, 50 grams each of sand, loamy soil

and clay, mugs, coloured water

17
Chapter

9 Respiration

Learning Objectives
●●

●●
To know about respiration and its importance
To understand the aerobic and anaerobic respiration 1
●●To understand the process of respiration in humans

s
●●To understand the process of respiration in animals

es
Graphic

Pr
Warm Up
Ask the students, ‘Which gas is important for the survival

ity 2
of human beings? Through which process do we take in gas
and give out gas?’ Now, explain to them about the process of
rs
respiration, types of respiration, respiration in plants and animals
ve
by using charts/video clips.
ni

3
U

Teaching Aids
ge

●●Chart/video clip of respiration process in humans

Chart/video clip of respiration process in various animals
id

●●

Chart/video clip of respiration in plants

br

●●

4
am

Concept Development
C

Ask the students about the importance of respiration.

●●

Ask the students, ‘Which organs of human being take part in the process
●●

of respiration?’
Ask the students, ‘Is the process of respiration same in all the animals?’
●●

Ask the students, ‘How do plants respire?’

●●

Explain to them in detail about importance of respiration, and aerobic and

●●

anaerobic respiration.
Explain to them the process of respiration in humans, animals and plants.
●●

Explain the role of each organ in the process of respiration.

●●

18
 7 Ideas for Homework
●●Search the Internet and find out the respiratory diseases
that are caused due to pollution. Also, find out about the

s
causes, symptoms and precautionary measures.

es
Lesson Plan

Pr
6
ity
Project Idea rs
Find out more information about respiratory organs in various
types of animals (excluding examples given in the book).
ve
Tabulate your data in the following table.
Name of the Respiratory Any One Characteristic
ni

Animal Organ of that Organ

U
ge
id
br

5
am

Activities
The following activities can be demonstrated to the students:
C

Activity 1
Aim: To prove that the air we breathe out contains carbon dioxide.
Materials Required: two glass tubes, limewater, a straw
Activity 2
Aim: To demonstrate the movement of diaphragm during breathing.
Materials Required: Y-shaped glass tube, two balloons, a bell jar, a
rubber sheet

19
Chapter

Transportation in Plants
10 and Animals

Learning Objectives
●●

●●
To know about the transportation of substances in plants
To understand transpiration 1
●●To understand the process of transpiration in animals

s
●●To understand the process of excretion in humans and

es
●●
animals
To understand the importance of dialysis Graphic

Pr
ity
Warm Up
Start the lesson by asking some key questions:
rs
●●How do plants and animals get water and nutrients?
2
ve
●●How do nutrients get transported in our body?
●●Why should the soil in which the plant is growing be rich in
ni

minerals and fertilisers?

How do you think nutrients reach different parts of the plants?
U

●●

Show some related videos to the students. The idea is to make the
ge

students understand that there is transportation of important materials

in our bodies/plants which helps our organs/plant parts to function
better. Let the students explain the need to transport materials in
id

plants and animals.

br

3
am

Teaching Aids
C

●●Chart/video clip of transportation of substances in plants

●●Chart/video clip of human circulatory system
●●Chart/video clip of excretory system in plants and humans

20
 Ideas for Homework

7 ●●

●●
Make a model of urinary system in human beings.
Make a report on ‘dialysis’. Focus on its importance
and affordability.

s
es
Lesson Plan Project Idea
6

Pr
Find out information about five plants and the nutrients essential
for them. Tabulate your data in the given table.

ity
Name of the Plant Nutrients Essential for Them
rs
ve

5 Activities
ni

The following activities can be demonstrated to the students:

U

Activity 1
Aim: To observe the process of osmosis in plants.
ge

Materials Required: potato, sugar solution, water, dish

Activity 2
id

Aim: To shows that water is lost from the leaves through the stomata as a
result of transpiration.
br

4 Materials Required: a healthy potted plant, a plastic sheet

am

Concept Development
C

Explain to them in detail about transportation of substances in plants and process of

●●

transpiration.
Explain to them the process of transpiration in animals and human circulatory system.
●●

Ask the students, ‘Which system helps to throw out waste from the human body?’
●●

Ask them questions based human excretory system.

●●

Ask the students, ‘Do you know any diseases related to kidney and heart?’
●●

All the above topics can be explain by using chart/video clips to make the concept
●●

easy to understand.

21
Chapter

11 Reproduction in Plants

Learning Objectives
●●

●●
To know the reproduction, types of reproduction in plants
To understand the process of asexual reproduction in plants 1
●●To understand the sexual reproduction in plants

s
●●To understand dispersal of seeds by various factors and

es
germination
Graphic

Pr
ity
Warm Up
rs
Ask the students,‘How does plant grow? How does a seed form?’ Now, 2
ve
explain to them about the process of reproduction in plants by using the
charts/video clips.
ni
U
ge
id
br

3
am

Teaching Aids
Chart/video clip of:
C

●●Various method of asexual reproduction

●●Vegetative reproduction by artificial methods like cutting,
grafting, layering
●●Structure of a flower
●●Process of pollination
●●Dispersion of seeds by various factors
●●Germination of seed

22
 7
Ideas for Homework
Collect some fatten freshly fallen flowers. Carefully try to observe
the variations in the flower structure and reproductive parts.

s
es
Lesson Plan Project Idea
6

Pr
Observe the plants in your surroundings and write their method
of reproduction and dispersal of seeds. You may use the help of
the Internet to understand the kind of mechanism these plants

ity
follow. Tabulate your data in the given table.
rs
Name of the Method of Mode of
Plant Reproduction Dispersal
ve
ni
U

5 Activity
ge

The students can be asked to perform the following activity:

Activity 1
id

Aim: To prepare a chart showing the structure of a flower.

br

4
Material Required: a chart paper, drawing materials or pictures
am

Concept Development
C

Ask them, ‘What is reproduction? How do plants reproduce?’

●●

Explain to them in detail about asexual reproduction in plants.

●●

Explain to them the process of vegetative propagation by natural

●●

and artificial methods.

Explain to them the advantages and disadvantages of vegetative
●●

propagation.
Ask the students, ‘What are the various parts of a plant?’
●●

Explain them the process of pollination, fertilisation and formation

●●

of a seed and fruit.

Ask them, ‘How do seeds spread out?’
●●

23
Chapter

12 Motion and Time

Learning Objectives
●●

●●
To know about measurement and standard units
To understand the need to measure time, different 1
methods of measuring time

s
●●To understand the motion and different types of motion

es
●●

●●
To understand the speed and characteristics of speed
To understand the uniform and non-uniform motion, Graphic

Pr
graphical representation and drawing of motion

ity
Warm Up rs
Ask some key questions:
How far is your home from your school?
2
ve
●●

●●How much time does it take to reach the railway station

from your home?
ni

●●Does the time taken to reach a destination depend upon

U

how far it is?

●●How do you think people in the early age measured time?
ge

Let the students come to the conclusion that time taken is

directly proportional to distance. Speed influences the time
id

taken to complete a distance.

3
br
am

Teaching Aids
●●Chart/video clip of sundial
C

●●Sand clock
●●Simple pendulum
●●Chart/video clip of rectilinear motion,
circular motion and periodic motion

24
 7 Ideas for Homework
Visit a nearby ‘children’s park’. Tabulate the
different types of motions you observe there.

s
es
Lesson Plan Project Idea

Pr
6 Explore your society and find the objects that show different
types of motion—rectilinear, circular and periodic. Tabulate your

ity
data in the following table.
Name of the Object Type of Motion
rs
ve
ni

Activities
5
U

The students can be asked to perform the following activites:

Activity 1
ge

To make a model of sundial.

Activity 2
id

To make a simple pendulum by using materials available at home.

br

4
am

Concept Development
You can ask the students, ‘How much is your height? How long is
●●
C

your table at home?’

Explain to them about the need to measure time by using sundial,
●●

sand clock and simple pendulum.

Ask the students, ‘What do you mean by motion?’
●●

Explain to them about speed, unit of speed, characteristics of speed.

●●

Explain to them about uniform and non-uniform motion, graphical

●●

representation of motion, plotting distance-time graph.

25
Chapter

Electric Current and

13 Its Effects

Learning Objectives
●●

●●
Describe/discuss heating effects of electric current
Explain the working of an electric bell 1
●●Investigate magnets and magnetic strength of objects

s
●●Recognise electricity as a form of energy

es
Warm Up Graphic

Pr
Let the students observe electric devices around them. Get them
to engage in discussion and come up with their ideas on how 2
ity
electric devices work. Ask the students: Do electric devices need
energy to light up? What kind of energy do they require? Which
rs
energy is passed through bulb? Now, explain to them about the
ve
electric current and its effects.
Let the students fill a KWL chart as shown below in the
ni

beginning and end of the lesson.

U

What I Know What I Want to What I have

Know Learnt
3
ge
id

Teaching Aids
br

Electric bulb
4
●●

Cell
am

●●

●●Miniature circuit breaker (MCB)

C

Concept Development
Explain to them about the various
●●

components of an electric circuit.

Explain to them thoroughly about the
●●

heating effects of electric current.

Explain to them about short circuit and
●●

electric fuse.
Explain to them in detail the magnetic
●●

effects of electric current and working of

electromagnet, electric bell and solenoid.

26
 7 Ideas for Homework
●●Let the students prepare a chart of open and closed
circuit by drawing a well-labelled diagram.

s
Ask the students to prepare a chart of solenoid and

es
Lesson Plan
●●

working of solenoid.

Pr
ity
Project Idea
6
rs
Make a list of objects in your surroundings. Identify whether the
ve
object is good or bad conductor of electricity. Tabulate your data in
the following table.
ni

Name of the Object Good Conductor Bad Conductor

U
ge
id

5 Activities
br

The following activities can be demonstrated to the students:

am

Activity 1
Aim: To show that the electric current produces heating effects.
C

Materials required: wire, cell, switch, a torch bulb

Activity 2
Aim: To analyse magnetic poles.
Materials required: a magnet, pins or iron materials

27
Chapter

14 Winds and Storms

Learning Objectives
●●

●●
To understand the difference between winds and storms
To understand the air pressure, effect of wind speed on 1
air pressure

s
●●To understand about thunderstorms, cyclones,

es
tornado—it’s bad effects, precautions taken during
thunderstorm Graphic

Pr
●●To understand the safety and weather precautions

Warm Up
ity
rs
Ask the students the following key questions:
ve
●●What comes to your mind when you hear the word ‘weather’?
What do they like most about weather in summer? 2
ni

●●

●●What gives us relief from scorching Sun, when outside?

U

●●What are beaches known for, apart from summer Sun and waves?
●●Why does air blow?
ge

Let the students come to the conclusion, ‘wind and breeze’. Get the
students engage in discussion and explain how wind/breeze is
id

formed. Discuss students’ responses.

br

3
am

Teaching Aids
Globe
C

●●

●●Chart/video clips of various types of storms.

28
 Ideas for Homework

7 Let the students search the area of the world with the severe
and highest occurrence of cyclone or tornado on the Internet
and make a research report on the same.

s
es
Lesson Plan Project Idea

Pr
Find out about places where a cyclone or a tornado had taken
place in the past five years and find about their speed. Tabulate
your data in the following table.

ity
Name of the Place Cyclone/Tornado
rs Speed
ve

5
ni

Activities
U

The following activities can be performed by the students:

Activity 1
ge

Aim: To observe that air exerts pressure in all directions.

Materials Required: a metal can with lid, water, burner
id

Activity 2
br

4 Aim: To observe effect of wind speed on air pressure.

Materials Required: two balloons, a stick, thread, straw
am

Concept Development
C

Discuss about sea breeze and land breeze.

●●

Ask the students, ‘How the tilt of the Earth on its imaginary axis affects
●●

hotness and coldness in different regions?’

Explain to them about the air pressure by using chart/video clips/ live
●●

demonstration.
Explain about effects of wind speed on air pressure.
●●

Explain to them thoroughly about the various types of storms.

●●

Explain to them about the safety and weather precautions to be followed in

●●

case of any storm.

29
Chapter

15 Light

Learning Objectives
●●To understand light, rectilinear propagation of light,
reflection of light 1
●●To understand the real and virtual images, types of mirror

s
●●To understand about the lenses, spectrum

es
Graphic

Pr
Warm Up
Ask the students following key questions:
2
ity
Why are we not able to see things when it is dark?
●●

Can light bend?

●●
rs
What is reflection?
●●
ve
Observe students’ responses. Get them engaged in a discussion.
ni

3
U

Teaching Aids
ge

●●Charts of reflection of light

Convex and concave mirrors and lenses
id

●●

●●Prism
br

4
am

Concept Development
Ask the students, ‘What are the sources of light at your home?’
C

●●

Explain to them in detail about the light, rectilinear propagation of light,

●●

reflection of light.
Explain to them about the real and virtual images, and types of mirrors.
●●

Explain to them thoroughly about the lenses and spectrum.

●●

30
 7 Ideas for Homework
Ask the students to make a model of how light travels
in a straight line.

s
Let the students carry out an Internet search on ‘types

es
Lesson Plan of lenses’ and make a research report on the same.

Pr
Project Idea
ity
rs
6 Find out about the objects in your surroundings that reflect or
ve
refracts light. Tabulate your data in the following table.
Name of the Reflects/Refracts Uses of Object
ni

Object Light
U
ge
id
br

5 Activities
am

The following activities can be demonstrated to the students:

Activity 1
C

Aim: To prove that light travels in a straight line.

Materials required: three equal shaped cardboards, candle,
matchbox, a pair of scissors
Activity 2
Aim: To show rectilinear propagation of light.
Materials required: a flexible plastic tube, candle

31
Chapter

16 Forests—Our Lifeline

Learning Objectives
●●

●●
To understand the importance of forests
To understand the interdependence of plants and 1
animals in the forest

s
●●To understand the forest and ecosystem

es
●●To understand the methods of conservation of forests
and creating awareness in people Graphic

Pr
Warm Up

ity 2
Start the lesson by asking key questions: rs
●●What is the use of a forest?
What do you think forests provide us with?
ve
●●

●●What might happen if we do not have forests?

Do forests also provide us oxygen?
ni

●●

●●Which type of forests cover the largest area on the Earth?

U

Get the students to discuss at length on the need of forests

and how they are helpful for living organisms.
ge
id
br

3
am

Teaching Aids
Charts depicting:
C

●●Food chain and food web

●●Interdependence of plants and animals
●●Layers of forest

32
 7 Ideas for Homework
Let the students make a detailed report on condition of forests
of India.

s
Get the students to find out about Forest Research Institute (FRI),

es
Lesson Plan
India. Make a detailed report on its role and responsibilities.

Pr
Project Idea
6
ity
Make a PowerPoint presentation on the topic ‘Effect of
deforestation on the environment’. And share it with the class.
rs
ve
ni

Activities
5 The students can be asked to perform the following activity:
U

Activity 1
ge

To prepare a chart of interdependence of plants and animals.

Activity 2
id

Students to prepare a chart on benefits of forests.

br

4
am

Concept Development
Ask students, ‘What will happen if there are no trees on the Earth?’
C

●●

Explain to them in detail about the importance of forests, decomposers, layers of

●●

forests, benefits we get from the forests.

Explain to them about the interdependence of plants and animals.
●●

Explain to them thoroughly about the ecosystem which includes food chain and
●●

food web.
Ask students, ‘What will happen if there more animals and less trees on the Earth?’
●●

33
Chapter

17 Wise Use of Water

Learning Objectives
●●To understand the uses of water in various areas—like
agriculture, domestic use, industrial use 1
●●To understand the various forms of water like solid,

s
liquid and gas

es
●●

●●
To understand the process of water cycle
To understand the various sources of water like river, Graphic

Pr
ponds, lakes, etc.
●●To understand the causes and effects of scarcity of water
To understand the various ways to conserve water

ity
●●

rs
ve
ni

Warm Up
Ask the students, ‘When you are thirsty, what do you
2
U

drink? Why do we need water?’ Now, explain to them

about the wise use of water. Tell them about freshwater
ge

and how we have only limited amount of usable water.

id
br

3
am

Teaching Aids
charts/videos on states of matter, sources of
C

water, water cycles, conservation of water,

rainwater harvesting

34
 7 Ideas for Homework
●●Make a detailed report on ‘Droughts and floods
in India in the past 20 years’.

s
Make a model on ‘Forms of water’.

es
Lesson Plan
●●

Pr
Project Idea
6
ity
Find out five major dams in India that store and supply water
to different places.
rs
Explain how they work and create electricity from water.
ve
ni

5 Activity
U

An activity can be performed to understand the effect of heat on

ge

evaporation. For the activity, we would need two transparent containers

with equal amount of water.
id
br

4 Concept Development
am

Ask the students, ‘Why do we need water? From where do we get water?’
●●

Explain to them in detail about the general information of water.

C

●●

Ask students, ‘What are the uses of water?’

●●

Ask students, ‘What are the various forms of water?’

●●

Ask students, ‘What are the various sources of water?’

●●

Discuss the causes and effects of water scarcity using routine examples.
●●

35
Chapter

18 Waste Management

Learning Objectives
●●

●●
Describe and discuss the sources of wastewater
Explain the treatment of wastewater 1
●●Recognise the various methods of sewage disposal

s
es
Graphic

Pr
ity
Warm Up
rs
Ask the students, ‘What makes water dirty? Which
2
ve
activities are responsible for making water dirty?’
Now, explain to them about the wastewater.
ni
U
ge
id
br

3
am

Teaching Aids
Charts on:
C

●●Wastewater treatment plant

●●Sewage system

36
 Ideas for Homework

7 ●●Let the students find out about sanitation practices

being followed in the city.
●●What are the government organisations responsible

s
for waste disposal?

es
Lesson Plan

Pr
Project Idea

6
ity
Find out how is wastewater disposed of in your home.
Suggest five ways to dispose wastewater in order to keep
rs
your surroundings clean.
ve
ni

5
U

Activity
As an activity, the students along with the teacher can organise
ge

a trip to a nearby water treatment plant and the students can

write a report based on their observations.
id
br

4
am

Concept Development
Ask the students, ‘What is waste? Where does the waste from our
●●
C

surroundings go? How can we minimise waste generation?’

Ask the students ‘What are the sources of wastewater?’
●●

Explain them thoroughly about the process of treatment of wastewater

●●

like primary, secondary and tertiary treatment

Ask students – Do you know any methods of sewage disposal?
●●

Ask students – What is sanitation?

●●

Explain them about the various ways of sanitation, benefits of drainage

●●

and sanitation.

37
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Detailed Lesson Plans
Chapter

1 Nutrition in Plants

s
Learning Objectives

es
Knowledge Application

Pr
• About nutrition and its types • Define nutrition

ity
• Examples of autotrophic and • Knowledge about types of
rs
heterotrophic plants nutrition in plants
ve
• Various types of heterotrophic • To describe the autotrophic and
plants heterotrophic nutrition process in
ni

• How nutrients are replenished plants

U

in soil • To describe the role of nutrients

ge

in the soil and their replenishment

Understanding
id

Analysis
• To describe the types of nutrition
br

in plants • The importance of nutrition in

am

• To list examples of autotrophic plants

and heterotrophic plants • To take part in the awareness
C

• To identify various types of campaigns regarding plantation

heterotrophic plants and nutrition
• To understand how nutrients are • To be able to answer the queries
replenished in the soil regarding plantation and nutrition

40
Warm Up
You may start the topic by asking the following questions from the students, ‘What do
you mean by nutritious food?’; ‘Do your elders often tell you to eat more of healthy
food instead of junk food?’. Now, explain students the meaning of ‘nutrition’. Ask
them importance of eating fruits and vegetables. Explain to them the importance of
nutritious food.

TEACHING AIDS
•  Potted plant •  Green leaf •  Water •  Alcohol
•  Burner •  Tripod stand •  Beaker •  Iodine solution

s
•  Potassium hydroxide solution •  Test tube •  Black paper strip

es
• Pictures of insectivorous plants, parasitic plants, saprophytic plants and

Pr
symbiotic plants

ity
Concept Development rs
You can start by asking the students: Do living things need food? Why? What are the
ve
examples of living things? Do plants need food? How do plants get their food?
Explain so students about nutrition and various types of nutrition.
ni
U

Using the potted plant, explain about autotrophic nutrition. Write the chemical formula
on the blackboard and by using the chart/video of photosynthesis; explain to them the
ge

process of photosynthesis in plants and its importance. Take the students to the laboratory
id

and explain them with the help of activity, that various factors such as sunlight, carbon
dioxide are essential for photosynthesis. With the help of activity, explain them that leaves
br

contain starch. Water, soil and sunlight are essential for the growth of a plant. Now, ask
am

the students quick questions to see their understanding of the autotrophic nutrition.
Ask students: ‘Do all plants prepare their own food?’ Can we prepare our own food
C

like green plants? Students answer will be ‘NO’. Then ask them, ‘What do we eat
daily? From where do we get all the food?’ Students’ answers may be ‘Plants and
Animals’. Now explain them the concept of heterotrophic mode of nutrition. With the
help of chart/audio/video clips, explain them heterotrophic nutrition in parasitic plants,
insectivorous plants and symbiotic plants. Ask them questions based on heterotrophic
mode of nutrition in various plants to check their understanding about the topic.
Ask students: ‘Why do plants need soil?’ What soil consists of? Based on their answers,
explain them how nutrients are refilled in the soil; importance of soil and nutrients for
the growth of a plant.

41
 Building Concept Through Questions
1. Which factors are essential for photosynthesis?
2. Why are leaves green?
3. Give two examples of parasitic plants.
4. What are the different types of heterotrophic nutrition?
5. Give examples of symbiotic plants.
6. Give two examples of parasitic plants.

Activity Corner

s
1. Prepare a chart on classification of nutrition in plants. The classification should be

es
supported with appropriate example.

Pr
2. Divide the class into groups and ask each group to prepare a PowerPoint
presentation on a separate topic. The topics can then be explained to the rest of the

ity
class. rs
a. Photosynthesis
ve
b. CO2 and light are essential for photosynthesis
c. Heterotrophic mode of nutrition
ni
U

Challenges
ge

1. Name any insectivorous plant apart from the examples given in the textbook and
describe its mode of trapping food.
id
br

2. Symbiotic relationship can be seen in animals too. Think of any one example where
symbiotic nutrition can be seen in animals.
am
C

Assessment
A. Tick (✓) the correct answer.
1. The green plants contain pigment called …………………………. .
a. chlorophyll b. neutrophil
c. xanthophyll d. glucose
2. …………………………. is a parasitic plant.
a.  Cuscuta b.  Venus flytrap
c.  Algae d.  Indian pipe

42
 3. Farmers add …………………………. to the soil to maintain the proportion of
nutrients in the soil.
a. water b. fertilisers
c. leaves d. tea powder
4. …………………………. is an example of a symbiont.
a. Corpse flower b. Sundews
c. Lichen d. Pitcher plant
5. …………………………. is not required for the process of photosynthesis.
a. Sunlight b. Water
c. Carbon dioxide d. Rain

s
B. Prepare a crossword using the following words. Also, write the clues.

es
  I NSECTIVOROUS, AUTOTROPH, SYMBIONT, PARASITES, XYLEM,

Pr
PHLOEM

ity
C. Answer the following: rs
1. Write a short note on ‘Autotrophic nutrition’.
ve
2. Explain the conditions necessary for photosynthesis.
ni

3. Explain: Heterotrophic nutrition.

U

4. What are symbiotic plants?

5. Briefly explain ‘Insectivorous plants’.
ge
id

Project Idea
br

Explore your surroundings, and find out autotrophic and heterotrophic plants. Fill the
am

information in the following table.

Name of Type of the Plant— Type of Heterotrophic Characteristic of

C

the Plant Autotrophic or Plant (If the plant is the Plant (any one)
Heterotrophic heterotrophic)

43
 What have you learnt?
1. What is nutrition
2. What are autotrophic and heterotrophic nutrition
3. Process of photosynthesis
4. Various types of heterotrophic plants
5. How nutrients are replenished in the soil

Ideas for homework

Make a model of stomata using inflated and deflated balloons, in order to show closed

s
and open guard cells.

es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

44
Chapter

2 Nutrition in Animals

Learning Objectives

s
es
Knowledge Application

Pr
• About general process of nutrition • Knowledge of nutrition and the
in animals steps involved in the process

ity
• About nutrition in Amoeba, rs of nutrition
Hydra and frog • To describe the process of nutrition
in various types of animals
ve
• About human digestive system
(mouth, teeth and stomach) • To describe the process of digestion
ni

• About nutrition in ruminants in humans, structure and function

U

of digestive parts of the body

ge

Understanding • To explain the process of

nutrition in ruminants
• To know the importance of food
id

and general steps involved in the

br

Analysis
process of nutrition in animals
am

• To understand the process of • Importance of food and the

nutrition in Amoeba, Hydra and process of nutrition in animals
C

frog • To take part in the awareness

• To understand the parts of body campaigns regarding importance
and steps involved in the process of healthy food, nutrition and its
of digestion in humans benefits
• To know the process of digestion • To be able to answer the queries
in ruminants regarding healthy food, nutrition
and its benefits

45
 Warm Up
Students can be asked: After playing for long hours, how do you feel? When we feel
hungry, what do we need? Why do we need food?
Explain the importance of food in living things. Tell them the components of nutrients,
definition of nutrition and process of nutrition in various animals.

TEACHING AIDS
• Charts of nutrition in Amoeba, Hydra and frog
• Chart on human teeth

s
• Chart of human digestive system

es
• Chart of ruminant stomach with labels

Pr
ity
Concept Development rs
Start with: ‘What do you do when you feel hungry? Why do you eat food?’ What is
ve
there in the food that gives us energy?
ni

Explain about nutrition, and the various nutrients present in the food along with their
U

functions.
Ask students, ‘Do you know what happens to the food when it goes inside the body?’
ge

Explain them the general process of nutrition in animals.

id

By using a chart/video clips of nutrition in Amoeba; explain the complete process of

br

nutrition in Amoeba, step by step. Ask them questions based on the steps involved in
am

the process of nutrition in Amoeba.

By using the chart/video clips of nutrition in Hydra; explain them the complete process
C

of nutrition in Hydra, step by step. Ask them questions based on the steps involved in
the process of nutrition in Hydra to know the understanding of the concept.
By using the chart/video clips of nutrition in frog; explain them the complete process of
nutrition in frog, step by step. Also give them brief idea about the process of nutrition
in spider, Paramecium, butterfly and mosquito. Ask them questions based on the steps
involved in the process of nutrition in frog and other animals.
Ask students: which part of the body do they use to eat the food? After eating the
food where does it go? What happens to the food in the stomach? Explain them
thoroughly the various parts of the human body that take part in the digestion of food.

46
The digestion starts from mouth. Explain them the role of saliva in the mouth. Take
the students to the laboratory and show them the effect of saliva on food particles by
demonstrating an activity.
By using chart/ video clip/dentures, explain about the different types of teeth, the
function of each type of teeth in chewing the food before it goes to the stomach. Ask
them questions on various types of teeth and their functions.
Ask students after chewing and swallowing food, where does it go? The answer will be
stomach. Then in detail explain them with the help of chart/video clip, the structure,
and process of digestion in the stomach by using digestive juices, absorption of food
which includes the role of liver, small intestine, gall bladder and blood capillaries;
assimilation and egestion. Ask them questions on stomach and absorption of food.

s
Ask students: What are ruminants? Explain them the definition of ruminant and

es
process of digestion in ruminants by using chart/video clip. Ask them questions on
digestion in ruminants.

Pr
ity
Building Concept Through Questions
rs
1. Which organ is responsible for the secretion of bile?
ve
2. How many molars are there in human mouth?
3. Name the processes involved in nutrition.
ni

4. What are the different types of heterotrophic nutrition?

U

5. Which organ(s) is involved in the assimilation of food in humans?

ge

6. Name the process through which the food is taken in.

id
br

Activity Corner
am

1. Prepare a chart on the processes involved in nutrition in animals and write the
C

definition of each process.

2. Prepare a chart by drawing the diagrams to show the process of nutrition in
Amoeba and Hydra.
3. Make a 2D-labelled model of human digestive system.
4. Prepare a chart by pasting the picture of set of human teeth with labels. Write the
number of each type of teeth and their function in a tabular form.

47
 Challenges
1. Can human beings digest grass? Why or why not?
2. How is food obtained by fleas?
3. Can we survive by eating only fruits and green leafy vegetables? Justify your
answer.

Assessment
A. Tick (✓) the correct answer.
1. Which of the following process is not involved in the nutrition of animals?

s
a. ingestion b. adsorption c. digestion d. circulation

es
2. …………………………… is a unicellular organism.

Pr
a.  Hydra
Amoeba b.  c.  Spider d. Butterfly
3. There are …………………………… incisors in each jaw (of human beings).
a. 1 b. 2 c. 3
ity d. 4
rs
4. Our stomach wall secretes …………………………… .
ve

a.  nitric acid b.  hydrochloric acid

ni

c.  sulphuric acid d.  phosphoric acid

U

5. Ruminants are different due to the presence of ……………………………

chambered stomach.
ge

a.  2 b.  3 c.  4 d. 5

id
br

B. Unscramble and define the following words. Give two examples of

each.
am

1. EETTH 2. DGESIITVE JIUESC 3. URMNANIST

C

C. Answer the following:

1. How does nutrition in ruminants take place?
2. How does absorption of food take place in human beings?
3. Explain ‘Nutrition in Amoeba’.
4. Explain ‘Nutrition in Hydra’ with the help of a diagram only.
5. Explain the four types of human teeth.
6. What is the difference between bile and pancreatic juice?

48
Project Idea
Visit a dentist and find out about the dental diseases, their causes and prevention.

What have you learnt?

1. What nutrition is
2. The steps involved in the process of nutrition
3. Process of nutrition in Amoeba, Hydra and frog
4. Process of digestion in human beings
5. Nutrition process in ruminants

s
es
Ideas for homework

Pr
Prepare a clay model depicting step by step nutrition in Amoeba or Hydra.

ity
rs
ve
ni
U
ge
id
br
am
C

49
Chapter

3 Fibre to Fabric

s
Learning Objectives

es
Knowledge Application

Pr
• About types of fibres • To describe the importance of

ity
• About natural fibre wool, its clothes and the sources of fibres
rs
sources, production and hazards to make fabrics
of wool industry • To explain the process of wool
ve

• About natural fibre silk, its production and health hazards of

ni

sources, production and hazards wool industry

U

of silk industry • To explain the life cycle of

silkworm, process of silk
ge

Understanding production and health hazards of

id

silk industry
• To know the importance of
br

clothes and types of fibres used to

Analysis
am

make fabrics
• To understand the sources of • The importance of clothes, and
C

fibres the sources of fibres and fabrics

• To understand the importance of • To be able to answer the queries
wool, sources of wool, process of regarding conservation of plants
wool production and hazards of and animals, health hazards of
wool industry silk and wool industry
• To understand the life cycle of
silkworm, sericulture and hazards
of silk industry

50
Warm Up
Ask students: ‘What type of clothes do you prefer to wear in the current season? If
you go to Kashmir in the month of December, what type of clothes you will prefer to
take with you’. Explain that the clothes we wear are based on a number of factors such
as season, occasion and profession. Tell them the types of fibres, their processing and
health hazards for the people working in that industry.

TEACHING AIDS

s
• Samples of various types of clothes, such as cotton, silk, rayon and nylon

es
• Chart/video clips of wool giving animals and wool production

Pr
• Chart/video clips of life cycle of silkworm and production of silk

ity
Concept Development rs
You can ask the students about various situations, which need various types of clothes.
ve

Ask the students to list down the types of clothes used in/at various seasons/occasions/
ni

professions. Explain to them about fibres and fabrics. State that plants and animals
U

are the main sources of various fibres like cotton, jute, coir, silk (animals fibre), etc., by
showing the samples of these fabric and fibres; pictures of plants and parts of plants
ge

from where these fibres are obtained.

id

Ask the students, ‘Which types of clothes you prefer to wear in the winter season?
br

Why?’ Explain to them the importance of woollen clothes during winter, sources
of wool, and characteristics of wool-giving animals, places where these animals are
am

found, and steps involved in the process of wool production by using chart/video clip
to make the understanding interesting and easy. Tell them about disadvantages of silk
C

industry. Ask them questions based on wool fibre.

Ask the students about various situations where the silk clothes are used and why.
Now, explain to them thoroughly the life cycle of silkworm by using chart/video clip.
Ask them questions based on life cycle of silkworm to check the understanding of
the concept.
Explain to them about sericulture and health hazards in silk industry in detail by
showing charts/video clips. This will make the understanding easy.

51
 Building Concept Through Questions
1. Name two types of fabrics.
2. Give two examples of plant fibres, animal fibres and synthetic fibres.
3. Why do we wear woollen clothes in winter?
4. Give examples of wool-giving animals.
5. Name steps involved in the wool production.
6. Describe the steps involved in the life cycle of silkworm.
7. What is sericulture?
8. Describe one hazard of silk and wool industry each.

s
es
Activity Corner

Pr
1. Ask students to bring samples of various fibres. Make a collage of any five fibres.
Write their names and special characteristics.

ity
2. Ask students to prepare a chart of wool-giving animals by pasting the pictures of
rs
wool-giving animals, write their names and place where they are found.
ve
3. Take the students to wool manufacturing industry to understand the concept of
wool production. OR ask the students to prepare the chart showing the various steps
ni

involved in the process of wool production with a diagram and brief explanation.
U

4. Ask students to prepare a chart on life cycle of silkworm.

ge

5. Ask students to prepare a chart on hazards of silk and wool industry.

id

Challenges
br
am

1. What kind of feed should be given to a sheep for good growth of shiny and curly
hair?
C

2. Why are cotton clothes preferred during summer and woollen clothes during winter?

Assessment

A. Tick (✓) the correct answer.

1. ……………………… is a natural fibre.
a.  Hemp b.  Rayon c.  Nylon d.  Acrylic
2. Sheep, goats and yaks are ……………………… giving animals.
a. silk b. rayon c. wool d. nylon

52
 3. The process of removal of the fleece from an animal is called
………………………
a. showing b. shearing c. scouring d. grading
4. The silkworm feed on ……………………… leaves.
a. blueberry b. raspberry c. mulberry d. greenberry
5. Wool is made of a protein called ……………………… .
a.  serotin b.  sebatin c.  Valine d.  keratin

B. Unjumble the following words. Then make a crossword using these

words. Also, write the clues for the crossword.
1. FBRIES 2. FEEECL 3. RGAINGD

s
4. AARTERCPILL 5. AAXTHRN

es
Pr
C. Give one word for the following:
1. The process of washing of sheep hair in tanks to remove dust, grease and dust

ity
2. Anthrax is caused by bacterium rs
3. The process of removal of the fleece from an animal is called
ve
4. Silkworm farming
ni

5. In sericulture, the filaments are taken out from the cocoons by this process
U

D. Answer the following:

ge

1. List some varieties of sheep.

id

2. Write a short note on wool production.

br

3. Draw the life cycle of a silkworm.

am

4. What are the health hazards in sericulture?

C

Project Idea
Find out the major silk-producing places in India. Explain the special features of their
production.

What have you learnt?

1. The different types of fibres
2. What steps are involved in the wool production
3. Life cycle of silkworm and rearing of silk
4. Hazards of wool and silk industry

53
 Ideas for homework
Ask the students to search the Internet and find out the answers to the following
questions.
a. Find out which fabric is the best insulator.
b. Do natural fibres decompose faster than human-made fibres, or vice versa?
c. What is the effect of different chemicals such as bleach and baking soda on
different fabrics?
d. Make a timeline on ‘History of Clothing’.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

54
Chapter

4 Heat and Temperature

Learning Objectives

s
es
Knowledge Application

Pr
• About effects of heat • Knowledge to explain the effects
and uses of heat by giving daily-

ity
• About transfer of heat by various
ways like conduction, convection
rs life examples
and radiation • To explain the process of
ve
conduction, convection and
• About temperature, measurement
radiation by showing simple
ni

of temperature and various types

examples in the daily life
of thermometers and their uses
U

• How to use a thermometer

ge

correctly
Understanding
• To convert temperature from
id

• To know the definition of heat Fahrenheit to Celsius, Kelvin, and

br

and temperature vice-versa

am

• To understand the effects of heat

in day-to-day life Analysis
C

• To understand the concept of • How do heat and temperature

transfer of heat by conduction, play an important role in our
convection and radiation, and day-to-day life
their applications
• To know the measurement of
temperature and various types of
temperatures with their uses

55
 Warm Up
Ask the students: How do you feel in winter? What do you do to stay away from cold?
What type of food do you like to eat during the winter season—hot or cold? What do
you think will be the temperature at Kashmir during winter? Explain the definition of
heat, effects of heat, transfer of heat, definition of temperature, its measurement and
types of thermometers.

TEACHING AIDS

s
• Iron nails on metal rods, wax and burner

es
• Beaker, water, tripod stand, potassium permanganate

Pr
• Two metal cans, water
• Bowl, ice-cold water, normal water and warm water

ity
rs
Concept Development
ve

Introduce the concept of ‘heat’ to students. Start the topic by relating to daily-life
ni

examples. Ask students to give some examples where heat is very important, and what
U

all changes occur by heating. With the help of their answers, explain to them in detail
about effects of heat by giving daily examples, and by using chart/video clips.
ge

Ask students, ‘What happens if you keep the steel spoon in boiling water for a long
id

time? Why?’ Explain to them the concept of conduction. Show the conduction of heat
br

by taking the students to the laboratory and perform activity 1 (Textbook).

am

Ask students, ‘What will happen if you add coloured crystals to water and heat
it? Why does this happen?’ Explain the concept of convection and its uses by
C

demonstrating activity 2 (Textbook). Ask questions based on conduction and

convection to check the understanding of the concept.
Explain about radiation and its uses by demonstrating activity 3 (Textbook) to
make the understanding easy. Ask questions based on the topics taught, to check the
understanding of the concept.
Ask students, ‘What will your elders/doctor do if you have fever? How will they
check?’ Explain to them about hotness and coldness by performing activity 4
(Textbook). Show them various types of thermometers, scales for measurement and
explain their characteristics. Show them how to do interconversion between the scales
by solving the problems.

56
While teaching concepts, the following examples can be given:
a. Many modern garments are made using lightweight microfibre fabrics that body
heat between their fibres and recycle the trapped heat throughout the garment. In
addition, the fabric absorbs moisture quickly through the garment enabling you to
remain dry and warm.
b. Oven Mitts allow people to remove hot items from the stove. They are made of
an insulating material such as cotton or Insul-Bright which consists of hollow,
polyester fibres. The hollow fibres resist conduction, while the reflective mylar
resists radiant energy. The energy, hot or cold, is reflected back to its source.
c. The hair dryer dries your hair by speeding up the evaporation of water from the
hair’s surface. The hot air emitted from a hair dryer increases the temperature of
the air surrounding each strand of hair. Since warm air can contain more moisture

s
than air at room temperature, more water can move from your hair into the air.

es
The increase in temperature also makes it easier for the individual molecules in a

Pr
water droplet to overcome their attraction to one another and move from a liquid
to a gas state.

Building Concept Through Questions ity

rs
ve
1. What is heat?
2. Give two examples of effects of heat.
ni

3. Why are railway tracks made of metal?

U

4. What are the various ways of heat transfer?

ge

5. What are the various types of thermometers?

id
br
am

Activity Corner
1. Prepare a chart on transfer of heat by writing definition and one example of each
C

way of heat transfer.

2. Prepare a chart on land and sea breezes by writing their definitions along with the
well-labelled diagrams.
3. Prepare a chart showing the interconversion between the temperature scales.

Challenges
1. Why is it advised to wear many layers of warm clothes in Antarctica?
2. Why do some cities of the world have houses made of wood only?
3. While measuring temperature, why is thermometer kept under the tongue?

57
 Assessment

A. Tick (✓) the correct answer.

1. Gases ………………………… on heating.
a.  contract b.  expand c.  stay at one place d.  no change
2. Conduction of heat takes place when ………………………… .
a.  the interacting objects are solids
b.  the objects are not in physical contact
c.  the objects are slightly away from each other

s
d.  there is no temperature difference between the objects

es
3. ………………………………….. is an example of insulator.

Pr
a. Iron b. Copper c. Plastic d. Glass
4. Freezing point of water is depicted as ……………………………………. °F
a. 0 b. 212
ity
c. 100 d. 32
rs
5. A clinical thermometer consists of a long glass tube filled with
ve
……………………………… at one end.
ni

a. hydrogen b. mercury c. copper d. oxygen

U

B. Define the following terms. Give suitable examples.

ge

1. Convection 2. Expansion 3. Radiation 4. Temperature

id
br

C. Answer the following:

am

1. List the applications of convection and radiation.

2. Write a short note on ‘temperature scales’.
C

3. Differentiate between the different types of thermometers.

4. Explain: Expansion in matter.

Project Idea
Take the temperature of your family members with the help of a thermometer. Tabulate
the data collected.

58
What have you learnt?
1. What is heat and temperature
2. How heat is transferred from one substance to another due to the differences in
temperature
3. Various ways of heat transfer
4. The types of thermometer, scales of temperature and interconversion of scales

Ideas for homework

Design an eco-friendly mitten warmer instead of using the commercially disposable

s
ones.

es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

59
Chapter

5 Physical and Chemical

Changes

s
Learning Objectives

es
Knowledge Application

Pr
• About physical and chemical • Knowledge to identify the

ity
changes physical and chemical changes
rs
• About characteristics of physical based on their characteristics
changes • To write chemical equations
ve

• About characteristics of chemical for various types of chemical

ni

changes and types of chemical reactions

U

reactions. • To demonstrate the separation of

a solid from a liquid
ge

• About separation of a solid from

a liquid
id

Analysis
br

Understanding • Importance of physical and

am

• The various changes around us chemical changes in daily life.

• To understand the characteristics • To take part in the awareness
C

of physical and chemical changes campaigns regarding importance

of changes around us
• To understand the types of
various chemical reactions • To be able to answer the queries
regarding changes around us
• To understand the separation of a
solid from a liquid

60
Warm Up
Ask the students, ‘What types of changes they see in them? What type of changes they
see in plants? What changes they see when they tear the paper?’ Explain to them the
definition of physical and chemical changes, characteristics, types of chemical reactions
and separation of solids from liquids.

TEACHING AIDS
• Rusted iron objects
• Paper, balloon

s
es
• Magnesium ribbon

Pr
Concept Development

ity
Start the class with an introduction: “Changes are all around us and happening
rs
constantly. Is there any difference between physical and chemical changes?” You can
ve
ask the students about various situations where they see a change? You can ask the
students to list down the examples of changes in their surroundings and at home or
ni

kitchen. With the help of their answers explain to them in detail about physical and
U

chemical changes by giving daily-life examples and by using chart/video clips.

ge

Ask students, “What happens when you keep water in the deep freeze? What changes do
you notice in water? Does an ice cube show any change if kept outside the refrigerator?”
id

Now, explain to them the characteristics of physical changes by showing live examples
br

like tearing of paper, folding the paper, erasing the words by eraser to make the
am

understanding very interesting and easy. Ask them questions based on physical changes.
Ask students, “What will happen if you burn paper? Will you get the original paper
C

back?” Explain the concept of chemical changes by showing the examples of rusted
iron rod and giving examples of chemical reactions by writing the chemical equation
on the black board to make the concept easy to understand. Ask them questions based
on chemical changes.
Explain the characteristics of chemical changes by taking them to the laboratory and
showing the chemical changes that take place and by writing chemical equation(s) on
the board to make the understanding easy. Ask them questions based on topics taught
to check the understanding of the concept.
Explain to them about various types of chemical reactions by taking them to the
laboratory and demonstrate some of the reactions. Demonstrate the separation of a
solid from a solution by evaporation and crystallisation method.
61
 Building Concept through Questions
1. What is a physical change?
2. Give two examples of chemical change.
3. Which changes are permanent?
4. What is a chemical formula?
5. What are the various types of reactions?

Activity Corner
1. Ask students to demonstrate some physical changes.

s
Physical Changes: Give each student one or two pieces of tissue paper, or pages

es
from old magazines. Challenge them to work in groups to create as many physical

Pr
changes for the paper as possible. They may want to tear, cut, or colour on the
piece of paper. They can crumble or even wet the paper too. Let students be

ity
creative! Each group can later share a few of their examples with the whole class.
Then challenge the groups to think of how paper can go through chemical changes.
rs
They do not have to carry out the changes, only list their ideas. A list of these ideas
ve
can be mentioned on the blackboard.
ni

Chemical Changes: Demonstrate a chemical change for the whole class. Have
students observe baking soda and vinegar in their separate bowls and write
U

down the properties. Then combine the two together in a large bowl. (Be sure
ge

students stand away from the bowl.) What happens? Have students take notes,
draw pictures, or even take photos. Explain that when baking soda and vinegar
id

are combined, they go through a chemical change. Bubbles form because a gas is
br

released, which is a byproduct of the chemical change! Ask students to prepare a

am

chart on the characteristics of physical and chemical changes.

2. Prepare a chart showing the various types of chemical reactions with definition and
C

one example with chemical equation.

Challenges
1. Do ‘Cutting of paper’ and ‘Burning of paper’, belong to the same kind of change?
Explain the reason for your answer.
2. Plants make their own food by the process of photosynthesis. Which type of
reaction is this? Why?
3. What kind of change is burning of a candle? Explain.

62
Assessment
A. Tick (✓) the correct answer.
1. …………………………… is a physical change.
a.  Burning of wood b.  Growth of hair
c.  Formation of curd d.  Rusting of iron
2. Copper carbonate on heating forms …………………………… and
…………………………… .
a.  copper, oxygen b.  copper oxide, carbon
c.  copper carbide, carbon dioxide d.  copper oxide, carbon dioxide

s
3. FeCl3 + 3NH4OH ➝ Fe(OH)3 + 3NH4Cl is an example of

es
…………………………… reaction.

Pr
a. combination b. decomposition
c. precipitation d. displacement

ity
4. A + B ➝ CD is a general formula for …………………………… reaction.
rs
a. combination b. decomposition
ve
c. precipitation d. displacement
ni

5. We get salt from sea water by …………………………… .

U

a. evaporation b. filtration c. sedimentation d. distillation

ge

B. State True or False.

id

1. Magnesium ribbon burns with a dazzling flame.

br

2. A + B ➝ CD, is an example of displacement reaction.

am

3. Positive and negative ions can never switch their positions in a reaction.
4. A dissolved solid can be separated from a solution using the technique of
C

crystallisation.
5. Precipitate is formed when two liquid reactants react with each other.

C. Give one word for the following:

1. A symbolic representation of a chemical reaction is referred to as
……………………………. .
2. Oxidation-reduction reaction is also known as ……………………. reaction.
3. The change in which a new substance is formed is called
…………………………. change.

63
 4. The change in which no new substance is formed is called
…………………………. change.
5. In ……………………………… reaction, heat is released.

D. Answer the following:

1. Explain briefly the methods that can be used to separate a solid from a solution.
2. Explain combination reaction with examples.
3. List the characteristics of a chemical reaction.
4. Write a short note on ‘Changes around us’.
5. Differentiate between rusting and chemical reaction.

s
Project Idea

es
Spend one day in the kitchen with your mother and find out the chemical and physical

Pr
changes taking place there. Tabulate your observations in the following table.

ity
Example Types of Changesrs Characteristics of that Change
ve
ni
U
ge
id

What have you learnt?

br

1. What are physical and chemical changes

am

2. What are the characteristics of physical and chemical changes

3. What is chemical equation and chemical formula
C

4. Types of chemical reactions

Ideas for homework

Explore science in the kitchen! Cook with an elder at home. As he/she cooks a meal,
the student can identify the type of change each food is undergoing. For example, when
the vegetables are chopped, do they undergo a physical change or a chemical change?
Why? When the vegetables are cooked, are they going through physical or chemical
changes? Why? The student can take notes while cooking together. The students can
draw pictures or take photos of ingredients before and after they are changed.

64
Chapter

6 Acids, Bases and Salts

s
Learning Objectives

es
Knowledge Application

Pr
• About various types of acids, • Knowledge to describe acids and

ity
bases and their sources rs bases
• About characteristics and uses of • To explain the characteristics and
various types of acids and bases uses of acids and bases
ve

• About types of indicators and • To explain the various types of

ni

their properties indicators and their properties

U

• About salts and their preparation, • To describe the preparation,

ge

properties and uses properties and uses of salts

id

Understanding Analysis
br

• To know the definition of acids • How to detect and investigate the

am

and bases presence of acids and bases in the

• To understand the properties and given substance
C

uses of acids and bases • To take part in the awareness

• To understand the types of campaigns regarding importance
various indicators and their of acids, bases and salts to our
properties health
• To understand the preparation,
properties and uses of salts

65
 Warm Up
Ask the students, “What food items do they like and what is the taste of that food
item? Why sweet items, lemon, orange, pineapple and tamarind have different tastes?”
Now, explain about acids, bases and salts by giving daily-life examples.

TEACHING AIDS
• Lemon, tamarind and orange
• Soap, hand wash, detergent

s
• Table salt

es
Pr
Concept Development

ity
Recall the definition of a compound. If needed, remind the students that compounds
rs
are substances made of atoms of two or more elements joined together. Ask students
how many compounds do they think exist. Tell students that well over 50 million
ve

compounds exist! Tell students that one way to keep track of all of these compounds
ni

is to classify, or sort, them based on their properties, and that they will learn one
U

way to classify compounds in this lesson. Ask students if they know what an acid
is. Students might just know that acids can burn our skin. Ask if they know of some
ge

substances that are acids and some substances that are not acids. They might say that
some cleaners are acids. They might note that water is not an acid. Ask students if
id

they ever eat acids. It’s likely that many students will say ‘No’. Ask if they have heard
br

of a chemical base, other than the base in baseball. Students will probably have not
am

heard of a base in this sense of the word. Tell the students that a base can be thought
of as the opposite of an acid. Ask students what the term neutral means to them. They
C

will likely have an idea that the term neutral means ‘in the middle’ or ‘balanced’. Tell
the students that compounds can be classified as acids, bases, or neutral substances.
Some neutral substances are called salts. Ask the students what they know about salts.
Students will likely think of table salt. They might know that table salt is composed
mostly of NaCl. Tell the students that many other compounds are also classified as
salts.
The chapter can also be started by giving a daily-life example/activity (given in green
colour after ‘What I Know’). This will generate curiosity among students to learn about
acids, bases and salts.

66
You can ask the students about the taste of various food items. Ask students to list
down the examples of salty, bitter, sweet and sour food items. With the help of their
answers explain to them in detail about acids and bases; their properties and uses; give
demonstration to test the acidic or basic nature of a substance.
Ask students, ‘How will you test the given substance is acidic, basic or ­neutral?’ Now,
explain to them the preparation and characteristics of indicators by demonstrating
in the laboratory. This makes the understanding very interesting and easy. Ask them
questions based on indicators.
Ask students, Do you like curry without salt? How is salt prepared?’ Explain to them
thoroughly the concept of salts, their preparation, properties and uses by writing the
chemical equation and uses on the black board to make the concept easy to understand.
Ask them questions based on salts.

s
es
Building Concept Through Questions

Pr
1. What is acid?

ity
2. Give two examples of acids.
3. What is a base?
rs
4. What are salts?
ve

5. What are the uses of calcium hydroxide?

ni
U
ge

Activity Corner
id

1. Students can be asked to demonstrate the tests for acids and bases.
br

2. Prepare a chart on properties of acids and bases.

am

3. Prepare a chart showing the various types of indicators with definition and
examples.
C

4. Prepare a chart showing the method of preparation of salts with chemical reaction,
properties and uses of salts.

Challenges
1. While working with acids, what precautions will you take? Find out and note them
in your notebook.
2. Which chemical is used in the process of descaling? Why?
3. Why do we take antacids when we suffer from acidity?
4. Mr Nair has a few bottles of soft drinks at his restaurant. Unfortunately, these are
not labelled. He serves drinks as per the customer demands. If one customer orders

67
 an acidic drink, the other customer basic drink, and the third one neutral drink,
how will Mr Nair decide, which drink to offer to whom?

Assessment
A. Tick (✓) the correct answer.
1. …………………… is the source of lactic acid.
a. Lemon b. Milk c. Urine d. Tamarind
2. …………………… is a mineral acid.
a.  Oxalic acid b.  Acetic acid c.  Nitric acid d.  Amino acid
3. Methyl orange turns …………………… in acidic solution.

s
es
a. red b. colourless c. blue d. green
4. NaOH + HCl ➝ ……………………

Pr
a.  NaCl + H2O b.  NaCl + O2 c.  NaOCl + H2 d.  NaO + Cl +H2

ity
5. …………………… is a salt. rs
a.  Magnesium chloride b.  sodium hydroxide
ve
c. calcium d. barium oxide
ni

B. Circle the correct answer.

U

1. All acids turn blue litmus red. True / False

ge

2. Neutral solution can change the colour of litmus. True / False

id

3. Orange juice turns blue litmus red. True / False

br

4. Substances which are neither acidic nor basic are called neutral. True / False
am

5. An acid and a base neutralise each other and from a salt. True / False
6. China rose indicator turns acidic solution to green. True / False
C

C. Fill in the blanks.

1. The gas which escapes out from many aerated soft drink is …………………
2. Carbon burns in air to form ………………………….
3. The chemical name of lime water is ………………………….
4. …………………………. is the reaction between an acid and base.
5. The chemical name of moist baking soda is ………………………….
6. Litmus is obtained from the ………………………….
7. Curd contains …………………………. while vinegar contains
………………………….

68
Project Idea
Spend one day at home with your mother and find out the acids, bases and salts containing
items and one characteristic of each item. Tabulate your observations in the following table.

Item Acid/Base/Salt Characteristic

s
es
What have you learnt?

Pr
1. What is acid and base
2. What are the types, characteristics and uses of acids and bases
3. What is indicator and its types
ity
rs
4. What is salt, its preparation, properties and uses
ve
ni
U

Ideas for homework

ge

Do you know what sherbet is? A sherbet is a frozen dessert made primarily of

fruit juice and sugar, but also containing milk, egg-white or gelatin.
id
br

Do you know sherbet contains both an acid and a base which react when they are
together? The key is that they don’t react until they reach your tongue. Why? Because
am

this chemical reaction needs moisture to get it started. So where does this moisture
come from? It comes from your mouth! That’s right, there’s a chemical reaction going
C

on in your mouth when you drink sherbet.

Make your own sherbet!
Find a container. Make sure it is clean and dry.
Mix together the following ingredients:
• 1/2 teaspoon of citric acid crystals
• 1 teaspoon of icing sugar
• 1/2 teaspoon of drink crystals
• 1/4 teaspoon of bicarbonate of soda (baking soda)
Stir everything together and then have a taste of your delicious sherbet!

69
Chapter

7 Weather, Climate and

Adaptation

s
Learning Objectives

es
Knowledge Application

Pr
• About weather and climate • Knowledge to describe weather

ity
• About factors affecting weather and climate
rs
and climate • To explain the various factors
affecting weather and climate
ve
• About adaptation in animals for
different climates • To explain the adaptation in
ni

animals for various types of

U

Understanding climates
ge

• To know the definition of weather

Analysis
and climate
id

• To understand the factors • To take part in the awareness

br

affecting weather and climate campaigns regarding effects of

am

pollution on weather and on

• To understand the adaptation in
plants and animals
animals for different climates
C

Warm Up
Ask the students, “Did you read today’s newspaper? Have you ever seen weather
report in the newspaper? What information do we get from weather report?” Now,
explain to them about weather and climate, factors affecting weather and climate by
giving routine examples.

70
TEACHING AIDS
• Chart on various types of weather and climate
• Chart on animals adapting to various climates

Concept Development
It is very important for the children to know about the differences between weather
and climate. You can ask the students about the climate of their city. With the help of
their answers explain to them in detail about weather and climate, and various factors
affecting weather and climate. Ask questions based on weather and climate.

s
Explain to them the factors affecting the climate of a place, formation of day and night

es
by using globe and torch. Ask them questions based on the taught concept.

Pr
Ask the students, ‘What will you do if it is too cold outside and you want to go outside?’
Explain to them thoroughly the concept of adaptations in animals for different climates

ity
by using the chart to make the concept easy to understand. Ask them questions based
rs
on the topic.
ve

Building Concept Through Questions

ni
U

1. What is climate?
2. What is today’s weather in the city?
ge

3. What is climate?
id

4. What are the characteristics of hot and dry climates?

br

5. How penguins adapt to cold climate?

am
C

Activity Corner
1. Prepare a report in their notebook to study weather forecast from newspaper for a
week.
2. Prepare a chart showing adaptation of animals for various types of climates by
writing three characteristics of each climate and example of animal adapted to that
climate.

71
 Challenges
1. ‘Polar regions have extremely long days in summer and extremely long nights in
winter.’ Why?
2. What would happen if a Jerboa (mouse-like jumping rodent) is shifted from desert
to polar region? Mention the changes required for a camel to stay in that place.

Assessment
A. Tick (✓) the correct answer.
1. ………………… lives in desert.

s
a. Addax b. Monkey c. Penguins d. Chameleon

es
2. Polar bear is found in ………………… .

Pr
a.  desert b.  extremely cold regions
c.  temperate climate d.  hot tropical climate

ity
3. The Earth’s axis of rotation is tilted at about ………………… degrees.
rs
a. 21.8 b. 23.5 c. 24.6 d. 28.5
ve
4. ………………… is the amount of water vapour existing in air.
ni

a. Breeze b. Wind c. Humidity d. Cyclone

U

5. ………………… breathes through open holes formed in ice.

a. Penguins b. Elephant c. Weddell seal d. Macaque
ge
id

B. Indicate the type of climate of the following areas.

br

a.  Jammu and Kashmir b.  Kerela

am

c. Rajasthan d. North-east India

C

C. Answer the following:

1. The tropical rainforest has a large population of animals. Explain why is it so.
2. Some of the characteristics of animals are as follows. Identify whether it is an
adaptation for tropical rainforests or polar regions.
a. Diet on heavy fruits
b. Wide and large paws
c. Strong nails
d. Sticky pads on feet
e. Layer of fat under skin
3. Name the elements that determine the weather of a place.

72
Project Idea
Find out more information about various climatic conditions and animals living there
by using web/reading books. Tabulate your data in the following table.

Name of the Animals Suitable Climate for Characteristic of that

that Animal Animal

s
es
Pr
What have you learnt?

ity
1. What is climate and weather
2. What factors affect climate and weather
rs
3. What adaptation is
ve

4. How animals adapt to different types of climates

ni
U

Ideas for homework

ge
id

Visit the same slum area with your elders in different seasons. See how people there
cope up with different weather conditions. Prepare a report. At the end of session,
br

discuss in class, how we can help them.

am
C

73
Chapter

8 Soil

Learning Objectives

s
Knowledge Application

es
• About composition and formation • Knowledge to describe

Pr
of soil composition and process of
formation of soil

ity
• About factors affecting formation
of soil • To explain the various factors
rs
• About soil profile, properties affecting formation of soil
ve
of soil • To explain the soil profile and the
ni

• About types of soil and crops properties of soil

U

grown in it • To describe various types of soil

• About soil erosion and soil and crops grown in it
ge

pollution • To explain soil erosion and soil

id

pollution
br

Understanding
Analysis
am

• To know the composition and

process of formation of soil • To take part in the awareness,
C

• To understand the factors campaigns regarding conservation

affecting formation of soil of soil; soil pollution and
preventive measures
• To understand the profile of soil
and properties of soil • To be able to answer the queries
regarding causes and effects of
• To know various types of soil and
soil pollution
crops grown in it
• To understand the concept of soil
erosion and soil pollution

74
Warm Up
Ask the students: ‘What do we need for growing plants? Can we grow all the plants
without soil? Why do we need soil?’ Now, explain to them about composition,
formation of soil by using charts/video clips.

TEACHING AIDS
• Chart/video clip on various types of soil, soil profile
• Chart/video clip on formation of soil

s
• Chart/video clip on types of soil

es
• Chart/video clip on causes of soil pollution

Pr
Concept Development

ity
rs
You can ask the students about the importance of soil. What will happen if there is no
soil? With the help of their answers, explain to them in detail about composition of soil,
ve

and various steps involved in the formation of soil by using chart/video clip to make the
ni

concept easy to understand. Ask questions based on composition and formation of soil.
U

Explain to them the factors affecting the formation of soil by using chart/video clips to
ge

make the concept easy to understand. Ask them questions based on the taught concept.
Ask students, ‘Do you know what soil profile is? What are the properties of soil?
id

What is the importance of soil?’ Explain to them thoroughly about the soil profile,
br

classification of soil based on their texture, structure, colour and porosity with the help
am

of charts/live samples/video clips. This will make the concept easy to understand. Ask
them questions based on the topic.
C

Explain the properties of soil by giving demonstration in the laboratory to make the
concept clearer.
Explain to them about the various types of soil and the various crops grown in the soil
based on their origin and habitat. Use charts/video clips to explain the concept.
Explain to them in detail about soil erosion, causes of soil pollution and control of soil
pollution by using charts/video clips. Ask questions based on the topic.

Building Concept Through Questions

1. What is soil?
2. What is the composition of soil?
75
 3. What is soil pollution?
4. What is soil profile?
5. How will you control soil pollution?

Activity Corner
1. Make a 2D model on composition of soil.
2. Prepare a chart showing the soil profile with labels and composition of each profile.
3. Prepare a chart on the types of soil.
4. Prepare a chart on properties of soil and control of soil pollution.

s
Challenges

es
Pr
1. What will happen if soil pollution and soil erosion increases?
2. Find out the information about soil pollution in any five areas.

ity
rs
Assessment
ve
ni

A. Tick (✓) the correct answer.

U

1. ………………… is not a type of soil.

ge

a. Alluvial b. Black c. Red d. Green

2. ………………… layer consists of large and small rocks.
id

a. Sandy b. Clayey c. Loamy d. Humus

br

3. We should adopt the concept of ………………… to conserve soil.

am

a. 2R b. 3R c. 4R d. 5R

4. ………………… soil is sandy.
C

a. Black b. Desert c. Yellow d. Red

5. ………………… layer of soil is made up of humus.
a.  Top soil b.  Subsoil c.  Parent rock d.  Mid soil

B. Think and Answer.

1. Maya conducted an experiment with her friends, related to the rate of
percolation. They observed that it took 20 minutes for 200 mL of water to
percolate through the soil sample. Calculate the rate of percolation.

76
 2. Which of the following situations is good for absorption of water?
Situation 1: Growth and branching of roots in C-horizon.
Situation B: Growth and branching of roots in A- and B-horizons.

C. Answer the following.

1. Why is earthworm called farmers’ friend?
2. What is the difference between amount of water retained and the rate of
percolation?
3. What is soil? What are the different types of soil?
4. Explain how soil is an inseparable part of our lives.

s
Project Idea

es
Find out more information about various types of soil in any five states by using web/

Pr
reading books. Tabulate your data in the following table.

ity
Name of the state Type of soil present
rs Crops grown in that soil
[any one]
ve
ni
U
ge
id
br

What have you learnt?

am

1. What is soil, and composition of soil

C

2. How soil is formed

3. What factors affect the formation of soil
4. What is soil profile
5. What is soil pollution and its causes and preventive measures

Ideas for homework

Students can start a vegetable garden at their home. If you do not have a field, start
growing in flower pots. Make sure the soil is suitable for the vegetables that the
students will grow!

77
Chapter

9 Respiration

s
Learning Objectives

es
Knowledge Application

Pr
• About the respiration process • Knowledge to describe the process

ity
• About various types of respiration of respiration and its importance
rs
• About respiration in humans • To explain the process of aerobic
and anaerobic respiration
ve
• About respiration in animals
• To explain the profile of soil and
ni

Understanding properties of soil

U

• To describe the process of

• To know about respiration and its
ge

respiration in humans
importance
• To explain the process of
id

• To understand the aerobic and

respiration animals
br

anaerobic respiration
• To understand the process of
am

Analysis
respiration in humans
• To take part in the awareness,
C

• To understand the process of

campaigns regarding the
respiration in animals
respiratory problems caused by
pollution
• To be able to answer the queries
regarding causes of respiratory
problems in human beings

78
Warm Up
Ask the students, ‘Which gas is important for the survival of human beings? Through
which process do we take in and give out gas?’ Now, explain to them about the
process of respiration, types of respiration, respiration in plants and animals by using
charts/video clips.

TEACHING AIDS
• Chart/video clip on respiration process in humans

s
• Chart/video clip on respiration process in various animals

es
• Chart/video clip on respiration in plants

Pr
Concept Development

ity
rs
It is very important for the children to know the process of respiration in plants,
animals and human being. You can ask the students about the importance of
ve

respiration. What will happen if there is no oxygen in the air? With the help of their
ni

answers, explain to them in detail about importance of respiration, and aerobic and
U

anaerobic respiration by using chart/video clip, writing chemical reactions on the board
to make the concept easy to understand. Ask questions based on the concept taught.
ge

Ask the students: ‘Which organs of human being take part in the process of
id

respiration?’ Explain to them the process of respiration in humans and role of each
br

organ in the process of respiration thoroughly by using chart/video clips. Take the
students to laboratory and demonstrate the movement of diaphragm during breathing
am

to make the concept easy to understand. Ask them questions based on the process of
respiration in human being.
C

Ask students, ‘Is the process of respiration same in all the animals?’ Which organs are
used by animals for respiration? Explain to them thoroughly about the various organs
used by various animals for respiration with the help of charts/video clips to make the
concept easy to understand. Ask them questions based respiration in animals.
Ask students, ‘How do plants respire?’ Explain the process of respiration in plants by
demonstrating the importance of air for plant respiration, and respiratory organ—
stomata in the laboratory to make the concept clearer.

79
 Building Concept Through Questions
1. What is respiration?
2. How do animals respire?
3. What does human respiratory system involve?
4. What are the two types of respiration?
5. How do plants respire?

Activity Corner
1. Prepare a chart by pasting the picture of human respiratory system with labels.

s
2. Make a working model the exchange of gases in alveoli and movement of

es
diaphragm.

Pr
3. Prepare a chart showing the organs of respiration in various animals.
4. Make a 3D model showing the structure of stomata in leaves (opening and closing

ity
of stomata). rs
Challenges
ve

1. Are breathing and respiration synonymous terms? Explain.

ni

2. Find out the information about respiratory diseases and their causes.
U
ge

Assessment
id
br

A. Tick (✓) the correct answer.

am

1. ………………… is very essential for the survival of human life.

a. Carbon b. Hydrogen c. Oxygen d. Nitrogen
C

2. In the process of human breathing ………………… is taken in and

………………… is given out.
a. O2, CO2 b. CO2, O2 c.  C, O2 d. O2, CO
3. ………………… is also known as windpipe.
a. Alveoli b. Nose c. Lungs d. Trachea

80
 4. ………………… breathe through gills when in water.
a. Ostrich b. Tadpole c. Mosquito d. Grasshopper
5. The exchange of gases in plants takes place through ………………… .
a. Excretion b. Diffusion c. Osmosis d. Transpiration

B. Fill in the blanks.

a. The roots of a plant take up oxygen from the ……………… trapped between
the ………………… particles.
b. Diaphragm form the ……………………. of the chest cavity.
c. Exchange of gases in the leaves take place with the help of
………………………. .

s
d. Cockroaches breathe with the help of air tubes called ………………………. .

es
Pr
C. Answer the following:
1. Why human breathing is called tidal breathing?

ity
2. Why does an athlete breathe faster and deeper than usual after finishing
rs
the race?
ve
3. Why do we sneeze when we inhale a lot of dust-laden air?
ni

4. Why do we feel hungry after a physical exercise?

U

5. What happens during the process of exhalation?

ge

Project Idea
id

Find out more information about respiratory organs in various types of animals
br

(excluding examples given in the book). Tabulate your data in the following table.
am

Name of the Animal Respiratory Organ Any One Characteristic

of that Organ
C

81
 What have you learnt?
1. What is respiration
2. Types of respiration: internal and external
3. How animals respire
4. How plants respire
5. The process of respiration in human being

Ideas for homework

Search the Internet and find out the respiratory diseases that are caused due to

s
pollution. Also, find out about the causes, symptoms and precautionary measures.

es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

82
Chapter

10 Transportation in Plants
and Animals

s
Learning Objectives

es
Knowledge Application

Pr
• About the transportation of • To describe the transportation of

ity
substances in plants rs substances in plants
• About the process of transpiration • To explain the process of
transpiration
ve
• About transportation of
substances in animals • To explain the process of
ni

• About excretion in humans and transportation of substances

U

animals in animals, human circulatory

system
ge

• About dialysis
• To describe process of excretion in
id

Understanding humans and animals

br

• To explain the importance of

• To know about the transportation
am

dialysis
of substances in plants
• To understand transpiration
C

Analysis
• To understand the process of
• To be able to answer the queries
transpiration in animals
regarding kidney problems
• To understand the process of
excretion in humans and animals
• To understand the importance of
dialysis

83
 Warm Up
Start the lesson by asking some key questions:
• How do plants and animals get water and nutrients?
• How do nutrients get transported in our body?
• Why should the soil in which the plant is growing be rich in minerals and fertilisers?
• How do you think nutrients reach different parts of the plants?
Show some related videos to the students. The idea is to make the students understand
that there is transportation of important materials in our bodies/plants which helps
our organs/plant parts to function better. Let the students explain the need to transport

s
materials in plants and animals.

es
Pr
TEACHING AIDS

ity
• Chart/video clip on transportation of substances in plants
rs
• Chart/video clip on human circulatory system
ve

• Chart/video clip on excretory system in plants and humans

ni
U

Concept Development
ge

Bring a glass with water. Pour a few drops of ink in it. Put a flower with a long stem in
id

that coloured water. Let the students observe the stem after 2–3 hours. Let them note
br

down their observation in their notebooks. Engage them in discussion and let them
come to the conclusion that water travelled through the stem, hence bringing a light
am

colour to the stem. Let the students observe the diagram as given on page 126 of the
student book and relate it with their understanding of the experiment just performed
C

by you.
With the help of the points from their discussion, explain to them in detail about
transportation of substances in plants and process of transpiration by using chart/
video clip, to understand the concept easily. Take the students to laboratory and
demonstrate the process of osmosis and transpiration in plants. You may also ask the
students to carry out Activity 1 from page 127 of the student book. Ask questions
based on concept taught.
Ask the students, ‘How does the food get transported to various parts of our body?’
Explain to them the process of transpiration in animals and human circulatory system
thoroughly by using chart/video clips. Take the students to laboratory and demonstrate

84
the circulation of blood in the body to make the concept easy to understand. Ask them
questions based on the human circulatory system.
Ask students, ‘Which system helps to throw out waste from the human body?’ Explain
to them thoroughly about the human excretory system with the help of charts/video
clips to make the concept easy to understand.
Ask students, ‘Do you know any diseases related to kidney and heart?’ Explain to them
the diseases related to kidney problems and their causes by using chart/video clips to
make the concept clear.

Building Concept Through Questions

1. What is transportation?

s
2. Name organs of a plant that helps in the transportation of substances.

es
3. What is nitrogenous waste?

Pr
5. Name any two diseases related to kidney.

ity
rs
Activity Corner
ve

1. Make a non-working model showing the transportation of nutrients through

ni

ascent of sap.
U

2. Prepare a chart on various types of blood cells with their names and functions.
ge

3. Draw a well-labelled diagram of the human heart on a chart.

4. Work in groups and make a working model of the human excretory system. Also,
id

label it.
br

5. Prepare a chart by drawing a well-labelled diagram of a nephron.

am

Challenges
C

1. Explain the process of transportation in algae and fungi.

2. Why do some people need dialysis? Which organs in human body can replace this
process?

85
 Assessment
A. Tick (✓) the correct answer.
1. ………………… is the process of the water to escape as water vapour from
the plant.
a. Respiration b. Transpiration c. Transportation d. Excretion
2. The removal of the harmful nitrogenous waste from the body is called
………………… .
a. respiration b. excretion c. transportation d. transpiration
3. Which of the following blood vessel in the human body is the thinnest?

s
a. capillaries b. artery c. veins d. pulse

es
4. ………………… blood cells protect the body from diseases.

Pr
a. WBC b. RBC c. Plasma d. platelets
5. ………………… is the nitrogenous in human.
a. Urea
ity
b. Liquid waste
rs
c. Fibres d. Unabsorbed food
ve

B. State whether True or False.

ni
U

1. Blood floats in the blood vessels.

2. WBC stands for wide blood cells.
ge

3. The smallest blood vessels are called veins.

id

4. Urea is a nitrogenous waste.

br

5. Egestion involves excretion of undigested waste from the body.

am

Project Idea
C

Find out information about five plants and the nutrients essential for them. Tabulate
your data in the given table.

Name of the Plant Nutrients Essential for Them

86
What have you learnt?
1. What is transpiration and transportation
2. How does transpiration of substances take place in plants and animals
3. How does human circulatory system work
4. What is dialysis

Ideas for homework

Make a model of urinary system in human beings.
Make a report on ‘dialysis’. Focus on its importance and affordability.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

87
Chapter

11 Reproduction in Plants

s
Learning Objectives

es
Knowledge Application

Pr
• About the reproduction, types of • To describe the reproduction,

ity
reproduction in plants types of reproduction in plants
rs
• About the process of asexual • To explain the process of asexual
reproduction in plants reproduction in plants
ve

• About sexual reproduction in • To explain the sexual

ni

plants reproduction in plants

U

• About dispersal of seeds by • To describe dispersal of seeds by

ge

various factors and germination various factors and germination

id

Understanding Analysis
br

• To know about reproduction, • Identify and distinguish the plant

am

types of reproduction in plants based on reproduction

• To understand the process of • spreading of plants
C

asexual reproduction in plants

• To understand the sexual
reproduction in plants
• To understand dispersal of
seeds by various factors and
germination

88
Warm Up
Ask the students: ‘How does plant grow? How does a seed form?’ Now, explain to
them about the process of reproduction in plants by using the charts/video clips.

TEACHING AIDS
Chart/video clip on:
• various methods of asexual reproduction
• vegetative reproduction by artificial methods like cutting, grafting, layering

s
es
• structure of a flower
• process of pollination

Pr
• dispersal of seeds by various factors

ity
• germination of seed
rs
ve
Concept Development
ni

Ask the following key questions:

U

‘How do plants reproduce?

ge

What is reproduction?’
id

With the help of their answers explain to them in detail about asexual reproduction
br

in plants. Explain the process of budding, spore formation, fragmentation and tissue
culture by using chart/video clip to understand the concept easily. Ask questions based
am

on the concept taught.

C

Ask the students, ‘How does the reproduction take place in potato and apple?’ Explain to
them the process of vegetative propagation by natural methods like from stem, roots and
leaves thoroughly by using chart/video clips/live samples to make the concept easy to
understand. Ask them questions based on the vegetative propagation by natural method.
Ask students, ‘How do we grow a rose plant?’ Explain about the vegetative
propagation by artificial methods like cutting, grafting and layering. With the help of
charts/video clips/live samples, to make the concept easy to understand. Ask questions
based on the vegetative propagation by artificial methods.

89
 Explain the advantages and disadvantages of vegetative propagation.
Ask students, ‘What are the various parts of a plant?’ Explain in detail about the
structure of a flower by using chart/video clip/live flowers to make the concept very clear.
Explain to them the process of pollination, fertilisation and formation of a seed and
fruit by using chart/video clip/live flowers to make the concept very clear. Ask them
questions based the topics taught.
Ask them, ‘How do seeds spread out?’ Explain to them the concept of dispersal, and
different mechanisms of dispersal of seeds like wind, water, animals and explosion by
using chart/video clips to explore the concept.

Building Concept Through Questions

s
es
1. What is reproduction?
2. What is asexual reproduction?

Pr
3. What is sexual reproduction?

ity
4. What is germination of seed?
5. What are the advantages of vegetative propagation?
rs
ve
ni

Activity Corner
U

1. Prepare a chart showing the structure of a flower.

ge

2. The class can be divided into two groups. One group can make a model on cross-
id

pollination. The other group can make a model on self-pollination. Also, label
them.
br

3. Students can be asked to prepare a comparative chart on vegetative propagation by

am

artificial and natural methods.

4. Prepare a chart of germination of seeds.
C

Challenges
1. Explain the process of reproduction in jute plant.
2. Why is dispersal of seeds necessary?

90
Assessment
A. Tick (✓) the correct answer.
1. ………………… is a vegetative propagation by natural method.
a.  Budding b.  Grafting c.  From the leaves d.  Tissue culture
2. Under ………………… method, a small branch of the plant is tied with the
stem of a rooted plant of the same type.
a. Fragmentation b. Grafting c. Budding d. Layering
3. ………………… is dispersed through wind.
a. Coconut b. Lotus c. Dandelion d. Geranium

s
4. ………………… is a male reproductive part of the flower.

es
a. Stamen b. Stigma c. Carpel d. Ovary

Pr
5. ………………… is grown by layering method.
a. Jasmine b. Rose c. Mango d. Lemon

ity
rs
B. State whether True or False.
ve
1. Adventitious buds are special kind of buds on the roots of plants.
ni

2. The transfer of pollen grains from the anther to the stigma of the flower is
U

called pollination.
3. Wind pollination is not a method of pollination.
ge

4. The fusion of male and female gamete is called germination.

id

5. The pollen grains contain the male gamete.

br
am

Project Idea
Observe the plants in your surroundings and write their method of reproduction and
C

dispersal of seeds. You may use the help of the Internet to understand the kind of
mechanism these plants follow. Tabulate your data in the given table.

Name of the Plant Method of Reproduction Mode of Dispersal

91
 What have you learnt?
1. What is sexual and asexual reproduction in plants
2. How vegetative propagation takes place by natural methods
3. How vegetative propagation takes place by artificial methods
4. How do seeds disperse
5. What is pollination

Ideas for homework

Collect some fatten freshly fallen flowers. Carefully try and observe the variations in

s
the flower structure and reproductive parts.

es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

92
Chapter

12 Motion and Time

Learning Objectives

Knowledge representation and drawing of

s
es
motion
• About the measurement and
standard units

Pr
Application
• About the need to measure time,
• To describe the measurement and

ity
different methods of measuring
time rs standard units
• About motion and different types • To explain the need to measure
ve
of motion time, different methods of
• About speed and characteristics measuring time like sundial
ni

of speed • To explain the motion and

U

• About uniform and non-uniform different types of motion

ge

motion, graphical representation • To describe the speed and

and drawing of motion characteristics of speed
id

• To explain uniform and non-

br

Understanding uniform motion, graphical

am

representation and drawing of

• To know the measurement and
motion
standard units
C

• To understand the need to

Analysis
measure time, different methods
of measuring time • To analyse the importance of time
• To understand the motion and in day-to-day life
different types of motion • To be able to know and
• To understand the speed and understand the importance of
characteristics of speed time management
• To understand the uniform and
non-uniform motion, graphical

93
 Warm Up
Ask some key questions:
• How far is your home from your school?
• How much time does it take to reach the railway station from your home?
• Does the time taken to reach a destination depend upon how far it is?
• How do you think people in the early age measured time?
Let the students come to the conclusion that time taken is directly proportional to
distance. Speed influences the time taken to complete a distance.

s
es
TEACHING AIDS

Pr
• Chart/video clip of sundial

ity
• Sand clock
• Simple pendulum
rs
• Chart/video clip of rectilinear motion, circular motion and periodic motion
ve
ni

Concept Development
U
ge

You can ask the students, ‘How much is your height? How long is your table at home?’
With the help of their answers explain to them in detail about the measurement of
id

different things using various units and instruments, such as measuring tape, clock,
br

etc., by giving demonstration to understand the concept easily. Ask questions based on
the concept taught.
am

Explain to them about the need to measure time by using sundial, sand clock and
C

simple pendulum thoroughly by using chart/video clips/live samples to demonstrate

and make the concept easy to understand. Ask them questions based on the working
of sundial, sand clock and pendulum. Let them work in groups to make their own
sundial.
Ask the students: what do you mean by motion? Is anything that’s moving said to be
in motion? What are stationary objects? Explain to them thoroughly about the motion
and various types of motions like rectilinear, circular and periodic motion, slow motion
and fast motion with the help of charts/video clips/live demonstration to make the
concept easy to understand. Ask them questions based on various types of motion.
Show the students videoes related to the types of motion.

94
Explain the term speed, unit of speed, characteristics of speed and solving problems
based on speed.
Explain to them about the uniform and non-uniform motion, graphical representation
of motion, plotting distance-time graph by giving examples. Ask them questions based
the topics taught.

Building Concept Through Questions

1. What is motion?
2. What are the different types of motion?
3. What is speed?
4. What is non-uniform speed?

s
es
5. Calculate the distance travelled by a car in 4 hours with a speed of 80 km/hr.

Pr
Activity Corner

ity
rs
1. Make a PowerPoint presentation on ‘Measurement—Then and Now’.
ve
2. Make a model of sundial. Elaborate on its working and present it in groups.
3. Make a simple pendulum using everyday materials available at home.
ni
U

Challenges
ge

1. What is the use of stopwatch? Explain its working.

id

2. Draw a distance-time graphs of two cars P and Q. P is in a uniform motion. Q is in

br

a non-uniform motion.
am

Assessment
C

A. Tick (✓) the correct option.

1. ………………… is the SI unit of time.
a. Hour b. Second c. Minutes d. Kilometre
2. ………………… is the formula used to calculate the speed.
a.  Speed = dist × time b.  Speed = time/dist
c.  Speed = dist/time d.  Speed = dist + time

95
 3. ………………… is the unit of speed.
a. km/h b. m/s c. m/min d. all of these
4. ………………… instrument is used to measure the speed.
a. Hygrometer b. Speedometer c. Odometer d. Thermometer
5. In ………………… the speed of an object does not change with time.
a.  Circular motion b.  Uniform motion
c.  Non-uniform motion d.  Oscillatory motion

B. State whether True or False.

1. Circular motion is the motion of a body in which the body moves along a
circular path.

s
2. The distance covered by an object in a particular unit of time is called

es
motion.

Pr
3. When an object repeats its motion after a fixed interval of time, it is called
curvilinear motion.

ity
4. In a uniform speed, an object covers a fixed distance in each unit of time the
rs
motion.
ve
5. The time taken by an oscillating pendulum to complete one oscillation is its
time period.
ni
U

Project Idea
ge

Explore your society and find the objects that show different types of motion –
id

rectilinear, circular and periodic. Tabulate your data in the following table.
br

Name of the Object Type of Motion

am
C

96
What have you learnt?
1. What is the need for measurement
2. What is motion and different types of motion
3. What is speed and calculation of speed

Ideas for homework

Visit a nearby ‘children’s park’. Tabulate the different types of motions you
observe there.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

97
Chapter

13 Electric Current and

its Effects

Learning Objectives

s
es
Knowledge Application

Pr
• Define electric current/effects of • Construct a working model of
current electric devices
• Memorise electric device symbols
ity
• Develop models of electric devices
rs
• State the uses of electromagnets
ve
Analysis
Understanding
ni

• Examine about the electric

U

• Describe/discuss heating effects of current and its effects

electric current • Distinguish the heating and
ge

• Explain the working of an electric magnetic effects of electric current

id

bell • Relate the working of electric bell

br

• Investigate magnets and magnetic

am

strength of objects
• Recognise electricity as a form of
C

energy

Warm Up
Let the students observe electric devices around them. Get them to engage in discussion
and come up with their ideas on how electric devices work. Ask the students—Do electric
devices need energy to light up? What kind of energy do they require? Which energy is
passed through bulb? Now, explain to them about the electric current and its effects.

98
Let the students fill a KWL chart as shown below in the beginning and end of the
lesson.

What I Know What I Want to Know What I have Learnt

TEACHING AIDS
• Electric bulb

s
es
• Cell
• Miniature circuit breaker (MCB)

Pr
ity
Concept Development rs
Draw a diagram of electric circuit on board. Let the students analyse it and work
ve
in groups to explain what it is. Let the students come to the conclusion that it is an
electric circuit and current flows through it and hence the bulb lights up.
ni
U

Explain to them about the various components of an electric circuit thoroughly by

using chart/video clips to make the concept easy to understand. Ask them questions
ge

based on the topic.

id

Explain to them thoroughly about the heating effects of electric current with the help
br

of bulb to demonstrate the working of bulb to make the concept easy to understand.
am

Ask them questions based on the topic.

Explain to them about short circuit and electric fuse by showing fuse and MCB and
C

their use.
Explain to them in detail the magnetic effects of electric current and working of
electromagnet, electric bell and solenoid by giving demonstration to make the concept
very clear.
At the end of the lesson, let the students finish writing the last column of their KWL
chart. This will help them to self-assess their learning.

Building Concept Through Questions

1. What is electric current?
2. What is electric circuit?

99
 3. What is electric cell?
4. What is open circuit?
5. What is solenoid?

Activity Corner
1. Students can work in groups to make a working model of electric bell. They can
also bring an unused bell from their homes and study its different parts.
2. Get the students to bring a magnet and analyse its poles. They should check its
magnetic strength using pins and iron materials. Let them make a detailed report
on the same.

s
es
Challenges

Pr
1. What all may be the possible reasons for a bulb to not glow in an electric circuit?
Explain your reasons.
2. Why do tube lights not generate heat?
ity
rs
3. Is human body a good conductor of electricity? Explain.
ve
ni

Assessment
U
ge

A. Tick (✓) the correct answer.

1. ………………… is a safety device used in electric circuit.
id
br

a. Element b. Cell c. Ampere d. Fuse

2. In ………………… circuit current does not flow.
am

a. closed b. open c. horizontal d. vertical

C

3. Filament of a bulb is made of ………………….

a. copper b. iron c. aluminium d. tungsten
4. ………………… instrument is used for checking the magnetic effects.
a. Compass b. Computer c. Insulator d. Heater
5. ………………… is the SI unit of electric current.
a. Joule b. Ampere c. Metre d. Coulomb

100
 B. Fill in the blanks.
1. A ………………… is connected in a circuit that is used to make or break
a circuit.
2. A combination of two or more cells is called a ………………….
3. A ………………… is generally made of a conducting material such as copper.
4. An ………………… is a safety device used in electric circuits that protects the
electric appliances from catching fire when overheated.
5. A ………………… is a long straight coiled wire which can be used to
generate magnetic field by running electric current through it.

Project Idea

s
Make a list of objects in your surroundings. Identify whether the object is good or bad

es
conductor of electricity. Tabulate your data in the following table.

Pr
Name of the Object Good Conductor Bad Conductor

ity
rs
ve
ni
U
ge

What have you learnt?

id
br

1. What is electric current and electric circuit

am

2. What are the components of electric circuit

3. What is the heating effects of electric current
C

4. What are the magnetic effects of electric current

Ideas for homework

Let the students prepare a chart of open and closed circuit by drawing a well-labelled
diagram.
Ask the students to prepare a chart of solenoid and working of solenoid.

101
Chapter

14 Winds and Storms

Learning Objectives

s
es
Knowledge Application

Pr
• Define winds and storms • To describe the electric current
• About the air pressure, effect of and electric circuit

ity
wind speed on air pressure • To explain the air pressure, effect
of wind speed on air pressure
• About thunderstorms, cyclones,
rs
tornado—it’s bad effects, • To explain the thunderstorms,
ve

precautions taken during storm cyclones, tornado — it’s bad

ni

• Memorise safety and weather effects, precautions taken during

U

precautions thunderstorm
• To describe the safety and
ge

Understanding weather precautions

id

• To understand the difference

br

Analysis
between winds and storms
am

• To understand the air pressure, • To analyse the severe effects of

effect of wind speed on air various storms
C

pressure • To be able to analyse the safety

• To understand about the measures and weather precautions
thunderstorms, cyclones,
tornado—it’s bad effects,
precautions taken during
thunderstorm
• To understand the safety and
weather precautions

102
Warm Up
Ask the students the following key questions:
• What comes to your mind when you hear the word ‘weather’?
• What do they like the most about weather in summer?
• What gives us relief from scorching Sun, when outside?
• What are beaches known for, apart from summer Sun and waves?
• Why do air blow?
Let the students come to the conclusion, ‘wind and breeze.’ Get the students engage in
discussion and explain how wind/breeze is formed. Observe students’ response.

s
es
TEACHING AIDS

Pr
• Globe
• Chart/video clips of various types of storms.
ity
rs
ve

Concept Development
ni

Begin the lesson by asking students how wind blows. Observe students’ responses.
U

See if a student is able to explain that sun’s heating causes wind to blow. Show an
ge

animation on sea breeze and land breeze.

id

After observing the animation, ask the following questions:

br

• Why makes the hot air rise up?

am

• Why does cold air settle down?

• Why does cool air takes place of warm air?
C

Let the students come to the conclusion that when warm air rises up, it creates low
pressure in the area from where it leaves. The idea is that students should use their
observational skills, discussions to get the understanding of what makes air blow.
Extend the topic by further highlighting on sea breeze and land breeze.
Bring a globe to the class. Let the students identify North pole, South pole and equator.
Ask the students, how the tilt of the Earth on its imaginary axis affects hotness
and coldness in different regions. Why is it that countries like Maldives, Indonesia,
Kenya and Ecuador are very hot? Let the students observe the globe and come to the
conclusion that since the Earth is tilted, the regions near the equator receive maximum
sunshine, hence they hot compared to other regions.

103
 Explain about the air pressure by using chart/video clips/live demonstration to make
the concept easy to understand. Explain about the effects of wind speed on air
pressure. Ask them questions based on the topic.
Explain to them thoroughly about the various types of storms, like thunderstorm,
cyclone, tornado, their formation, bad effects and precautions during these storms by
using charts/video clips. Ask them questions based on the topic.
Explain to them about the safety and weather precautions to be followed in case of
any storm

Building Concept Through Questions

1. What is wind?

s
2. What is sea breeze?

es
3. What is cyclone?

Pr
4. What is tornado?

ity
5. What is air pressure?
rs
ve
Activity Corner
ni

Ask students to prepare a chart on sea breeze and land breeze.

U
ge

Challenges
id

1. How does a cyclone alert differ from a cyclone warning?

br

2. Why do mountaineers carry oxygen cylinders while climbing a mountain?

am

3. Why are tropical cyclones more powerful than temperate cyclones?

C

Assessment
A. Tick (✓) the correct answer.
1. ………………… can attain a speed of 300 km/hr.
a. Breeze b. Tornado c. Cyclone d. Thunderstorm
2. ………………… is known as hurricane in USA.
a. Cyclone b. Tornado c. Breeze d. Thunderstorm
3. The centre of the cyclone is called ………………… .
a. goal b. bull’s eye c. nose d. eye

104
 4. Moving air is called ………………… .
a. breeze b. wind c. cyclone d. tornado
5. Wind is created by the movement of ………………… .
a. fire b. air c. water d. Earth

B. State True or False.

1. An imaginary line around the Earth forming the great circle that is equidistant
from the North and South poles is called an equator.
2. The surface of the Earth is surrounded by a blanket of air called land breeze.
3. The increase in wind speed is associated with decrease in air pressure.
4. Rainfall from thunderstorm causes floods.

s
5. Tornadoes are the very fast moving funnel-shaped columns of wind.

es
Pr
Project Idea

ity
Find out about the places where a cyclone or a tornado had taken place in the past five
years and find about their speed. Tabulate your data in the following table.
rs
ve
Name of the Place Cyclone/Tornado Speed
ni
U
ge
id
br
am

What have you learnt?

C

1. What is wind and storm

2. What air pressure, effect of wind speed on air pressure
3. What are thunderstorms, cyclones, tornado—it’s bad effects, precautions taken
during storm
4. What is safety and weather precaution

Ideas for homework

Let the students search the area of the world with the highest and severe occurrence of
cyclone or tornado on the Internet and make a research report on the same.

105
Chapter

15 Light

s
Learning Objectives

es
Knowledge Application

Pr
• About the light, rectilinear • To describe the light, rectilinear

ity
propagation of light, reflection propagation of light, reflection
rs
of light of light
• About the real and virtual images, • To explain the real and virtual
ve

types of mirror images, types of mirror

ni

• About lenses, spectrum • To explain the lenses, spectrum

U
ge

Understanding Analysis
• To understand the light, rectilinear • To analyse the importance of light
id

propagation of light, reflection • To analyse the formation of real

br

of light and virtual images

am

• To understand the real and virtual • To be able to analyse the concept

images, types of mirror of lenses and spectrum
C

• To understand about the lenses,

spectrum

106
Warm Up
Ask the students following key questions:
• Why are we not able to see things when it is dark?
• Can light bend?
• What is reflection?
Observe students’ responses. Get them engaged in discussion.

TEACHING AIDS

s
es
• Charts of reflection of light
• Convex and concave mirrors and lenses

Pr
• Prism

ity
rs
Concept Development
ve

Bring a torch to the class. Switch it ON. Place a book or board in front of it. Ask
ni

students what their observations are. Check students’ responses. The students should
U

come to the conclusion that light travels in a straight line and it does not pass through
opaque objects. Talk about reflection of light.
ge

You can ask the students, ‘What are the sources of light at your home?’ With the help
id

of their answers explain to them in detail about the light, rectilinear propagation of
br

light, reflection of light by drawing diagrams on the board/chart and demonstration to

make the concept easy to understand. Ask questions based on the concept taught. Let
am

the students make a diagram in their notebooks based on their understanding.

C

Explain to them about the real and virtual images, and types of mirrors by using chart/
video clips/live demonstration/sample to make the concept easy to understand. Ask
them questions based on the topic.
Explain to them thoroughly about the lenses and spectrum by using charts/video clips/
samples of lenses and prism. Ask them questions based on the topic.

Building Concept Through Questions

1. What is light?
2. What is spectrum?
3. What is real image?

107
 4. What is lens?
5. What are uses of spherical mirrors?

Activity Corner
1. Prepare a chart of spherical mirrors and image formation in spherical mirrors.
2. Make a detailed report on reflection of light, regular reflection and diffused
reflection. Get them to design their own experiments to explain the same.

Challenges
1. What happens to the rays falling to the axis on the concave lens?

s
es
2. Why cannot a concave mirror be used in place of convex lens in rear view mirrors?

Pr
3. Lenses are used in telescopes. Why?

Assessment
ity
rs
ve
A. Tick (✓) the correct option.
ni

1. ………………… mirrors are used by dentists.

U

a. Concave b. Convex c. Plain d. Simple

2. ………………… is the source of light.
ge

a. Wind b. Sun c. Copper d. Moon

id

3. Convex lens is ………………… .

br

a.  Thicker in middle b.  Thinner in middle

am

c.  thicker in outside d.  thinner outside

4. ………………… splits light.
C

a. Plants b. Prism c. Cardboard d. Sun

5. A plane mirror always forms ………………… .
a.  virtual image b.  real image
c.  magnified image d.  diminished image

B. Answer the following:

1. What is convex lens?
2. What are lenses?
3. Differentiate between real and virtual images.

108
 4. What are various types of mirrors? Explain.
5. Write a short note on rectilinear propagation of light.

Project Idea
Find out about objects in your surroundings that reflect or refracts light. Tabulate your
data in the following table.

Name of the Object Reflects/Refracts Light Uses of Object

s
es
Pr
ity
What have you learnt? rs
1. What is rectilinear propagation of light, reflection of light
ve
2. What is real and virtual images, types of mirror
ni

3. What is lens and spectrum

U
ge

Ideas for homework

id

Get the students to make a model of how light travels in a straight line.
br

Let the students carry out an Internet search on ‘Types of lenses’ and make a research
am

report on the same.

C

109
Chapter

16 Forests—Our Lifeline

s
Learning Objectives

es
Knowledge Application

Pr
• About the importance of forests • To describe the importance of

ity
• About the interdependence of forests
rs
plants and animals in the forest • To explain the interdependence of
plants and animals in the forest
ve
• About forest and ecosystem
• About conservation of forests and • To explain the forest and
ni

creating awareness in people ecosystem [food chain and food

U

web]
ge

Understanding • To explain the methods of

conservation of forests and
• To understand the importance of
id

creating awareness in people

forests
br

• To understand the
am

Analysis
interdependence of plants and
animals in the forest • Explain others about the
C

importance of forests
• To understand the forest and
ecosystem • To take part in the awareness,
campaigns regarding the
• To understand the methods
conservation of forests
of conservation of forests and
creating awareness in people • To be able to answer the
regarding importance of forest
and its conservation

110
Warm Up
Start the lesson by asking key questions:
• What is the use of forest?
• What do you think forests provide us with?
• What might happen if we do not have forests?
• Do forests provide us oxygen?
• Which type of forests cover the largest area on the Earth?
Get the students to discuss at length on the need of forests and how they are helpful for
living organisms.

s
es
Pr
TEACHING AIDS

ity
• Charts of food chain and food web
rs
• Chart of interdependence of plants and animals
• Chart showing various layers of forest
ve
ni

Concept Development
U
ge

You can ask the students, ‘What do we get from plants? Why do we need plants?’
With the help of their answers explain to them in detail about the importance of
id

forest, decomposers, layers of forests, benefits from forests by using chart/video clip
br

to make the concept easy to understand. Ask questions based on the importance
of forest.
am

Ask students – ‘What will happen if there are no trees on the Earth?’ Divide them into
C

groups and perform a role play on the same. Let them come up with their ideas and
perform the role play on their own. Now, explain to them about the interdependence
of plants and animals by giving routine examples and using chart/video clips to make
the concept easy to understand. Ask them questions based on the topic.
Explain to them thoroughly about the ecosystem which includes food chain and food
web and its benefits by using charts/video clips. Ask them questions based on the topic.
Ask students, ‘What will happen if there more animals and less trees on the Earth?
How can we maintain balance in the ecosystem?’ Based on their answers, explain
them about how to maintain balance in the ecosystem and discuss methods to
conserve forests.

111
 Building Concept Through Questions
1. What is a forest?
2. What are scavengers?
3. What is afforestation?
4. What is a food web?
5. What are the benefits of forests?

Activity Corner
1. Let the students do a role play on food chain and food web.

s
2. Ask students to prepare a chart on interdependence of plants and animals.

es
3. Ask students to prepare a chart on benefits of forests.

Pr
Challenges

ity
1. What will happen if all the decomposers and scavengers are destroyed from the
rs
Earth?
ve
2. If there are no herbivores in a forest, how will it affect the ecosystem in a forest?
ni

3. How does forest help in maintaining the balance in ecosystem?

U
ge

Assessment
id

A. Tick (✓) the correct answer.

br

1. ………………… animals eat only plants.

am

a. Omnivore b. Carnivore c. Herbivore d. Scavengers

2. ………………… are the horizontal branches below the canopy in a forest.
C

a. Middle floor b. Understorey c. Ground floor d. Canopy

3. ………………… grow on dead and decaying matter.
a. Decomposers b. Herbivores c. Saprophytes d. Omnivores
4. Forests are rich source of ………………… .
a. wood b. fuel c. timber d. all of these
5. ………………… can be prevented by forests.
a. Deforestation b. Overgrazing c. Soil erosion d. None of these

112
 B. Answer the following:
1. Define canopy and understoreys.
2. How are forests important for humans and animals?
3. How is forest related to ecosystem?
4. Define food chain.
5. Explain in detail about balance in nature.

Project Idea
Make a PowerPoint presentation on the topic ‘Effect of deforestation on the
environment’. And share it with the class.

s
es
What have you learnt?

Pr
1. What is the importance of forests
2. How plants and animals depend on each other

ity
3. What is food web and food chain rs
4. What are the befits of forest
ve
ni

Ideas for homework

U
ge

Let the students make a detailed report on the condition of forests of India.
Find out about Forest Research Institute (FRI), India. Make a detailed report on its role
id

and responsibilities.
br
am
C

113
Chapter

17 Wise Use of Water

Learning Objectives

s
Knowledge Application

es
• About the water as a natural • To describe the general

Pr
resource information about water
• About the various uses of water • To explain the various forms of
• About the forms of water
ity
water like solid, liquid and gas
rs
• About the water cycle • To explain the process of water
ve
cycle
Understanding
ni

• To explain the various sources of

water like river, ponds, lakes, etc.
U

• To understand the general

information about water • To discuss the causes and effects
ge

• To understand the uses of water of scarcity of water

id

in various areas – like agriculture, • To explain the various ways to

br

domestic use, industrial use conserve water

• To understand the various forms
am

of water like solid, liquid and gas Analysis

• To understand the process of
C

• Investigate the sources, uses of

water cycle water, water cycle and ways to
• To understand the various sources conserve water
of water like river, ponds, lakes, • To take part in the awareness,
etc. campaigns regarding the
• To understand the causes and conservation of water
effects of scarcity of water
• To be able to answer the queries
• To understand the various ways to regarding the conservation
conserve water of water

114
Warm Up
Ask the students—When you are thirsty, what do you drink? Why do we need
water? Now, explain to them about the wise use of water. Tell them about freshwater
and how we have only limited amount of usable water.

TEACHING AIDS
• Charts/videos on states of matter, sources of water, water cycles,
conservation of water, rainwater harvesting

s
es
Concept Development

Pr
You can ask the students, ‘Why do we need water? From where do we get water?’ With

ity
the help of their answers, explain to them in detail about the general information of
water like distribution of water on the Earth, various sources of water by using chart/
rs
video clips to make the concept easy to understand. Let them take notes and discuss
ve
with their peers the understanding of the topic.
ni

Ask students—‘What are the uses of water?’ Discuss the uses of water in various areas
U

like domestic use, industrial use and agricultural use by giving routine examples and
showing the chart/video clips of water supply in cities to make the concept easy to
ge

understand. Ask them questions based on the topic.

id

Ask students—‘What are the various forms of water?’ Explain to them thoroughly about
br

the solid, liquid and gaseous states of matter by using charts/video clips/routine examples
to make the concept easy to understand. Ask them questions based on the topic.
am

Ask students—‘How is the level of water maintained in nature?’ Based on their

C

answers, explain to them about water cycle in detail by using chart.

Ask students—‘What are the various sources of water?’ Discuss about the various sources
of water like ponds, rivers, lakes, underground water, etc., by using charts/video clips.
Discuss the causes and effects of water scarcity using routine examples. Explain to
them about various ways to conserve water by using the chart of rainwater harvesting.
Teacher can also talk about areas with scarcity of water in India such as Latur.

Building Concept Through Questions

1. What is water table?
2. What is water cycle?

115
 3. What are the uses of water?
4. What are the sources of water?
5. What is rainwater harvesting?

Activity Corner
1. Ask students to prepare a chart of distribution of water on the Earth.
2. Ask students to prepare a chart of water supply in cities.
3. Ask students to prepare a chart of states of matter and its interconversion.
4. Ask students to prepare a chart of water cycle.
5. Ask students to prepare a chart of rainwater harvesting.

s
es
Challenges

Pr
1. Why do tube wells often dry up after some time?

ity
2. What will happen if all the fresh water is exhausted?
rs
3. Which area or region of our country receives very little rain? Why?
ve
ni

Assessment
U

A. Tick (✓) the correct option.

ge

1. Water boils at ………………… °C.

id

a. 100 b. 212 c. 0 d. 313

br

2. ………………… is a gaseous form of water.

am

a. Hail b. Frost c. Fog d. Streams

3. Over-use of water for a long period of time may lead to water
C

………………… .
a. floods b. thunderstorm
c. scarcity d. drought
4. ………………… is the process to save rainwater.
a.  Rainwater cultivation b.  Rainwater harvesting
c.  Rainwater agriculture d.  Rainwater flowing
5. ………………… % of Earth’s surface is covered with water.
a. 79.4 b. 92.7 c. 97.4 d. 94.7

116
 B. Fill in the blanks.
1. ………………… can dry up during summers and may get flooded in the
monsoon season.
2. …………………, ………………… and ………………… are some examples of
solid form of water that can fall down from clouds.
3. The continuous movement of water in nature is known as ………………… .
4. ………………… water is the water available under the ground.
5. The water that we use at our homes is called ………………… water.

Project Idea
Find out five major dams in India that store and supply water to different places.

s
Explain how they work and create electricity from water.

es
Pr
What have you learnt?

ity
1. What is the importance of water rs
2. What are the sources of water
ve
3. What are the causes and effects of water scarcity
4. What are the uses of water
ni

5. What is water cycle

U
ge

Ideas for homework

id
br

Make a detailed report on ‘Droughts and floods in India in the past 20 years’.
am

Make a model on ‘Forms of water’.

C

117
Chapter

18 Waste Management

s
Learning Objectives

es
Knowledge Application

Pr
• Recall about sources of • Develop the model of waste

ity
wastewater disposal
rs
• State the other methods of sewage • Demonstrate the working of
disposal treatment of wastewater
ve

• Define the factors that are • Demonstrate through role play

ni

responsible for sanitation about the various methods of

U

sewage disposal
Understanding
ge

• Describe and discuss the sources Analysis

id

of wastewater • How to explain to others about

br

• Explain the treatment of the management of wastewater

am

wastewater • To take part in the awareness,

• Recognise the various methods of campaigns regarding the
C

sewage disposal conservation of water

• To be able to answer the queries
regarding the conservation of
water

118
Warm Up
Ask the students - ‘What makes water dirty? Which activities are responsible for
making water dirty?’ Now, explain to them about the wastewater.

TEACHING AIDS
• Charts of wastewater treatment plant
• Chart of sewage system

s
Concept Development

es
Pr
Begin the lesson by showing video on wastewater.
• What is waste?
• Where does the waste from our surroundings go?
ity
rs
• How can we minimise waste generation?
ve
Observe students’ responses. Focus on the vocabulary used, such as recycle,
ni

management, disposal, reuse, reduce, etc.

U

You can ask the students, ‘What are the sources of wastewater?’ With the help of their
answers explain to them in detail about the wastewater management and sources of
ge

wastewater.
id

Explain about the sources of sewage, diseases caused by sewage water, various kinds
br

of sewage, what is sewerage by giving routine examples to make the concept easy to
am

understand. Ask them questions based on the topic.

Explain to them thoroughly about the process of treatment of wastewater like primary,
C

secondary and tertiary treatment by using various teaching aids to make the concept
easy to understand. Explain to them about the improper sewage management by giving
examples.
Ask students, ‘Do you know any methods of sewage disposal?’ Let them work in
groups and present how sewage disposal works. Their prior knowledge can be assessed.
Based on their answers, explain to them about various ways to dispose of the sewage.
Ask students, ‘What is sanitation?’ Explain to them about the various ways of sanitation,
benefits of drainage and sanitation, what are better housekeeping and sanitation
practices by using chart/video clip/daily-life examples.

119
 Building Concept Through Questions
1. What is wastewater?
2. What is sanitation?
3. What are the different types of sewage disposal methods?
4. What does sewage contain?
5. What are the best housekeeping practices?

Activity Corner
1. Ask students to prepare a chart on good housekeeping practices.

s
2. Ask students to prepare a chart on wastewater treatment plant.

es
3. Ask students to prepare a one-page report on their city’s sewage system. The report

Pr
can be read out in the class. Then a class discussion can be held.

ity
Challenges rs
1. Why is the use of polythene bags banned in India?
ve
2. What are the main advantages of a vermi-processing toilets?
ni

3. How should the waste ghee from kitchen be disposed off?

U
ge

Assessment
id

A. Tick (✓) the correct option.

br

1. Consumption of contaminated water results in ………………… disease in

am

human being.
a. cold b. headache c. dysentery d. malaria
C

2. Sewage consists of harmful impurities called ………………… .

a. diseases b. organisms c. contaminants d. herbicides
3. ………………… type of toilets use earthworms for decomposition.
a. Sulabh b. Chemical
c. Vermicomposting d. Composting
4. In the chemical treatment of wastewater, water is purified by using
………………… .
a.  chlorine tablets b.  aspirin tablets
c.  paracetamol tablets agriculture d.  rainwater flowing

120
 5. ………………… is the organic waste acted upon by bacteria.
a. oil b. fruits c. vegetables d. sludge

B. Answer the following:

1. What is sanitation?
2. What are the benefits of drainage?
3. Explain wastewater treatment plan.
4. What is sewerage?
5. Define wastewater.

Project Idea

s
es
Find out how is wastewater disposed of in your home. Suggest five ways to dispose
wastewater in order to keep your surroundings clean.

Pr
What have you learnt?
ity
1. What is the wastewater
rs
ve
2. What is the procedure of wastewater treatment
3. What is sewage
ni

4. What is sanitation
U

5. What are the methods of sewage disposal

ge
id
br

Ideas for homework

am

Let the students find out about sanitation practices being followed in the city. What are
the government organisations responsible for waste disposal?
C

121
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Textbook Answers
 Answers
Chapter 1: Nutrition in Plants
What I know
1. photosynthesis  2. chlorophyll  3. leaf  4. roots  5. oxygen

Checkpoint 1
1. autotrophic, heterotrophic  2. Xylem  3. 
Alcohol  4. autotrophs
5.  Glucose, oxygen

s
Checkpoint 2

es
a.  Insectivorous  b. Saprophytic  c. Parasitic  d. Parasitic  e. Symbiotic

Pr
ity
What Have I Learnt
I. Objective Type Questions.
rs
ve
A. 1. b. heteretrophs
2. both b and d
ni

3. a. Lichen
U

4. d. Thunder
ge

5. c.  Carbon dioxide

id

6. d. Xylem
br

B. 1. False. Plants which can prepare their own food by the process of
am

photosynthesis are known as autotrophs.

2. True
C

3. False. Rhizobium bacteria convert atmospheric nitrogen into nitrogenous

form for the soil.
4. True
C. 1. LICHENS  2. PARASITIC  3. INSECTIVOROUS
4. SYMBIOTIC   5. HETEROTROPHIC
D. 1. 
Nutrition  2. Bladderwort  3. insectivorous  4. Photosynthesis
5. 
atmosphere
E. 1. Cactus, Neem  2.  Cuscuta, Dodder   3.  Indian Pipe, Mushroom
4.  Venus flytrap, Pitcher plant   5.  Lichens, Bullhorn 
6.  Mango, Gulmohar

123
 F. 1-d,  2-e,  3-a,  4-b,  5-f,  6-c
G. 1. Mistletoe  2. Cuscuta  3. Oxygen  4. Neem
H. Across
2. A parasitic plant with biggest flower
3. Tubes transporting food to different parts of a plant
4. Plants which can make their own food
6. Green colour pigment in plants
7. Modified roots of parasitic plant
Down
1. A plant that cannot prepare its own food
5. Bacteria in the roots of leguminous plants

s
es
II. Short Answer Questions.

Pr
1. Nutrition is the mode of taking food by an organism and utilising the food

ity
for its growth and development.
2. Autotrophic and heterotrophic are the different types of nutrition in plants.
rs
3. The mode in which plants grow and live on dead and decaying organic
ve

matter for their nutrition are called saprophytic nutrition.

ni

4. Different types of heterotrophic mode of nutrition are parasitic, insectivorous,

U

symbiotic and saprophytic.

5. Oxygen is by-product of photosynthesis as it is released in the process along
ge

with glucose.
id

6. Glucose is the main product of photosynthesis.

br

7. Plants absorb carbon dioxide from air by openings present in the leaves called
am

stomata.
C

III. Long Answer Questions.

1. The process by which plants synthesise their food is known as photosynthesis.
Chlorophyll, that gives green colour to the plants, traps sunlight and
absorbs carbon dioxide from the atmosphere. The roots of the plants absorb
water and minerals from the soil. During the process of photosynthesis,
the chlorophyll converts sunlight into chemical energy in the presence of
carbon dioxide and water. Glucose and oxygen are the by-products of
photosynthesis. Glucose is stored in the form of starch in the leaves. The
foods formed by the leaves of the plants are transported to the different parts
of plants for utilisation and storage.

124
 2. Difference between parasitic and insectivorous plants:
Parasitic plants derive their nutritional requirements from another living
plants or animals. Parasitic plants live in or on the body of another living
plant called host that provides nourishment to them. Dodder, Australian
Christmas tree, dwarf mistletoe and corpse flower are some examples of
parasitic plants.
Insectivorous plants grow in soil that is deficient in certain important
nutrients. These plants feed on insects to meet their nutritional requirements,
and are called insectivorous plants. Insectivorous plants have special
structures to trap the organisms. They are green in colour and can prepare
their own food but behave as insectivores to fulfil their nitrogen requirement.
Venus flytrap, pitcher plant, bladderwort and sundew are some examples of

s
insectivorous plants.

es
3. The conditions necessary for the process of photosynthesis are:

Pr
Chlorophyll: It is the green pigment present in the leaves of the plants. The
green colour of chlorophyll is due to the presence of chloroplasts.

ity
Carbon dioxide: The carbon dioxide gas present in the atmosphere is
absorbed by stomata.
rs
Sunlight: Sunlight is necessary for the process of photosynthesis.
ve

Water and minerals: The roots of plants absorb water from the soil and
ni

transport it to the other parts through a network of tubes called xylem.

U

Carbon dioxide combines with reaction to produce the food that is glucose.
This is then transported through special conducting tubes, called phloem, to
ge

the different parts of the plant.

id

4. In symbiotic nutrition, organisms develop mutual relationship with other

br

organisms to obtain nutrients. In this way, both the organisms help each other
to be mutually benefitted. The organisms involved in this type of relationship
am

are known as symbionts and this relationship is known as symbiosis. Lichens

are perfect example of symbiotic relationship.
C

5. Plants absorb nutrients and water from the soil. It is a continuous process.
So, the amount of nutrients in the soil decreases. As a result, farmers add
fertilisers to the soil to maintain the proportion of nutrients in the soil.
Rhizobium lives in the roots of leguminous plants like grams, peas and beans.
It converts atmospheric nitrogen into nitrogenous form for the soil. This
makes the soil rich in nitrogen and more fertile.
6. To show that leaves contain starch, we require green leaf, water, alcohol,
burner, tripod stand, beaker, iodine solution and test tubes. First, take a leaf
and boil it in water, in the beaker, to soften it. Then take the softened leaf in

125
 a test tube and pour some alcohol in it. Now, put the test tube in the beaker
containing water and let it heat on the flame for about 2–3 minutes. Boiling
in alcohol removes the chlorophyll from the leaf. Now, take out the leaf from
the test tube carefully and wash it with water. Using a dropper put a few
drops of iodine solution on the leaf. Iodine solution changes from brown to
blue-black indicating the presence of starch in the leaf.
7. To show that carbon dioxide is necessary for plants, take a potted plant with
long leaves and keep the plant in a dark room to de-starch the leaves. Then
take a glass jar with cork and put some potassium hydroxide in it. Potassium
hydroxide will absorb all the carbon dioxide present inside the jar. Now, put
lower half of one leaf of the plant in the bottle and let the upper half of the
leaf outside the bottle and seal the mouth of the bottle using the cork. Keep
the plant in sunlight for about 4–5 days. After 4–5 days, remove the jar and

s
es
pluck the leaf from the plant. We will get half decolourised leaf. Wash the
leaf and test it for the presence of starch. We will observe that the part of the

Pr
leaf which was inside the jar did not change colour whereas the upper half
changed the colour. This shows that lower half of the leaf did not synthesise

ity
in the absence of carbon dioxide. rs
Enrichment Activities
ve

I. HOTS
ni
U

A. The pitcher plant has its leaves modified into pitcher-like structures. The pitchers
consist of hair that entangles the insects that enter the pitcher.
ge

B. It is important to decolourise leaf while checking for the presence of starch to

id

observe the result properly. Iodine changes the colour of the leaf to blue-black.
br

C. Symbiotic nutrition can be seen in the mosquitoes as they feed on the blood of
other organisms.
am

D. Mushrooms secrete digestive juices on dead and decaying matter to dissolve them
and absorb their nutrients.
C

GO GREEN!
1. A greenhouse is a glass enclosure used in cold climates to grow plants. Glass blocks
the heat waves, but allows light to enter the enclosure. The light energy heats the
inside. The glass enclosure traps this heat and prevents it to escape outside. Thus, the
inside of the enclosure becomes warmer than the outside. So, an artificial warmer
climate is created inside the enclosure to give the required warmth to the plants.
2. a. Lotus has big leaves.
c. Cactus

126
 Answers
Chapter 2: Nutrition in Animals
What I know
1. Liver  2. Pharynx  3. digestion  4. balanced

Checkpoint 1
1. Butterfly  2. Hydra  3. pseudopodia  4. ingestion  5. Paramecium

Checkpoint 2

s
es
1. 
True  2. False  3.  
True  4. False  5. False

Pr
What Have I Learnt

ity
I. Objective Type Questions.

rs
A. 1. d. Amoeba  2. b. Circulation   3. a. Gall bladder   4. d. Liver
ve
5. a. Small intestine   6. b. Incisors   7. d. Ingestion   8. a. Vacuole
B. 1.  False. Amoeba is a unicellular organism.
ni

2.  False. Stomach is J-like structure in the human digestive system.

U

3.  True   4.  True   5.  False. Saliva is secreted in mouth by salivary glands.
ge

6.  False. There are 6 molars in human mouth.   7.  True   8.  True
id

C. 1. STOMACH  2. 
TEETH  3. BILE  4. RECTUM
br

5. RUMEN   6. PANCREAS
am

D. 1. Holozoic  2. 
Assimilation  3. complex food  4. pseudopodia
5. 
Hydra  6. assimilation  7. reticulum  8. abomasum
C

E. 1. OESOPHAGUS  2. MOUTH  3. 
THROAT
4. STOMACH  5. 
TEETH

II. Short Answer Questions.

1. The process in which the digested food is passed to the blood, to be
transported to other parts of the body is called absorption. Whereas, the
process of utilising absorbed nutrients in living tissues is called assimilation.
2.
Hydra has finger-like projections, called tentacles, present in its mouth. It
extends its body and tentacles to the maximum length and catches the prey.

127
 3. Amoeba ingests food by forming an arm or a cup-like structure, known as
pseudopodia, from its body.
4. Frogs catch its prey with the help of their sticky tongue.
5. There are four types of teeth in humans: incisor, canines, premolars and molars.
6. The processes of digestion in humans are: ingestion, digestion, absorption,
assimilation and egestion.
7. The pharynx or the throat helps in sliding down the food inside the body. It
helps the food to reach the oesophagus.
8. The plant-eating animals are called ruminants and the process by which they
take their nutrition is called rumination.

III. Long Answer Questions.

s
1. Hydra is a multicellular organism that engulfs its food using the finger-like

es
projections, called tentacles, present in its mouth. During feeding, Hydra

Pr
extends its body and tentacles to the maximum length and catches the prey.
The prey gets killed inside the tentacles and is passed into the mouth. The

ity
digestive juices inside the body help in absorption of the digested food by the
cavity walls. The food is then assimilated inside the cells.
rs
Frogs catch insects with the help of their sticky tongue. Their tongue is
ve

attached to the lower jaw and remains folded in the mouth. As soon as a prey
ni

comes near, the frog uses it to catch it and then pulls it inside the mouth. This
whole process takes place very quickly. Frogs have a well-developed digestive
U

system which then helps to digest the prey with the help of digestive juices.
ge

2. Refer Fig. 2.2 on page 17 of the textbook for the diagram. Amoeba is a
unicellular organism found in fresh water. It is irregular in shape and does
id

not have a mouth to eat food or a digestive system to digest it. It feeds on
br

microscopic plants and animals through pseudopodia, also called false feet.
am

On coming near a food particle, Amoeba ingests it by forming an arm or a

cup-like structure, known as pseudopodia, from its body. When the food is
C

completely encircled by the pseudopodia, a small cavity, called food vacuole,

is formed. Food vacuole contains several digestive enzymes which help to
break the complex parts of the food into simple soluble molecules. The simple
soluble food molecules get absorbed and assimilated in the body to obtain
energy, growth and repair. The undigested food is thrown out from the body
of Amoeba through the process of egestion.
3. The small intestine is approximately 20 feet long winding tube which is
loosely coiled in the abdomen. The muscles of the small intestine mix the food
with the digestive juices and secrete some juices of their own which help in
further digestion.

128
 4. The undigested food from the small intestine is passed to the long muscular
tube, called the large intestine. The food is in the semi-solid state. The process of
digestion stops here. Large intestine absorbs water and other necessary nutrients
from the undigested food and pushes it to the rectum. The waste is stored in the
rectum in the form of faeces and is excreted out of the body through anus.
5. Stomach is a bag-like J-shaped structure which acts as a mixer and grinder.
The food that we eat stays there from a few minutes to few hours depending
upon the type of food that we eat. The stomach walls secrete powerful acids
like hydrochloric acid, mucous, digestive juices and many other enzymes
which continue the process of breaking down the food. The hydrochloric acid
kills the bacteria which enters along with the food and helps in the digestion
of proteins present in the food. The mucous protects the inner lining and the
digestive juices break the proteins into simpler substances.

s
es
6. Ruminants have a complicated digestive system that is characterised by the
presence of four chambers—rumen, reticulum, omasum. Ruminants have a

Pr
complicated digestive and abomasum. The food is first swallowed and stored
in the first chamber called the rumen. The food gets partially digested in the

ity
rumen, and is called cud. The cud is then transferred to the second chamber,
rs
the reticulum. From reticulum, the cud returns to the mouth of the animal and
ve
then is thoroughly chewed. This process of chewing food is called rumination.
Refer Fig. 2.12 on page 22 of the textbook for the diagram.
ni
U

Enrichment Activities
ge

I. HOTS
id

A. Cellulose is the carbohydrate that can be digested by ruminants and not humans.
br

Ruminants have large sac-like structure called rumen between the oesophagus and
the small intestine. The cellulose of the food is digested here and this structure is
am

not present in humans.

C

B. No, it is not possible for human beings to survive only on leafy vegetables and
fruits. Our body needs different types of nutrients for different works. Our body
needs carbohydrates, proteins, vitamins, fats, minerals, roughage and water in
balanced amount for proper growth.
C. Lizards and snakes trap their prey with help of their long and flicking tongue.
D. A mosquito uses its proboscis to suck up the blood of other organisms.
E. Villi increase the surface area for absorption of food. Villi contain blood vessels.
F. No, Amoeba does not have anus.
G. The caecum is located near the rectum in the ruminants.
H. Grass-eating animals have a sac-like structure called the rumen where the cellulose
gets digested.

129
 Answers

Chapter 3: Fibre to Fabric

What I Know
1. Silk  2. synthetic fibre  3. plant fibre  4. synthetic  5. sheep

Checkpoint 1
• 2
• 3

s
• 4

es
• 1

Pr
What Have I Learnt
I. Objective Type Questions.
ity
rs
A. 1. a. Sericulture   2. d. Fresh mulberry leaves   3. d. Nylon
ve

4. c. Grease, dust and dirt   5. d. Cocoon   6. c. formalin

ni

B. 1.  True   2.  False. Cotton is a natural fibre.

U

3.  False. Nylon is a synthetic fibre.   4.  True

ge

5.  False. The blurr fibres are removed manually.

id

C. 1. GRADING  2. REELING  3. CARDING  4. SERICULTURE  
5.  TUSSAR (Both the spellings are correct: tusaar and tassar)
br

D. 1. natural  2. synthetic fibres  3. synthetic
am

4.  Wool production   5.  carbon monoxide

C

E. 1.  Bactrian, Alpaca   2.  Cashmere goat, Angora goat

3. 
Lohi, Nali  4. 
Tassar, Mooga
F. 1. Shearing  2. Scouring  3. Sericulture
4.  Cocoon (second stage)   5.  Reeling/Filature
G. Across
4.  The process of removing dirt from the sheared hair
6.  The process of removal of the fleece from an animal

130
 Down
1.  Structure formed by silkworm to deposit filaments
2.  Workers in wool industry suffer from this disease
3. The branch of agriculture which deals with silkworm farming for
obtaining raw silk.
5.  The process of taking out filaments from a cocoon

II. Short Answer Questions.

1. Sericulture is the branch of agriculture industry which deals with silkworm
farming for obtaining raw silk
2. The workers are exposed to a large number of chemicals, which adversely

s
affect their health. They might experience allergic problems and respiratory

es
disorders. They get infected by a disease anthrax, which is caused by a

Pr
bacterium, Bacillus anthracis.
3. There are two types of natural fibres:

ity
Plant fibres: The fibres obtained from plant sources, example: cotton.
rs
Animal fibres: The fibres obtained from animal sources, example: wool.
ve
4. Fibres obtained from natural sources such as plants and animals are known
as natural fibres for example, wool and cotton. Synthetic fibres are human-
ni

made from chemicals for example, nylon and polyester.

U

5. There are two types of fibres: natural and synthetic.

ge

6. Sheep, camel and rabbit are the animals from which we get wool.
id

III. Long Answer Questions.

br

1. The time when a female silk moth lays eggs is the beginning stage of the
am

life cycle of silk and hatches them to form worms. After about 20 days, the
larvae or caterpillars start hatching from these eggs. Then they are known as
C

silkworms or caterpillars. These silkworms feed on fresh mulberry leaves and

grow in size. They secrete fine filaments from two glands on their heads, which
is made up of protein that hardens to form silk fibres when exposed to air. The
silkworm deposits filaments in a number of concentric layers around its body,
through figure-of-eight movements of the head, forming a structure, called the
cocoon, in about three to seven days. Inside the cocoon, the silkworm enters
the second stage of its life called the pupa and then into a moth. Refer Fig. 3.7
on page 35 of the textbook for the diagram.
2. Sericulture industry is connected with lots of chemical substances fatal
for human life. Handling of dead worms with bare hands contributes to
infections and illnesses. These cause blisters and open wounds or injuries

131
 leading to infection. Standing almost continuously for 12–16 hours a day,
reeling the fine silk threads, may lead to health disorders like backaches,
spine and vision-related problems. Vapours from boiling cocoons and diesel
fumes from machines may lead to respiratory diseases such as asthma
and bronchitis. Continuous exposure to the noise made by spinning and
winding machines and looms, where the fabric is woven, may result in
hearing disorders. During rearing process, carbon monoxide gas (CO) is
produced which is responsible for irritations, allergies, respiratory problems,
etc. Formalin, used during rearing, acts as a carcinogen which causes eye
and nasal irritation. Some reasons for these health issues are ignorance and
adoption of improper procedures. Some unhygienic conditions are also
responsible and can cause diseases like grasserie and flacherie.
3. Animals from which wool can be obtained are bred to obtain wool on large

s
es
scale. This is called rearing. Wool is present as hair called fleece, on the bodies
of animals. The fleece of sheep has two types of fibres.

Pr
The processing of wool involves different steps— rearing, shearing, scouring,
sorting, grading and sorting dyeing and drying and making of yarn.

ity
Shearing: The process of removal of the fleece from an animal is called
rs
shearing. Sheep are usually shorn annually in the spring or summer months
ve
with a manual razor and blade or with special clippers.
ni

Scouring: This is a process of washing of sheep hair in tanks to remove

grease, dust and dirt from it. The sheep hair contains lanolin, natural oil,
U

which is also removed in this process. It is done with the help of machines
ge

where the shorn wool is washed with detergents or chemicals and then dried.
Grading and sorting: Grading is the breaking up of the fleece based on overall
id

quality of the wool. ‘Fleece’ term is used to refer a type of wool that is not
br

processed to make fibres. In sorting, the wool is categorised as per on the

am

basis of length, colour, textures and the ease in which it can be dyed.
Dyeing and drying: The fibres are then dyed in various colours as per
C

the demand and then dried using rollers to squeeze out as much water as
possible.
Making of yarn: After drying, the coloured fibres are combed, straightened
and rolled into yarn. This is called carding. The wool fibres after carding are
twisted and turned to form yarns in spinning machines.
The wool is then woven and knitted into fabric either manually or by machines.
4. Cotton clothes help in absorbing the sweat generated in humid weather, hence
keeping us cool. Woollen clothes trap heat and hence keep us warm in winter
season.

132
Subject Connect
A.
S. No. Name of dress Type of fibre used in that Is it natural or synthetic
dress fibre?
1. Shirt Cotton Natural
2. Jeans Lycra Synthetic
3. Scarf Silk Natural
4. Sweater Wool Natural
5. T-shirt Cotton Natural

s
B. Major silk-producing places in India are Karnataka, Andhra Pradesh, Tamil Nadu,

es
West Bengal and Jammu and Kashmir. Mysore and North Bangalore contribute to
the majority of silk production.

Pr
Enrichment Activities
ity
rs
I. HOTS
ve
A. Cotton clothes do not catch fire easily so it is advised to wear cotton clothes while
ni

working in kitchen or bursting crackers.

U

B. Rearing of silkworms can be hazardous to health so they should not be collected

with bare hands. This can lead to infection and illness. Handling the worms can
ge

cause blisters and open wounds or injuries leading to infectons.

id

C. Caterpillars go through metamorphosis while changing to an adult butterfly.

Caterpillar doesn’t have wings which it gets after turning into an adult,
br

shedding the skin. Human beings just grow in size as they are born, they do
am

not shed skin.

D. It is essential to kill the pupae by boiling the cocoon in water to loosen the
C

filament. Yes, this can be avoided.

E. Sheep mainly eat grass and leaves. They can also be fed mixture of pulses, corn,
jowar, etc., for good growth of shiny and curly hair.

133
 Answers

Chapter 4: Heat and Temperature

What I Know
1. heat  2. summer  3. temperature  4. heat  5. temperature

Checkpoint 1
1. Celsius  2. thermal expansion  3. conduction  4. dark  5. convection

s
Checkpoint 2

es
1. 
Thermometer  2. Laboratory thermometer  3. Gabriel Fahrenheit

Pr
4. 
Temperature  5. Digital thermometer

ity
What Have I Learnt rs
I. Objective Type Questions.
ve
A. 1.  c.  Kelvin and Celsius   2.  a.  100°C   3.  b.  C = 5/9(F – 32)
ni

4. d. All of these   5. c. Convection

U

B. 1.  True   2.  True   3.  False. C = 5/9 (F – 32)

ge

4. False. Fahrenheit temperature scale was invented by Daniel Gabriel

Fahrenheit.
id

C.
1. HEAT  2. CLINICAL  3. KELVIN
br

4. 
ANDERS  5. FAHRENHEIT
am

D. 1.  Thermometer   2.  Sea breeze and land breeze

3. Conduction  4. Radiation
C

E. 1. Heat: Heat is a form of energy that spontaneously moves from the system
to its surroundings and vice versa.
2. Temperature: Hotness or coldness of a body is measured in as
temperature.
3. Convention: Convection of heat takes places in fluids—liquids and gases.
4. Insulator: Substances that do not conduct heat very well and are called
insulators.
5. Radiation: When the heat is transferred by heating the medium, it known
as radiation.
F. 1-c,  2-f,  3-a,  4-e,  5-g,  6-d

134
 II. Short Answer Questions.
1. 212 °F
2. –40 degrees
3. Refer Fig. 4.4 on page 47 of the textbook.
4. Convection is the mode of transfer of heat in fluids (liquids and gases), where
the hotter particles move into a packet of heat, bringing about a cycle or
current.
5. Fahrenheit temperature scale was invented by Daniel Gabriel Fahrenheit.
Kelvin thermometer scale was invented by Lord Kelvin.
6. Measuring heat and cold by hand can be misleading sometimes.
7. Conduction

s
es
III. Long Answer Questions.

Pr
1. Celsius temperature scale was invented by the Swedish astronomer Anders
Celsius in 1742. It is denoted by °C. The melting point of pure ice is taken

ity
as 0° Celsius and the boiling point of pure water is 100° Celsius. Celsius
rs
thermometer has equal 100 parts. The difference between these two points is
divided into 100 degrees.
ve

Fahrenheit temperature scale was invented by Daniel Gabriel Fahrenheit

ni

in 1714. It is denoted by °F. Fahrenheit thermometer has equal 180 parts.

U

Freezing point of water is depicted as 32 °F and the Celsius boiling point

of water as 212 °F on it. The difference between the two extreme points is
ge

divided into 180 degrees.

id

Kelvin temperature scale was invented by Lord Kelvin in 1848. It is denoted

br

by K. Kelvin thermometer has equal 100 parts. The expression which is used
to convert Celsius (C) scale to its kelvin (K) scale is [°C] = [K] − 273.15.
am

2. Conduction is the process by which heat is transferred from one molecule to

C

the adjacent molecule of a substance. It happens from one end to the other
end of the material, without movement of the molecules from their positions.
We know that matter is made up of tiny particles. In case of solids, particles
are very tightly packed and cannot move around freely. However, they can
vibrate about a fixed point. Conduction of heat energy can occur within
a body or between two bodies when they are in contact with each other.
However, the rate of conduction of heat is different in different materials.
Some materials allow energy flow easily while others do not.
Convection is the mode of transfer of heat in fluids (liquids and gases), where
the hotter particles move into a packet of heat, bringing about a cycle or
current. In fluids, the molecules are less densely packed and are free to move.

135
 When we want to warm a fluid, we need to light the fire below it, or put a room
heater at the lowest level of the room and an air conditioner at the highest due
to this principle.
In radiation, the heat is transferred by heating the medium. It is the emission
or transmission of energy (as waves or particles) through a travel medium.
3. When a solid material like metal is heated, its particles move rapidly at
their fixed locations and expansion takes place, for example, in the case of
making railway tracks. In liquid for example Liquid mercury is filled in the
thermometer. When it is used to check the temperature of the concerned
person, it shows rise and fall as per the body temperature. Gases also expand
on heating. When air is filled in the balloon, it expands.
4. • F = 9/5C + 32

s
= 9/5(–120) + 32

es
= –216 + 32

Pr
= –184°C

ity
• C = 5/9 (F – 32)
= 5/9(–150 – 32)
rs
= 5/9(–182)
ve

= –101.1°F
ni

5. a. burning of wood to generate heat

U

b. heating the pan to make food

ge

c. the Sun radiates heat to warm the Earth

d. a hot cup of tea contains heat energy
id

e. the bathtub filled with warm water is poured on a cold body to make the
br

body warm
am

6. Fill a beaker with water and put on a tripod stand above a burner without
lighting the burner. Now, drop a few crystals of potassium permanganate in
C

the beaker in a way that they fall close to one side of the beaker. Light the
burner and heat the beaker just under where the crystals have fallen. The
colour from the crystals start rising up to the top and then fall down to the
other side of the beaker.
This shows that heat from the base of the water got transferred to the upper
level as it is evident from the movement of the colour from the potassium
permanganate crystals in the beaker. This process is called convection.
7. Fix 4–5 nails on a metal rod with the help of wax in a line. Fix the metal rod
on a clamp stand and its one end on flame of burner. Observe that nails start
falling one- by-one from the hotter end (end on the burner flame). This shows
that heat transfers from hotter end to colder end in solids in conduction.

136
 8. Heating a substance causes their molecules to move. The greater the heat,
the faster is the movement of the particles. The particles move away from
each other and thus result in the expansion of substances. The expansion
of substances as an effect of heat is called thermal expansion. This property
is applied while making the railway tracks. The railway tracks are made of
metals which expand due to heat. The gaps thus, give them space to expand
and prevent any accident.
9. To be done by students.

Enrichment Activities
I. HOTS

s
A. Absolute zero is the lowest temperature that is theoretically possible. It is zero on

es
the Kelvin scale, equivalent to –273.15°C.

Pr
B. No, one object cannot be hotter than another if they are at the same temperature.
C. The temperature inside the light bulb can easily reach 2000°C. And the

ity
temperature outside an aeroplane at a height 10000 m can be between –40°C to
–80°C.
rs
D. It is advised to paint the outer walls of houses white, in places with hot climate
ve

because white colour reflects the rays of the Sun and the house will be cooler.
ni

E. A thermometer is washed with tap water before use to bring the temperature down
U

to minimum and prevent germs.

ge

F. Thermometer is kept under the tongue to get most accurate temperature of the
body.
id

G. ACs are fitted at higher level on the wall of the room to produce quick cooling in
br

the room. The warm air rises up and the cool air from the AC comes down.
am
C

137
 Answers

Chapter 5: Physical and Chemical Changes

What I Know
Reversible changes: Evaporation of water, Freezing water
Irreversible changes: Toasting bread, Souring of milk, Cooking food, Burning paper

Checkpoint 1

s
Physical changes: boiling water, growing of plants, freezing of ice, tearing of paper

es
Chemical changes: rusting of iron nail, curdling of milk, burning of magnesium ribbon,

Pr
burning of coal, forest fire

Checkpoint 2
ity
rs
ve
1.  Oxidation-reduction 2.  Single displacement reaction
3.  Double displacement reaction 4.  Precipitation reaction
ni

5.  Decomposition reaction

U
ge

What Have I Learnt

id

I. Objective Type Questions.

br

A. 1. a. Physical   2. b. Single displacement reaction

am

3. c. Combination reaction   4. a. Released

5. a. Galvanisation   6. d. endothermic reaction
C

7. c.  Combination reaction   8.  d.  Formation of precipitate

B. 1. False. A chemical equation is the symbolic representation of a chemical
reaction.  2.  True  3.  True  4.  True  5. False. Change in
colour is a kind of chemical change   6.  True
C.
1. GALVANISING  2. EXOTHERMIC  3. ENDOTHERMIC
4. DECOMPOSITION  5. REDOX  6. PHYSICAL
7. CHEMICAL   8. PRECIPITATE
D.
1. combination reaction  2. oxidation-reduction  3. solvent
4. precipitate  5. iron sulphate  6. magnesium oxide
7. absorbed   8. endothermic

138
 II. Short Answer Questions.
1. Precipitation reaction is the one wherein two solutions are mixed and result
in the formation of an insoluble substance or solid.
2. When water is heated and the temperature rises, the water turns into
water vapour which is basically a gaseous form. Thus, it is a change in state.
3. Endothermic reactions are those chemical reactions in which the heat
is absorbed.
4. C + O2 ➝ CO2
Carbon Oxygen Carbon dioxide
5. Crystallisation is a technique which is used to separate a solid which has
been dissolved in a solution. Vaporisation is the change of a liquid into gas

s
on heating.

es
III. Long Answer Questions.

Pr
1. In a chemical reaction, two or more substances called reactants react to form

ity
new substances called products, for example, burning of magnesium ribbon.
rs
Physical reaction is in which the physical state of a substance is changed.
Physical reaction does not produce any new substance but rather create
ve

changes within the substance, for example, tearing of paper.

ni

2. In endothermic chemical reactions, the heat is absorbed. Boiling of egg is an

U

example of endothermic reaction.

ge

The reactions or changes in which heat is released during the reaction are
called exothermic reactions. For example, when carbon is heated in the air,
id

heat is released.
br

C + O2 ➝ CO2 + Heat
am

Carbon Oxygen Carbon dioxide

3. Types of chemical reactions:
C

Precipitation reaction is the one wherein two solutions are mixed and result
in the formation of an insoluble substance or solid.
In a combination reaction (or synthesis reaction), two or more reactants
combine to form a new product.
In a decomposition reaction, a compound breaks down into two or more
components due to the breaking of bonds.
A single displacement reaction involves the replacement of an element or ion
from one compound with another.
In a double displacement reaction, positive ions and negative ions switch their
positions and form new products.

139
 An oxidation-reduction reaction or redox involves the transfer of electrons
between two reactants. Oxidation reactions involve the loss of electrons,
whereas reduction reactions involve the gain of electrons.
4. Change in colour: There are many chemical reactions, where the initial
colours of the solutions are different, but after adding them to some other
chemicals, they change colours.
Changes in energy: In some of the chemical changes, the energy is either
absorbed or released. This energy can be heat energy, light energy or electric
energy.
Change in state: In some chemical reaction solid, liquid and gas reverse and
interchange their state.
Generation of smell: Some chemical changes release characteristic smell along

s
with other products.

es
Releasing light and sound: Some chemical changes release light and sound

Pr
along with other products along. For example, magnesium ribbon burns with
dazzling flame. Similarly, firecrackers burn with light and sound.

ity
Formation of precipitate: In a chemical change, sometimes a cloudy
rs
precipitate is formed when two liquid reactants react with each other.
ve
Examples for change in state are:
5.
When electricity is passed through water, it produces hydrogen and oxygen
ni

gases. Here, liquid turns into gaseous states.

U

2H2O  ➝ 2H2  + O2
ge

Water Hydrogen Oxygen

id

When hydrogen burns with oxygen, water is formed. Here, two gases turn
br

into liquid.
2H2 + O2 ➝ 2H2O
am

Hydrogen Oxygen Water

C

Examples for change in colour are:

When firecrackers burst, we can see lots of colours in the sky due to various
chemical reactions that take place because of chemicals like potassium nitrate,
potassium chlorate, barium, sulphur, etc., filled in them.
6. Single displacement reaction involves the replacement of an element or
ion from one compound with another. Zinc displaces hydrogen from the
compound to form salts and hydrogen gas.
For example:
Zn(s) + 2HCl(aq)      ➝  ZnCl2(aq) + H2(g)
Zinc Hydrochloric acid Zinc chloride Hydrogen

140
 In a double displacement reaction, positive ions and negative ions switch their
positions and form new products. When sodium chloride reacts with silver
nitrate, silver chloride and sodium nitrate is formed. For example,
AgNO3(aq) + NaCℓ(aq) ➝ AgCℓ(s) + NaNO3(aq)
Silver nitrate Sodium chloride Silver chloride Sodium nitrate
7. Two methods of separating a solid from a liquid are:
Evaporation: Evaporation is used to separate a solid from a solvent. The rate
of evaporation can be increased by heating. This technique is also used to
separate mixtures. In this technique, water is boiled into an open container.
After some time, the water molecules start losing water surface and enter
into the air. As a result, water evaporates and becomes water vapour and
comparatively lesser amount of liquid is left behind.

s
es
Crystallisation: Crystallisation is a technique which is used to separate a
solid which has been dissolved in a solution. In this technique, the solution

Pr
is heated in an open container. When the solvent evaporates, the saturated
solution is left behind. When it is cooled down for few days, the saturated

ity
solution starts developing and forming solid crystals. These crystals can be
rs
then collected and dried off. Crystals of sodium chloride can be formed after
crystallisation of salt water.
ve

8. Melting of wax is physical change because in this process, only the state of
ni

wax changes from solid to liquid and no new substance is formed.

U

Burning of wax is a chemical change as it involves combustion.

ge

9. Conversion of organic matter into biogas is a chemical change because during

the process organic matter break down in an anaerobic environment (an
id

environment absent of oxygen), releasing a blend of gases, primarily methane

br

and carbon dioxide.

am

Enrichment Activities
C

I. HOTS
A. Photosynthesis is an endothermic reaction because the heat from sunlight is
absorbed by the leaves of a plant.
B. False.
‘Cutting of wood and burning of wood’ are different kind of changes. Cutting of
wood is a physical change as it still remains the wood; whereas burning of wood is
a chemical reaction as the wood turns into ash.
C. Burning of incense stick is irreversible chemical change as the burnt incense stick
turns into ash and cannot be retained in its original form.

141
 Answers

Chapter 6: Acids, Bases and Salts

What I Know
1. Sour  2. Sour  3. Sour  4. Sour  5. Bitter

Checkpoint 1
1.  Hydrochloric acid/Nitric acid 2.  Nitric acid
3.  Sulphuric acid 4.  Nitric acid

s
es
Checkpoint 2

Pr
1. False  2. False  3. 
True  4. 
True  5. 
True

ity
What Have I Learnt rs
I. Objective Type Questions.
ve
A. 1. b. Ca(OH)2   2. d. Lemon juice   3. a. Hydrogen
ni

4. d. Sulphuric acid   5. a. Bases   6. a. Acetic acid   7. c. Salt

U

B. 1.  True   2.  True   3.  False. Sulphuric acid is used in car batteries.
ge

4.  False. Bases are bitter in taste.

5.  False. Acids and bases react in a neutralisation reaction.
id

C. 1. 
SALTY  2. SWEET  3. INDICATOR  4. SALT
br

5. 
VINEGAR  6. LITMUS
am

D. 1. 
electricity  2. Hydrochloric acid  3. 
Acids
4. 
neutralisation reaction  5. milk of magnesia  6. acid
C

E. 1-b,  2-c,  3-d,  5-f,  6-a,  7-e
(Note: The students will confuse caustic soda is for potassium hydroxide and
match them. However, caustic soda is for sodium hydroxide and caustic potash is
for potassium hydroxide. Students should be able to point this out.)

II. Short Answer Questions.

1. An acid is a substance that releases hydrogen ion when dissolved in water.
A base is a substance that releases hydroxide ion when dissolved in water.
2. Properties of acid:
a. Acids are sour in taste.
b. Acids have a pungent smell.
142
 Uses of acids:
a. Acids are used as vinegar and used in household.
b. It is also used for printing and dyes.
3. Indicators are the substances which when added in small quantity to acidic or
basic solution indicate the presence of acid or base.
4. Indicators can be divided into two categories—natural indicators and
synthetic indicators.
5. Limewater is basic whereas lime juice is acidic.
6. Strong acids get completely ionised in the solution whereas, weak acids get
partially ionised in a solution. Sulphuric acid and hydrochloric acid are strong
acids whereas nitric acid and acetic acid are comparatively weaker acids.

s
7. a. Organic acids are composed of carbon and hydrogen atoms. Due to the

es
presence of carbon atoms, they are called organic acids.

Pr
Mineral acids are derived from one or more mineral compounds. They are
also called inorganic acids.

ity
b. A weak acid is an acid that dissociates incompletely, releasing only some
amount of hydrogen atoms in the solution.
rs
A weak base is a chemical base that partially ionises in an aqueous solution.
ve

III. Long Answer Questions.

ni

1. Salt is a compound that is produced when an acid reacts with a base. This
U

reaction between an acid and a base is called neutralisation reaction. Water is

ge

a by-product formed in the neutralisation reaction. For example, hydrochloric

acid and sodium hydroxide react to form sodium chloride salt and water.
id

Acid + Base   ➝ Salt + Water

br

NaOH + HCl ➝ NaCl + H2O

am

2. Litmus is the most common acid-base indicator used in laboratories. It is

extracted from lichens. It has a mauve (purple) colour in distilled water. It is
C

used in its solution forms or as litmus paper strips. Litmus paper can be of
two types—blue litmus paper and red litmus paper.
When blue litmus paper is dipped into an acidic solution or comes in contact
with acidic substance, it turns red. This change of blue litmus to red proves
that a solution is acidic. When red litmus paper is dipped into basic solution
or comes in contact with basic substance, it turns blue. This proves that the
substance or the solution is basic in nature.
3. Acid and bases are tested by determining their strength using pH scale. The
strength of acids (acidity) and strengths of bases (basicity) are known as pH
number. The pH of any substance can be determined by using a universal that is a
mixture of different indicators and give different colour for different substances.

143
 The substances with pH 7 are called neutral substances and they do not show
any colour change with the indicators. Different acids have different strengths
and thus a different pH also. After the test for a substance is done using pH
paper, the pH colour chart or scale is used to determine how acidic or basic
the substances are.
4. Indicators are the substances which when added in small quantity to acidic
or basic solution indicate the presence of acid or base. Indicators also help
in comparing the strength of acidic or basic solution. The litmus paper does
not show the strength of the acid or base. Indicators can be divided into two
categories—natural indicators and synthetic indicators.
Natural indicators can be extracted from parts of different plants. They become
red in acidic solutions and blue in basic solutions. For example, red cabbage,

s
beetroots, turmeric and China rose are used to prepare natural indicators.

es
Synthetic indicators are the man-made indicators used as acid-base indicators.

Pr
Methyl orange – turns red in acidic solution and yellow in alkaline solution
Methyl red – turns red in acidic solution and yellow in alkaline solution

ity
Phenolphthalein – remains colourless in acidic solution but turns pink in
rs
alkaline solution
ve
5. Salts are compounds produced when an acid reacts with a base.
Some of the properties of salts are:
ni

Salts may be of various colours. For example, sodium chromate is yellow in

U

colour; copper sulphate is blue in colour and nickel chloride is green in colour.
ge

Solid salts do not conduct electricity.

id

They differ in taste. For example, sodium chloride is salty but lead dictate is
sweet in taste.
br

Most solid salts have high melting and boiling point.

am

Uses of salts:
C

a. Sodium chloride is use as common salt in cooking. It is also used as food

preservative and is therefore added in pickles. It is also used in making soaps.
b. Brine solution is used as a food flavouring agent.
c. Copper sulphate is used to manufacture fungicides and in wood
preservatives.
d. Ammonium dichlorate is used in photographic development.
e. Magnesium sulphate salts are used as laxatives.
f. Sodium carbonate is used in the manufacturing of glass. It is used in
softening of hard water.

144
 6. Salts can be prepared by:
a. Reaction between a metal and an acid: From the acid-base reaction, we
can see that the hydrogen from the acid is displaced by the metal from the
base. Hence, we can say that salts can also be formed by the reaction of
acids with metals.
b. Hydrochloric acid and sodium hydroxide react to form sodium chloride
salt and water.
7. a. The blue colour of the indicator indicates that substance is basic in nature.
b. The pH numbers range from 0–14. The substances having pH of 0 are
said to be strongly acidic and substances with pH 14 are considered
strongly basic. The substances with pH 7 are called neutral substances and
they do not show any colour change with the indicators. Different acids

s
have different strengths and thus a different pH also. After the test for a

es
substance is done using pH paper, the pH colour chart or scale is used to

Pr
determine how acidic or basic the substances are.

ity
Enrichment Activities rs
I. HOTS
ve

A. When an acid falls on hand, it is immediately washed with a base because a base
ni

neutralises the acid and gives instant relief.

U

B. We can apply sodium bicarbonate (baking soda) on the skin at the bee sting site.
C. Nitrogen
ge

D. Sulphuric acid
id
br
am
C

145
 Answers

Chapter 7: Weather, Climate and Adaptation

What I know
1. Camel  2. 
Arctic  3. Sun

Checkpoint 1
1. 
True  2. False  3. 
True  4. 
False  5. 
True

s
es
Checkpoint 2

Pr
1. Chameleon  2. Fennec fox  3. 
Weddell seal  4. 
Antarctic krill

ity
What Have I Learnt rs
I. Objective Type Questions.
ve
A. 1. d. extremely cold climate   2. d. desert   3. b. Polar bear
ni

4. d. Snowfall  5. c. 
Arctic  6. d. 
They have webbed feet
U

7. b.  Distance from the weather department   8.  c.  23.5

ge

B. 1. False. Climate tells about the average weather pattern of a place over a
period of time.
id

2. True
br

3. True
am

4. False. The Earth revolves around the Sun in 365 days.

5. True
C

6. False. If humidity decreases, the chances of rain decreases.

7. True
8. False. Wind is a result of uneven heating of the Earth.
9. True
10. True
C.
1. SUN  2. HUMIDITY  3. 
WEATHER  4. EQUATOR
5. PENGUIN   6. 
ALTITUDE  7. 
WHISKERS

146
 D. 1. Addax  2. hot tropical     3. Echidnas  4. Jerboa
5. antarctic region  6. direction  7. precipitated  8. Humidity
9. Temperature  10. Kelvin

II. Short Answer Questions.

1. Weather is the state of atmosphere with regard to factors like temperature,
humidity, rainfall, speed/direction of wind, etc.
2. Camel and addax
3. The climate that is warm during the summer and cold during the winters is
temperate climate.
4. Adaptation in animals means the way an animal’s body modifies or adapts to

s
a particular climate or region for its survival.

es
5. Humidity is the level or the amount of water vapour that exists in air. It is the

Pr
gaseous form of water and affects weather to a great extent.
6. Temperature can be measured by a thermometer and is measured in Fahrenheit,

ity
Celsius or Kelvin scales. rs
7. Wind is generated as a result of uneven heating of the Earth.
ve
8. Rainfall is the precipitated water droplets that the clouds can no longer hold
and thus falls down in the form of rainfall.
ni

9. A camel can drink many litres of water at a time. It stores food in the form of
U

fat in its hump and hence can stay without food for a long period of time. It
ge

can run easily on sand and is called the ‘ship of the desert’.
10. Weddell Seal lives near the rivers or on the edges of ice packs and breathes
id

through open holes formed in ice.

br
am

III. Long Answer Questions.

1. Weather is a complex phenomenon that includes variations in factors such as
C

temperature, rainfall and humidity over a short period of time. It is basically

a daily phenomenon and is the nature of the atmosphere at any given point of
time. Its conditions may vary from day-to-day or even hour to hour. Weather
is the state of atmosphere with regard to factors like temperature, humidity,
rainfall, speed/direction of wind, etc.
Climate tells us about the average weather pattern of a place over a period of
time. In other words, climate is a long-term phenomenon which tells about
the average temperatures, rainfall or humidity levels of a place over a long
period of time.

147
 2. Factors affecting the weather of an area:
• T
 emperature means the degree of hotness or coldness at a particular point
of time. It can be measured by a thermometer and is measured in degrees
of Fahrenheit, Celsius or Kelvin scales. The temperatures can vary from
one place to another. It can also vary from season to season.
• H
 umidity is the level or the amount of water vapour present in air. It is the
gaseous form of water and affects weather to a great extent.
• R
 ainfall is the precipitated water droplets that the clouds can no longer
hold and thus falls down in the form of rainfall.
• W
 ind is nothing but air in a continuous motion. It is a result of uneven
heating of the Earth. Winds are primarily of two types—on shore and off
shore winds.

s
es
3. Factors that affect the climate of the Earth:
• D
 istance from the sun: The Earth moves around the Sun as well as rotates

Pr
on its own axis. While it rotates on its axis and revolves around the sun, it
is not placed at the same distance from the Sun every time. This changing

ity
distance between the Earth and the Sun affects the climate of the Earth.
rs
• E
 arth’s tilt: The Earth is not straight or upright, rather, it is slightly tilted.
ve
The Earth’s axis of rotation is tilted at about 23.5°. The revolution of the
Earth around the Sun and its tilt causes seasons. The part of the Earth
ni

tilted towards the Sun experiences the summer season. The part of the Sun
U

tilted away from the Sun experiences the winter season.

ge

• S unrise and sunset: Sun is located at the centre of the solar system and the
Earth and other planets are revolving around the sun. Earth also rotates
id

around its own axis in 24 hours. Thus, this continuous rotation on a daily
br

basis causes the sunrise and sunset. This in turn affects the temperatures
am

and other atmospheric levels during different times of the day.

4. In the hot tropical climates, the temperature remains almost constant
C

throughout the year. The temperatures are comparatively higher and weather
is constantly hot and humid. In such areas, the rainfall is abundant and it is
the average rainfall which decides the seasonal vegetation. Generally, these
areas lie near the equator.
Areas like Arctic and Antarctic are examples of regions which have extremely
cold climates throughout the year. In such areas, it is very difficult to survive. As
the temperature is extremely low, most of the water is present in frozen form. To
protect themselves from the extreme cold temperatures, people live in igloo.
5. Factors affecting the climate of a place:
• D
 istance from the equator: The sun’s rays fall vertically near the equator.
The rays are not spread apart. Thus, areas near the equator receive the

148
 same amount of sunlight for approximately 11–12 hours in a day. When
we move away from the equator, the sun’s rays become more slanting,
hence spreading over a larger area as compared to vertical rays.
• H
 eight above sea level: As we go higher above the sea level, temperature
level drops, thereby, making it relatively cooler. On the other hand, areas
around the sea level are comparatively humid.
• D
 istance from the sea and mountains: Climate of an area also depends
upon its distance from the sea and mountains. It is noticed that the coastal
areas are humid and wetter as compared to inland areas. Also, the areas
near the mountains or the areas at higher altitudes are comparatively
cooler than other places thus determining the climate of that place.
• S ome other factors affecting and determining the climate of a place

s
include winds, rainfall, humidity and moisture of a place.

es
6. Wind is air in a continuous motion. It is a result of uneven heating of the

Pr
Earth. Winds are primarily of two types, on shore and off shore winds. The
two factors that determine wind is its speed and direction. Winds can be like

ity
a slow breeze and they can also take the form of a windstorm. Depending
upon the type of wind, the weather also gets affected.
rs
7. The Sun is located at the centre of the solar system; the Earth and other
ve

planets revolve around the sun. The Earth also rotates around its own axis in
ni

24 hours. Thus, this continuous rotation on a daily basis causes the sunrise
U

and sunset which results in day and night.

8. Temperature means the degree of hotness or coldness at a particular point
ge

of time. It can be measured by a thermometer and is measured in degrees

id

of Fahrenheit, Celsius or Kelvin scales. The temperatures can vary from one
br

place to another. It can also vary from season to season. For example, the
temperature in summers increases but in winter it goes down. Thus, we can
am

say that when the weather is hot, temperature goes up, and when the weather
is cool, the temperature goes down. A temperature can also differ for two
C

different points of time periods of a single day. For instance, the temperature
can be 25 degrees Celsius at 6 o’ clock in the morning but it may rise up to
35 degrees Celsius by 12 noon. Thus, maximum and minimum temperatures
are recorded every day by the use of special thermometers, named, maximum
and minimum thermometers.
9. The Earth is not straight or upright, rather, it is slightly tilted. The Earth’s axis
of rotation is tilted at about 23.5°. The revolution of the Earth around the
Sun and its tilt causes seasons. The part of the Earth tilted towards the Sun
experiences the summer season. The part of the Sun tilted away from the Sun
experiences the winter season.

149
 10. Hot and dry climates are basically the atmospheric conditions of a place
wherein the temperatures are usually at high levels and there is hot wind or
no wind at all. These are desert like conditions which occur in areas with less
or no rainfall.
Some characteristics of hot and dry climates are:
• No rainfall or very little rainfall
• Hot winds in the daytime
• Cold at night
• Hot wind storms or dust storms
• Clean sky throughout the year with no clouds

Enrichment Activities

s
es
I. HOTS

Pr
A. If a camel is shifted to Antarctic from desert, it will not be able to survive there for

ity
long. To adapt to the Antarctic environment, the camel will need a thick layer of fat
under its skin to act as an insulator and keep its body warm. It must have a special
rs
nasal passage to prevent loss of heat during exhalation.
ve
B. There is no sunrise or sunset at the polar regions due to which they have extremely
ni

long days in summer and extremely long nights in winters. The Sun appears above
the horizon in summers over a period of 187 days. And in winters, the Sun is below
U

the horizon for 163 days days of darkness and 24 days of semi-darkness.
ge
id
br
am
C

150
 Answers

Chapter 8: Soil
What I Know
1. soil  2. roots  3. nutrients  4. Humus

Checkpoint 1
1. False  2. False  3. 
True  4. 
True  5. 
True

s
es
Checkpoint 2

Pr
1. Soil erosion  2. Desert  3. natural

ity
What Have I Learnt rs
I. Objective Type Questions.
ve
A. 1. d. Paper   2. d. Rest
ni

3. a.  Increase use of plastics and other non-biodegradable products

U

4. d. All of these   5. c. Loamy   6. d. Loamy 

ge

7. c. Parent rock   8. b. Humus

B. 1. False  2. False  3. False  4. False  5. 
True  6. False
id

7. True  8. 
True  9. 
True  10. 
True
br

C. 1. LATERITE  2. BLACK  3. 
WATER  4. SOIL  5. SILT
am

6. WEATHERING  7. 
HUMUS  8. ROOTS
D. 1. layers  2. 
Topsoil  3. Soil pollution  4. sand  5. 
Top
C

6. Sand  7. stones  8. Sandy

II. Short Answer Questions.

1. Water, air, minerals and humus are components of soil.
2. Percolation rate of water in soil is the binding capacity of the soil to hold the
water molecules.
3. Yellow soil is usually rich in iron oxide and has a yellow coloured appearance.
It is little acidic and sandy in nature. Such soil is used to grow millet,
groundnut, ragi and potato, etc.
4. Refer Fig. 8.3 on page 102 of the textbook.

151
 5. Different types of soil particles are clay, silt and sand.
6. Loamy soil is a mixture of silt, clay and sand along with humus. It is the best
type of soil for growing plants and has the capacity to hold water as well as air.
7. Black soil absorbs more water.
8. Healthy soil can give us clean water. The unclean water on the surface seeps
deep into the soil. In this process, soil particles clean up the water of harmful
substances. Thus, resulting in clean groundwater.

III. Long Answer Questions.

1. Different types of soil particles are soil texture, clay, silt, sand. Soil based on
these are:

s
Sandy soil: It has more sand in it and very little amount of silt and clay. It is

es
found in deserts and can hold air. However, such soil cannot hold much water
as there are large spaces between the sand particles through which the water

Pr
percolates.

ity
Clayey soil: It has more clay in it and little amounts of silt and sand. This type
of soil can hold air as well as water. As there are little spaces between the clay
rs
particles, the water percolates very slowly. However, this type of soil is not
ve
able to hold air.
Loamy soil: This type of soil has a mixture of silt, clay and sand along with
ni

humus. It is the best type of soil for growing plants and has the capacity to
U

hold water as well as air.

ge

2. Soil is an important natural resource for living beings. It is the main source
for our food, clothing and shelter. Soil provides us food as they support the
id

growth of plants. It is the nutrients and minerals present in soil which helps
br

the plants to grow. In turn, plants provide us with different products as

am

clothes, wood, paper, fuel, medicines, etc.

We also depend on soil for the different kinds of minerals and ores that we
C

use. Industries dig the metals and minerals like iron, gold, silver, etc., from
deep down the Earth. We then use these minerals for fuel and make a variety
of other products. Apart from the minerals, soil also provides us with water.
The rainwater which falls on the ground seeps through the soil and gets
stored underground as subsoil water or water table. We dig wells for taking
out this water and then use for various purposes.
3. Alluvial soil: It is found near rivers and has huge amounts of humus and
potash. It can be sandy and is a quick drainer. It is used for growing plants
like sugar cane and jute.

152
 Black soil: It is normally black in colour. It can have little amount of and
large amounts of clay. It is used to grow rice, wheat, cotton, sugar cane,
groundnut, oilseeds, etc.
Yellow and red soils: They are usually rich in iron oxide and have a yellow
and red coloured appearance. They are little acidic and sandy in nature. Such
soil is used to grow millet, groundnut, ragi, potato, etc.
Desert soil: This soil is sandy in nature. It is highly porous and is beneficial
for growing millet and barley crops.
Laterite soil: This type of soil is found near coastal areas. It is normally red in
colour. It is used to grow tea, coffee, coconut, etc.
4. It is formed from the weathering of rocks. Weathering of rocks is the process
wherein the huge pieces of rocks are broken down into smaller pieces due to

s
the action of wind, water and heat of the Sun. Soil formation is a slow and

es
lengthy process. It takes place in various stages and there are many factors

Pr
that form soil.
5. Percolation rate of water in soil: It is the binding capacity of the soil to hold

ity
the water molecules. This rate depends upon the size of the soil. If the size of
rs
the particles is small, its percolation rate will be higher. But, if the size of the
particles is large, its percolation rate will be less.
ve

Moisture in the soil: The water content present in the soil pores is known
ni

as soil moisture. It is the major component of the soil which is essential for
U

growth of plants.
ge

6. Soil pollution can be defined as the degradation of the land area due to excess
use of chemicals, deforestation, industrialisation and improper of the soil and
id

affects the crop production. Soil pollution is not just harmful for the plants
br

that grow in there, but also the small organisms that live inside the soil. Thus,
it is necessary that soil pollution be controlled and precautions are taken to
am

make soil more rich in nature.

C

Soil pollution can be controlled by the following:

• Reduce usage of chemicals in agriculture land.
• Avoid use of plastic and other non-biodegradable products.
• Use of biodegradable products like cotton and jute.
• Grow and purchase organic food.
7. Soil formation depends upon many factors like parent material, time, climate,
landforms, topography and organisms.
• P
 arent material: Parent material is that area of the soil where the soil gets
formed. It is mainly important for the physical and chemical properties of
soil. This area also influences the rate of soil formation.

153
 • T
 ime: Time is also an important factor for soil formation. Formation of
soil is a continuous and long process which takes several thousand years
to develop. Also, conversion of rocks to soil is a lengthy process. Thus, the
time duration determines and affects the formation of soil.
• C
 limate: Climate means the average weather conditions of a place. It is
another important factor in soil formation as it determines the rate of
weathering processes and determines the type of vegetation responsible for
soil formation.
• L
 andforms and topography: Many other factors like the type of the land,
the shape of the land area, the slope of the land area and the position of
the landscape also play a key role in the formation of soil.
8. To be done by the students.

s
9. a. Soil origin: There can be various reasons for the formation of soil like

es
volcanoes, earthquakes, breaking of soil, landslide, etc.

Pr
b. Soil structure : Soil structure describes the connecting links existing
between the soil particles.

ity
c. Soil porosity: Soil porosity refers to the pores that exist in the soil.
rs
d. Soil colour : Soil may be of different colours. For example: black soil is
ve
black in colour, beach sand is light yellow in colour and normal soil is
brown in colour.
ni
U

Enrichment Activities
ge

I. HOTS
id

A. We can test the type of soil by going through its characteristics like texture,
br

percolation rate, moisture content and colour.

am

B. If soil erosion increases, it will lead to serious loss of the topsoil and will make the
soil extremely infertile. This may have enormous negative effect on the vegetation.
C

154
 Answers

Chapter 9: Respiration
What I Know
1. respiration  2. mouth, nose  3. oxygen  4. oxygen, carbon dioxide  5. Lungs

Checkpoint 1
Across

s
4. Two bronchi gets connected to __________

es
5. A poisonous chemical that causes cramp

Pr
6. Compartments in the lungs
Down

ity
1. Red-coloured pigment in the human blood rs
2. Muscle separating chest cavity and abdominal cavity
ve
3. This is oxidised to release energy and water vapour during cellular respiration
ni

Checkpoint 2
U

1. Aerobic. Examples: plants and animals

ge

2. Anaerobic. Examples: bacteria and fermentation

id

What Have I Learnt

br
am

I. Objective Type Questions.

A. 1. a.  Both Lungs and Skin   2.  a.  Nose, Mouth, Trachea, Lungs
C

3. a. two bronchi   4. d. All of these   5. c. Frog   6. b. Spiracles

B. 1. False. Not all the animals respire through lungs.
2. True
3. False. The respiration which requires oxygen is known as aerobic respiration.
4. False. Lungs contain small chambers known as alveoli.
5. True
6. False. Anaerobic respiration takes place in the absence of oxygen.
C. 1. DIAPHRAGM  2. GILLS  3. 
ANAEROBIC
4. LENTICELS  5. DIFFUSION

155
 D. 1. Frogs  2. pulmonary capillaries  3. aerobic
4. allows carbon dioxide gas to enter into   5.  oxyhaemoglobin

II. Short Answer Questions.

1. Respiration is the process in which food is broken in the presence of oxygen
to release energy.
2. Respiration provides energy to the living organisms. Thus, we can say that
it is important for all the living organisms on the Earth including humans,
animals and plants to respire in order to live.
3. Respiration in leaves takes place through the openings called stomata.
4. A diaphragm is a muscle that separates the chest cavity from the abdominal cavity.

s
5. The process of respiration when takes place in the presence of oxygen is

es
known as aerobic respiration. The respiration which does not require oxygen
is known as anaerobic respiration.

Pr
6. Both earthworm and frog breathe with moist skin.

ity
7. Both fish and tadpole breathe through gills.
rs
8. Gills are covered by an opening called operculum. Operculum lets the water in
to pass through the gills. The gills absorb oxygen from the water. The filaments
ve

in the gills contain blood capillaries that help in the exchange of gases.
ni
U

II. Long Answer Questions.

ge

1. In humans, respiration starts from the nose when humans breathe oxygen
from the atmosphere. There are different organs involved in the process of
id

respiration called respiratory organs.

br

Nose:
am

While breathing, oxygen is taken in through the opening called nostrils. The
nostrils have hair that filter the air and trap any dust particles of foreign
C

material before letting air inside the body. The slimy substance, called
mucous, moistens the air and the circulating blood warms up the air. This
air is then passed through the nasal cavity. Nasal cavity is the cavity through
which the air is passed from the nostrils.
Trachea:
The air from the nose passes through the pharynx to the trachea. Trachea is
also known as windpipe. It acts like a sieve to filter the fresh air. Trachea is
guarded by an opening called glottis, which has a covering called epiglottis.
Lungs:
There are usually two lungs in humans and animals. One of these is known
as left lung, the other is known as right lung. The two bronchi get connected

156
 to these two lungs. The air passed through trachea reaches the lungs. There
are many compartments in the lungs, which are known as alveoli having very
thin walls.
Alveoli:
Alveoli have tiny blood vessels which are known as pulmonary capillaries.
Alveoli are the main area where exchange of oxygen and carbon dioxide
gases takes place through the pulmonary capillaries.
2. Respiration process involves the exchange of gases in the environment. If we
look around us, we can see a variety of animals with a variety of body organs
which helps them in respiring. For example, some animals respire through
their skin, some organisms use gills for this purpose and other use lungs, etc.
Respiration through skin:

s
Some organisms such as Amoeba, Euglena and Paramecium breathe through

es
their skin. The exchange of air takes place from their outer cell membrane

Pr
or skin. Frog, earthworm and leech also breathe through their skin. These
animals have moist skin which helps them in breathing.

ity
Respiration through gills: rs
Fishes and other aquatic animals respire through gills. Gills are covered by
ve
an opening called operculum. Operculum lets the water in to pass through
the gills. The gills absorb oxygen from the water. The filaments in the gills
ni

contain blood capillaries that help in the exchange of gases.

U

Respiration through lungs:

ge

Animals such as frogs breathe through the lungs present in their body.
Tadpoles breathe through gills when in water. Frogs also breathe through
id

their moist skin just like an earthworm and leech.

br

Birds and other mammals also breathe through lungs.

am

Respiration through air holes:

Insects breathe through the long tube-like structures called tracheal system.
C

Each trachea has openings called spiracles that allow the exchange of gases.
Insects such as cockroaches and grasshopper breathe through air holes.
3. Plants exchange gases like human beings to gain energy for their growth.
However, they do not have special organs for respiration. As pants do not
have specific organs for breathing, the exchange of gases takes place through
different body parts such as leaves, stems and roots. Exchange of gases in the
leaves takes place through the opening in the leaves and stem called stomata.
Stomata looks like opening and are made up of two cells. These cells are
known as guard cells. It is due to the expansion and contraction of guard cells
that exchange of gases takes place in the leaves. These guard cells look like
kidney beans. When guard cells shrink, carbon dioxide gas (fresh air) enters

157
 into it, and when guard cells expand, oxygen gas comes out. The exchange of
gases takes place through diffusion.
4. Exchange of gases in the leaves and stems takes place through the opening
in the leaves and stem called stomata. Stomata looks like opening and are
made up of two cells. These cells are known as guard cells. It is due to the
expansion and contraction of guard cells that exchange of gases takes place in
the leaves. These guard cells look like kidney beans. When guard cells shrink,
carbon dioxide gas (fresh air) enters into it, and when guard cells expand,
oxygen gas comes out. The exchange of gases takes place through diffusion.
5. In order to prove that the air we breathe out contains carbon dioxide, take
two glass tubes with lime water in them and label them as A and B. Leave
tube A in open air undisturbed. Take a straw and breathe out air it in the tube

s
B. You will observe that the colour of lime water in the tube B changes to

es
milky white. Lime water turns milky when carbon dioxide is passed through
it. Therefore, it shows that the air we breathe out contains carbon dioxide.

Pr
7. a. External respiration: It is the process in which oxygen in taken in and

ity
carbon dioxide is given out.
Internal respiration: It is the process in which exchange of gases takes
rs
place in the cells of the body. The food is broken down in the cells in
ve
the presence of oxygen to release energy along with water vapour, in the
ni

cells. Since the process take place inside the cells, it is also called internal
respiration. During cellular respiration the glucose from the food is
U

oxidised to release energy and water vapour.

ge

b. Aerobic respiration is the one which requires oxygen is known as aerobic

respiration. In this type of respiration, the amount of energy released is
id

comparatively less as the food breaks down in the absence of oxygen.

br

Anaerobic respiration is the one which takes place in the presence of

am

oxygen is known as aerobic respiration. Cellular respiration is aerobic

respiration.
C

Enrichment Activities
I. HOTS
A. Human beings breathe through their nose/nostrils and the air reaches lungs. The
whales have blowholes to breathe in air.
B. Breathing and respiration are different processes. Breathing is only inhaling and
exhaling of oxygen. But during respiration reactions take place within cells of
living organisms and are a source of energy. Breathing is one of the parts of the
respiration.

158
 Answers

Chapter 10: Transportation in Plants and Animals

What I Know
1. 
Arteries  2. 
Veins  3. Haemoglobin  4. Roots  5. Digestive system

Checkpoint 1
1. ascent of sap  2. root, tubes  3. food  4. translocation

s
5.  xylem, phloem

es
Checkpoint 2

Pr
1. 
True  2. False  3. 
True  4. 
True  5. 
True

ity
What Have I Learnt
rs
ve
I. Objective Type Questions.
ni

A. 1. c. xylem   2. b. Osmosis   3. b. water vapour   4. c. Platelets

U

5. a. WBCs   6. a. Capillaries
ge

B. 1. True   2.  False. The xylem is joined continuously from the tip of
the roots to the leaves through long tubes.   3.  False. Phloem cells
id

are also long tubes which transport food.   4.  True   5.  False. The
br

contraction of the atria and ventricle creates a sound which is called the
heartbeat.   6.  False. Platelets are responsible for the clotting of blood.
am

C. 1. TRANSPIRATION  2. 
ARTERIES  3. HEARTBEAT
C

4. PULSE  5. EXCRETION

II. Short Answer Questions.

1. The food that is made by the leaves is transported to the different parts of a
plant in form of a solution by the process called translocation.
2. The process by which plants lose excess water from their leaves is called
transpiration.
3. Blood plasma is the yellowish liquid part of the blood. It forms the major part
of the blood. The plasma is pale yellowish in colour and consists of 90% of
water. It has food, wastes and enzymes dissolved in it.

159
 4. Red blood cells contain a red colour protein called the haemoglobin, which
absorbs the oxygen and transports it to the cells all over the body.
5. The process of removal of waste from the human body is called excretion. If
the waste is not removed, toxins will collect in our body.
6. The colour of blood is red because of the presence of the red-coloured
pigment called haemoglobin.
7. Dialysis machines are known as artificial kidneys, toxic liquid from the body
is removed artificially by machines in it.
8. Osmosis is a process in which water moves from a semipermeable membrane
from an area with more water molecules to an area containing less water
molecules. In the unicellular organism the transportation takes place through
the process of diffusion.

s
es
III. Long Answer Questions.

Pr
1. The plants have a transport system called the vascular system which transports
these materials throughout the plant. The vascular system has tube-like

ity
structures called the xylem vessels and phloem vessels. The food is prepared
rs
by the leaves need to be transported to the different parts of the plant. The
ve
water and mineral salts are absorbed by the roots and transported to various
parts of the plant like stem, leaf and flower. Xylem is a vascular tissue that
ni

is responsible for the conduction of water and minerals in a plant. Xylem,

U

thus transports water and minerals from the roots to the leaves. Phloem is a
vascular tissue that is responsible for the conduction of food in a plant. They
ge

transport the glucose made in the leaves to the other parts of the plant.
id

2. The heart is divided into four chambers. The two top chambers with thin
br

walls are called the auricles. The two lower chambers with thick muscular
walls are called the ventricles.
am

The functions of the four chambers of the human heart are:

C

• T
 he right auricle receives blood rich in carbon dioxide from various parts
of body. The right ventricle pumps the blood to the lungs from where
carbon dioxide is removed and oxygen is absorbed.
• T
 he left auricle receives the oxygen rich blood as it comes back to heart
from the lungs. The left ventricle pumps this blood to the different parts of
the body.
3. The kidneys are the main part of the excretory system. They control the water
and minerals absorbed by the body. They work like filters for the body. The
blood along with the waste materials enters the kidneys. In kidneys, blood
is filtered and purified. The waste remains in the kidneys while the purified
blood is sent to the other parts of the body. The waste and other materials

160
 are then sent to the urinary track though the ureters. The ureters contain the
urine. The urine is made of 95% of water, 2.5% of urea and 2.5% of other
wastes.
4. The food is prepared by the leaves need to be transported to the different
parts of the plant. The water and mineral salts are absorbed by the roots and
transported to various parts of the plant like stem, leaf and flower. Xylem is
a vascular tissue that is responsible for the conduction of water and minerals
in a plant. Xylem, thus transports water and minerals from the roots to the
leaves. The root pressure pushes the water up towards the stem. The capillary
action then further pushes the water up the narrow tubes of the xylem. The
water is absorbed by the root hair which are in direct contact with the soil.
The water from the soil enters the roots from the soil by osmosis. Phloem is a
vascular tissue that is responsible for the conduction of food in a plant. They

s
es
transport the glucose made in the leaves to the other parts of the plant. The
contents of the phloem can move upwards and downwards. But the water

Pr
from xylem moves only upwards.
5. Excretion is the removal of toxic and waste product of metabolism. Plants

ity
excrete carbon dioxide and oxygen. During the aerobic respiration, carbon
rs
dioxide is released, while oxygen is the waste product of photosynthesis.
ve
Plants excrete oxygen and carbon dioxide through the stomata in the leaves.
6. In humans, the circulation of nutrients, oxygen, water and other substances
ni

take place by circulatory system. The circulatory system is also called

U

cardiovascular system. The main components of the cardiovascular system are

ge

the heart, the blood vessels and the blood. When blood circulates around a
human body, it takes oxygen from the lungs, nutrients from the small intestine
id

and hormones from the endocrine glands, and delivers them to the different
br

cells of the body. Then blood takes carbon dioxide and wastes from body cells
am

and delivers them to the lungs and kidneys, from where they are excreted from
the human body (the diagram of heart can be drawn by students).
C

7. The blood circulates throughout the body through a network of tubes called the
blood vessels. The blood vessels are of three types—arteries, veins and capillaries.
 rteries: The blood vessels that carry blood away from the heart are called
A
arteries. As the heart pumps blood into the arteries, the blood flows rapidly
with a high pressure. Arteries have thick walls. They carry blood with oxygen
to other parts of the body. But, the pulmonary artery carries the deoxygenated
blood from the heart to the lungs.
Veins: The blood vessels that carry blood towards the heart from all the parts
of the body are called veins. Veins have thin walls. They help in carrying the
deoxygenated blood from different parts of the body to the heart. But the
pulmonary vein carries the oxygenated blood from the lungs to the heart.

161
 Capillaries: The smallest blood vessels are called capillaries. They are thin-
walled. They help to carry the food, oxygen, blood and waste materials to the
different parts of the body. Capillaries are like branches of arteries and the veins.
8. There are three types of blood cells—red blood cells, white blood cells and
platelets.
Red Blood Cells (RBCs): These are disc-shaped cells. They contain a red
colour protein called the haemoglobin, which absorbs the oxygen and
transports it to the cells all over the body. The oxygen combines with
haemoglobin to form oxyhaemoglobin. When the blood reaches the cells that
need oxygen, it breaks down to form oxygen and haemoglobin. The oxygen
is used by the cells for respiration and the haemoglobin becomes free to carry
more oxygen.

s
White blood Cells (WBCs): These are generally bigger than the red blood

es
cells. They are lesser in number. They are of various shapes and they generally

Pr
help in destroying the foreign particles and various harmful microbes. They
help in building the immune system of the body by fighting with various

ity
diseases. They are able to move on their own and that is how they go through
the blood vessels and reach the infected parts of the body.
rs
Platelets: The platelets are responsible for the clotting of the blood. In case
ve
of an injury, the platelets clot the blood and prevent the loss of blood from
ni

the body. This clotting of blood works as a defence mechanism in the human
body.
U
ge

Enrichment Activities
id

I. HOTS
br

Transportation of food, oxygen and wastes takes place in algae by the process of
am

photosynthesis.
C

162
 Answers

Chapter 11: Reproduction in Plants

What I Know
1. germination  2. seeds  3. seed  4. stem  5. leaf

Checkpoint 1
1. 
Tuber  2. adventitious buds  3. Bryophyllum   4. Potato   5. corm

s
6.  fragmentation, fern

es
Checkpoint 2

Pr
1.  Spirogyra  2. Mango, Lemon  3. Jasmine, Bougainvillea  4. Rose

ity
Checkpoint 3
rs
ve
1. Stamen  2. Pistil  3. Ovary  4. Pollination  5. Zygote
ni

What Have I Learnt

U

I. Objective Type Questions.

ge

A. 1. b. From the stem   2.  a. Grafting   3.  b. Bisexual flowers

id

4. a. Ovary  5. c. Pollination  6. b. Dandelion

br

B. 1. True  2. False  3. False  4. 
True  5. 
True  6. False
am

C. 1. LAYERING  2. OVULES  3. ZYGOTE
4. EMBRYO  5. GERMINATION
C

D. 1. sexual   2.  reproduction (reproduction in plants is known as

germination)  3.  Wind  4. zygote  5. stamen
E. 1. Spirogyra, Lichen  2. 
Gladiolus, Crocus  3. Sexual, Asexual
4. Ginger, Sweet potato   5.  Layering, Cutting
F. 1. Stock  2. Pollination  3. Zygote  4. Cutting  5. Budding

II. Short Answer Questions.

1. Reproduction is the process by which new individuals are produced from their
parents.

163
 2. When reproduction takes place only in the vegetative parts of the plants—
root, stem or leaf, it is known as vegetative propagation.
3. Leaves of some plants such as Bryophyllum have notches on their margins.
These eventually develop into small buds called adventitious buds. These buds
can further develop into new plants under favourable conditions.
4. The different types of pollination are: self-pollination and cross-pollination.
5. Pistil is the female reproducing organ in flower.

III. Long Answer Questions.

1. Artificial methods of vegetative propagation are:
• C
 utting: In this method, a small cutting of the stem of plant is cut and put

s
into the soil. The stem eventually develops its own roots and grows into a

es
new plant. Rose plant can be reproduced using stem cutting.
• G
 rafting: Herein, a small branch of the plant called scion is tied

Pr
with the stem of a rooted plant, called stock, of the same type. The joint is

ity
then covered with wax or clay or tied firmly with string. After a few days
both plants become one and develop into a new plant. Mango and lemon
rs
plants grow with this method.
ve
• L
 ayering: In layering, the lower branch of the plant is bent down and
the tip is pushed into the ground and covered with soil. After some time,
ni

the roots develop and the plant grows into a new plant. Jasmine and
U

Bougainvillea plants are grown by this method.

ge

2. Reproduction through vegetative propagation is useful because:

• I t allows reproduction of plants that do not have seeds. They regenerate
id

only through vegetative propagation.

br

• T
 his is a much faster process of regeneration, since it does not involve
am

waiting for the seeds to grow. Using plants part take less time for the
plants to grow.
C

• T
 he new plants formed from the vegetative propagation are exactly like
the parent plant and possess the same characteristics as their parent plant.
• Plants of different and new varieties can be produced by these methods.
• P
 lants grown by these methods do not need much care and attention as
compared to plants grown asexually.
There are certain disadvantages too. Since the plants grow with the same
characteristics as the parent plant, there are chances that some undesirable
characteristics are also passed on to the new plant.

164
 3. The centremost part of the flower called the carpel or pistil is the female
part of the flower. The pistil has a broad tip known as the stigma. The male
reproductive organ of a flower is stamen.
4. The pollen grains can reach the stigma of the same flower or to the different
flower of the same kind. On this basis, pollination can be of two types—self-
pollination and cross-pollination.
In the case pollen grains reach the stigma of the same flower, then it is called
self-pollination. Self-pollination takes place in only bisexual flowers. Whereas if
pollens reach the stigma of another flower of the same kind, it is called cross-
pollination. Cross-pollination can take place in both unicellular and bisexual
flowers. Cross-pollination can take place when pollens from one flower are
transferred to the other flower. This can be done by insects, wind or water.

s
5. When the mature pollen grains reach the stigma, they get stuck to the stigma.

es
This is because the tip of the stigma is very sticky due to sugary substances.

Pr
The pollen grains compatibility with the stigma depends on the recognition
of the sticky substance by the pollen grains. Once the connection is done,

ity
the outer wall of the pollen grain bursts and produces a pollen tube carrying
the male cell. The male gamete has to find a way to reach the female gamete
rs
which is basically the egg cell present in the ovule of the ovary of the flower.
ve
Once the male cell reaches there, the male and female cells unite and fuse
together forming a fertilised cell called the zygote. This fusion of the male and
ni

female gamete is called fertilisation. There can also be more than one pollen
U

tube pushing their way through the style to reach the egg cell. However, the
ge

one that finds its way through, unites with the egg cell, while the others dry
up and fall off the plant.
id

6. The development of a seed into a new plant is called germination. Most of the
br

seeds do not germinate or grow after their formation. They remain dormant
am

or inactive for some time and start growing only under favourable conditions.
They need moisture, oxygen and warmth for germinating. When all these
C

conditions are favourable then the seed germinates. There are different stages
of germination for the seed.
When seeds are sown in the soil, they absorb water from the soil. This helps the
enzymes to become active in the seed. The enzymes digest the stored food in the
cotyledons and make it soluble. The soluble food then diffuses in the embryo.
This allows the radicle and the plumule to grow. The radicle grows first and
come out of the seed. It grows inward into the soil and it starts to absorb
water and minerals from the soil. The plumule comes out of the plant later. It
comes out of the seed and grows upwards into shoots and leaves. Till now, the
embryo was dependent on the food stored in the cotyledons. Once the process
of germination is over and the seedling gets formed, it uses photosynthesis to
create its own food. Soon it grows into a whole new plant.
165
 7. Different methods of seed dispersal:
• D
 ispersal by wind: Many seeds get dispersed by the blowing wind. They
have hair-like structures that offer resistance to air and get carried to long
distances by the wind before falling on the ground. Cotton and dandelion
seeds are light and are dispersed by wind.
• D
 ispersal by water: Sometimes seeds are carried away by water. Seeds of
water plants such as lily, lotus and coconut are dispersed by water. These
seeds develop spongy outer coat and that keeps the seeds to float in water
and carried to different other places.
• D
 ispersal by animals: Many times the seeds stick to the body of the
animals passing or on their coats and hence travel long distances with
them. The animals also help in dispersal of seeds by eating the fruits and

s
the undigested part of the fruits come out as excreta and gets deposited in

es
the soil.

Pr
• D
 ispersal by explosion: Sometimes the seeds get dispersed by explosive
mechanism of the plant itself. In plants, like the peas, jasmine and more,

ity
the pods split open due to unequal drying and the seeds are thrown out.
There is an internal pressure which is exerted by the plant and the fruit
rs
bursts open dispersing the seeds on the ground.
ve

8. Different methods of asexual reproduction in plants:

ni

• B
 udding: In this type of reproduction, a small outgrown part appears
U

on the plant. This outgrowth is called the bud. These buds grow slowly
and detach from the parent body to continue to grow independently.
ge

Sometimes the bud does not get detached and continues to live by itself.
id

• S pore Formation: Spores are tiny microscopic bodies which have a

br

covering of a protective hard coat. These take care of them under the
difficult environmental conditions like high temperatures and lack of food
am

and water. When the favourable conditions return, each spore gives rise to
new individuals.
C

• F
 ragmentation: This takes place in the multicellular organisms. When the
organisms grow, they split into fragments and each fragment develops into
a new individual. This process is called fragmentation. Most algae such as
Spirogyra, reproduce by fragmentation.
• T
 issue culture: Tissue culture is a process where small plantlets are
grown from a single cell of a plant. This is usually done in the laboratory
conditions where the cell or tissue is allowed to grow in a medium under
controlled conditions. The medium contains growth hormones that help in
growth and multiplication of the cells. This method is used to do research
or to propagate new plants which otherwise cannot be grown.

166
 9. The transfer of pollen grains from the anther to the stigma of the flower is
called pollination. It is important for the pollen grains to reach the stigma of
the flower for reproduction. The pollen grains contain the male gamete or a
cell inside them. They are packed in a strong and protective covering inside
the pollen grains so that they do not get damaged before reaching the female
egg cell. The flowers cannot move by themselves, so an external agent is
required for the pollen grains to reach the stigma of the flower. These external
agents can be wind, insects or water. The pollen grains compatibility with
the stigma depends on the recognition of the sticky substance by the pollen
grains. Once the connection is done, the outer wall of the pollen grain bursts
and produces a pollen tube carrying the male cell. The male gamete has to
find a way to reach the female gamete which is basically the egg cell present
in the ovule of the ovary of the flower. Once the male cell reaches there, the

s
male and female cell unite and fuse together forming a fertilised cell called the

es
zygote. This fusion of the male and female gamete is called fertilisation. There

Pr
can also be more than one pollen tube pushing their way through the style to
reach the egg cell. However, the one that finds its way through unites with the

ity
egg cell, while the others dry up and fall off the plant.
rs
Enrichment Activities
ve

I. HOTS
ni
U

A. A cotton plant grows through its seed, which germinates into a new plant.
ge

B. Seeds can be dispersed through animals and humans. Many times seeds stick to
the body of the animals passing by or on the clothes of humans and travel with
id

them. Animals and humans also help in dispersal of seeds by eating the fruits and
br

vegetables. The undigested part of the fruits and vegetables come out as excreta
and gets deposited in the soil. If humans throw the seeds of fruits and vegetables in
am

the soil instead of dustbin, again it helps in dispersal of seed.

C

167
 Answers

Chapter 12: Motion and Time

What I Know
1. 100 cm  2. 5000 m  3. 100000 cm
1 centimetre, 1 metre, 1 kilometre

Checkpoint 1
1. c. Kilometre   2. b. Romans   3. a. Metre   4. SI   5. Liquids

s
es
Checkpoint 2

Pr
1. distance = 200 km
time = 3 hours
speed = distance/time
ity
rs
speed = 200/3
ve

= 66.66 km
ni

2. speed = 80 km/hr
U

time = 5 hours
ge

speed = distance/time
distance = speed × time
id

= 80 × 5
br

= 400 km
am

Name the following:

C

1. km/hr
2. speedometer
3. average speed
4. time period

What Have I Learnt

I. Objective Type Questions.
A. 1. a.  Second 2.  b. Speed = Distance/Time
3. b. km/h 4. a. Speedometer
5. a. Rectilinear motion 6. b. Uniform motion

168
 B. 1. True   2.  True   3.  False. In a uniform motion, an object covers equal
distances at equal intervals of time.   4.  True
C. 1. CUBIT  2. ROMANS  3. SPEED  4. GRAPH
D. 1. metre  2. time period  3. circular motion  4. amplitude
5. Speedometer, odometer

II. Short Answer Questions.

1. The distance covered by an object in a particular unit of time is called its speed.
2. 120 km/hr
3. When an object changes its position with elapse of time in respect to a
stationary object, it is known as motion.

s
4. Total distance covered divided by total time taken is referred to as the average

es
speed.
5. The maximum displacement of a pendulum, which is actually the

Pr
displacement between the mean position and the extreme position of a

ity
pendulum, is known as its amplitude.

III. Long Answer Questions.

rs
ve
1. A body that moves with a constant speed along a straight line throughout its
journey is said to have uniform motion. A body with uniform motion covers
ni

equal distances in equal time intervals. Lifts in tall buildings and hotels have
U

uniform motion. Escalators in metro stations and malls also have uniform
ge

motion.
A body that moves with changing speed along a straight line throughout
id

its journey is said to have non-uniform motion. A body with non-uniform

br

motion covers unequal distances in the same time intervals. Speed of trains,
am

buses, cars, aeroplanes keeps changing during their journey. All these bodies
thus have non-uniform motion.
C

2. a. The to-and-fro motion of the pendulum is called oscillation.

b. The time taken for one complete oscillation is the time period of the
pendulum.
c. The number of oscillations made by the pendulum in one second is called
the frequency of a pendulum.
3. The sand clock is a basically a device that helps in measuring the time through
the movement of sand. It consists of two glass bulbs that are connected
vertically with each other through a narrow sleek neck which allows the sand
to pass from one bulb to another in a regulated manner. The quantity of sand,
its thickness of the sand particles, the size of the glass bulb and the width of
the neck are some factors that may affect the time interval of a sand clock.

169
 4. A simple pendulum is a small-sized metallic bob which is suspended by
light thread, which cannot be stretched and is of a definite length, from a
fixed point. This thread allows the bob to oscillate freely without any kind
of obstruction or friction. The pendulum bob moves to-and-fro following
the same path. This to-and-fro motion of the pendulum is called oscillatory
motion.
5. A body that moves with a constant speed along a straight line throughout its
journey is said to have uniform motion. A body with uniform motion covers
equal distances in equal time intervals. Escalators in metro stations and malls
also have uniform motion.
A body that moves with changing speed along a straight line throughout
its journey is said to have non-uniform motion. A body with non-uniform

s
motion covers unequal distances in the same time intervals. Speed of trains,

es
buses, cars, aeroplanes keeps changing during their journey. All these bodies
thus have non-uniform motion.

Pr
6. Speed helps in determining ‘how fast’ an object is moving. The distance

ity
covered by an object in a particular unit of time is called its speed. As per
international standards, the speed is measured in metre per second. There
rs
are mainly two kinds of speeds or motions. In a uniform motion or speed,
ve
an object covers equal distances at equal intervals of time. However, in a
non-uniform motion or speed, an object covers unequal distances in equal
ni

intervals or equal distances in unequal intervals of time. Speed is calculated

U

using the following expression:

ge

Speed = Distance/Time
Speed is a scalar quantity. The SI unit of time is second (s) and of distance is
id

metre (m). Therefore, the SI unit of speed is metre per second (m/s). Speed is
br

also measured in kilometre per hour (km/h) or miles per hour (mph).
am

7. When an object moves along a straight line, the distance it travels increases
with time. One can represent this motion graphically by plotting a distance-
C

time graph. Following are the steps to be followed for plotting a graph
between two physical quantities namely, distance and time.
• Collect the data to be plotted and arrange them in a tabular form
• Draw X-axis and Y-axis on a graph.
• C
 hoose the parameters to represent them along these axes. Let us
represent time along the X-axis and distance along the Y-axis.
• The next step is to mark the scales on the two axes.
• Now mark the data given on the graph.
• Join all the data points and we will get the distance-time graph plotted.

170
Enrichment Activities
I. HOTS
A. A stopwatch is used in sports events, mostly. It is designed to measure the amount
of time elapsed from a particular time when it is activated to the time when the
piece is deactivated. Pressing of the button resets the stopwatch to zero. This
button is also used to record split time or lap time.
B. The average speed of the whole journey is 45 km/hr.
C. P is moving at a lower speed.
D. The time period of the pendulum = 4 × 0.40 s = 160 s
E. The distance covered = 1 m/min × 0.25 min = 0.25 m

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

171
 Answers

Chapter 13: Electric Current and Its Effects

What I Know
1. electricity  2. electrical energy  3. sound  4. terminals  5. Electricity

Checkpoint 1
1. Battery  2. Copper  3. Switch  4. Open  5. Complete circuit

s
es
Checkpoint 2

Pr
1. False  2. 
True  3. 
True  4. 
False  5. False  6. 
True  7. False

ity
What Have I Learnt rs
I. Objective Type Questions.
ve

A. 1. b. Ampere   2. b. open circuit   3. a. Fuse   4. d. insulators

ni

5. c. compass   6. d. Tungsten
U

B. 1. True   2.  False. Different components of the electric circuit can be

ge

depicted through symbols.   3.  False. The electric bulb will glow only
when the switch is ON.   4.  True   5.  True
id

C. 1. COULOMB  2. FUSE  3. CONDUCTOR  4. 
ARGON
br

5. ELECTROMAGNET
am

D. To be done by the students.

E. 1. Electromagnet: When the electric current flows through a wire tied around
C

an iron rod, the wire behaves like a electromagnet.

2. Fuse: An electric fuse is a safety device used in electric circuits that
protects the electric appliances from catching fire when overheated.
3. Electric charge: Electric charge is the physical property of matter that
causes it to experience a force when placed in an electromagnetic field.
4. Solenoid: A solenoid is a long straight coiled wire which can be used to
generate magnetic field by running electric current through it.
5. Coulomb: The SI unit of electric charge is Coulomb (C).
6. Tungsten: The filament of bulb is made of tungsten.

172
 II. Short Answer Questions.
1. The flow of electric charge is called electric current.
2. The flow of electric charge is called electric current. The path through which
electric charge moves is called electric circuit.
3. An electric fuse is made of an alloy of tin and lead that allows only a certain
amount of current to pass through.
4. Cartridge fuse is now being used in place of electrical fuse.
5. Refer Fig. 13.4 (right diagram) on page 171 of the textbook.
6. Substance that do not conduct heat very well and are called insulators.

III. Long Answer Questions.

s
1. Electricity is a form of energy that is produced by the flow of charges through

es
an electrical conductor. This flow of the electric charge is called electric current.

Pr
When current flows through an electric circuit in it produces heat. During the
process, the electric current is converted into heat energy. In this process, when

ity
the electric current flows through the conducting wire, the temperature of wire
rs
increases and it becomes hot. This is called heating effect of electric current.
ve
When electric current flows through a wire, the wire starts acting like a
magnet. This is called magnetic effect of electric current.
ni

2. When a large amount of electric current flows through an electric circuit,

U

the wires often get over-heated which may lead to fire. An electric fuse is
ge

a safety device used in electric circuits that protects the electric appliances
from catching fire when overheated. An electric fuse is made of an alloy of
id

tin and lead that allows only a certain amount of current to pass through. As
br

and when the amount of current passing through the wire increases, the wire
melts down and breaks the circuit. This way, the devices in which the electric
am

fuse was fitted are prevented from any damage.

C

3. Doorbell is made up of two rods of cast iron. The iron rods have a coil
wrapped around it. Parallel to the coils is placed a metallic strip. This strip
has a hammer connected to it at one end. The other part of the strip is
connected with the circuit. A gong is placed in a position so that it can be hit
by the hammer. When current flows in the circuit, the cast iron rods become
charged with electromagnetic energy and attract the metallic strip. The
metallic hammer hits the gong because of that. The circuit breaks when the
metallic strip is pulled towards the electromagnet and gets disconnected from
the point. Since there is no magnetism left in the electromagnet, the spring
pulls the metallic strip back. This cycle is repeated again and again in the
electric bell which produces a ringing sound.

173
 4. When the wire is wrapped around the iron rod in many turns and electric
current is supplied to the wire, as long as the current is supplied, the iron rod
behaves like a magnet. The more the number of turns in the wire, the stronger
is the magnetic effect.
5. Electric bell is made up of two rods of cast iron. The iron rods have a coil
wrapped around it. Parallel to the coils is placed a metallic strip. This strip
has a hammer connected to it at one end. The other part of the strip is a
position so that it can be hit by the hammer. When current flows in the
circuit, the cast iron rods become charged with electromagnetic energy and
attract the metallic strip. The metallic hammer hits the gong because of that.
The circuit breaks when the metallic strip is pulled towards the electromagnet
and gets disconnected from the point. Since there is no magnetism left in
the electromagnet, the spring produces a ringing sound. Refer Fig. 13.11 on

s
es
page 175 of the textbook.

Pr
Enrichment Activities

ity
I. HOTS rs
A. We cannot use copper wire to make filament of a bulb because copper is a
ve
conducting material said to offer minimum resistance to the flowing current.
B. No. Tungsten is a metal that offers high resistance to the flowing current so we
ni

cannot use tungsten wire to make an electric circuit.

U

C. A bulb will not glow in an electric circuit if there is lack of a source of electricity
ge

which can be electric cell or a battery with a positive and a negative terminal. A
bulb will not glow if the circuit is broken due to off switch. The current will not
id

pass in an open circuit.

br

D. It should have low melting point.

am

E. Electromagnet is involved in make-and-break operation in an electric bell.

F. No, we cannot use copper wire as a fuse wire because of its low resistance to the
C

flowing current.
G. Tubelights do not have a filament that heats up to produce light. Tubelights are
basically cathode ray tubes which are gas-discharge based lamps. This is why they
do not generate heat.
H. Yes, human body is a good conductor of electricity.
I. An electric fuse is a safety device used in electric circuits that protects the electric
appliances from catching fire when overheated. An electric fuse is placed on the
positive side, before a load in a circuit.
J. 1-e, 2-f, 3-d, 4-a, 5-c, 6-b

174
 Answers

Chapter 14: Winds and Storms

What I Know
1. air  2. wind  3. kite  4. seen  5. asthma

Checkpoint 1
1. wind  2. air  3. lighter  4. increases

s
es
Checkpoint 2

Pr
1. circulates  2. eye  3. funnel  4. thunderstorm  5. thunder

ity
What Have I Learnt rs
I. Objective Type Questions.
ve
1. b. Air   2.  a.  Air expands when heated   3.  c.  All the sides
ni

4. c. Funnel   5. a. Lightning
U

B. 1. True
ge

2. False. Increase in wind speed is associated with decrease in air pressure.

3. False. Warm air rises up and creates low pressure which is filled by hot air
id

in the surroundings.
br

4. True
am

5. False. Fishermen should not venture into the sea during a cyclone warning.
C. 1. AIR  2. 
AIR PRESSURE  3. STORM  4. 
TYPHOON
C

D. 1. Air  2. higher, lower  3. differential  4. 
Tornadoes
5. 300 km/hr  6. increases, decreases  7. all directions

II. Short Answer Questions.

1. Moving air is called wind.
2. The pressure exerted by the weight of air on the atmosphere of the Earth is
called air pressure.
3. Air molecules expand when air is heated.

175
 4. Differential heating of air creates pressure differences which thereby result in
wind movements of various speeds. These movements in the wind are known
as wind currents or air currents.
5. Storms can be defined as atmospheric disturbances or a disturbed state of
environment caused due to high speed winds.
6. Tornado results in flash floods and hail, uprooting a large number of trees
and houses.

III. Long Answer Questions.

1. Air blows due to uneven heating of the Earth’s surface. When the surface of
the Earth becomes hot, the air above it also becomes hot and light. Warm air
is lighter in nature than the cool air. Due to this, when warm air rises up, it

s
creates low pressure in the area from where it leaves. The cooler air from the

es
surrounding areas, which have relatively higher pressure, comes and takes

Pr
up its place. This differential heating of air creates pressure differences which
thereby result in wind movements of various speeds. These movements in the

ity
wind are known as wind currents or air currents.
rs
2. When the surface of the Earth becomes hot, the air above it also becomes hot
and light. Warm air is lighter in nature than the cool air. Due to this, when
ve

warm air rises up, it creates low pressure in the area from where it leaves. The
ni

cooler air from the surrounding areas which have relatively higher pressure,
U

comes and take up its place. This differential heating of air creates pressure
differences which thereby result in wind movements of various speeds. These
ge

movements in the wind are known as wind currents or air currents.

id

3. The land is warmer than the ocean surface during the daytime. When warm
br

air from the land rises up, it creates an area of low pressure near the ground.
This causes the wind to move from sea towards land, and the process
am

continues during the day. These wind currents are also called as monsoon
winds. These winds carry water vapour which on cooling down falls over the
C

land in the form of rain (refer Fig. 14.1, page 183).

4. Thunderstorm is the storm that is characterised by thunder, lightning and
heavy rain. It occurs in hot and humid tropical areas such as India. The
warm air near the Earth’s surface rises up along with a lot of moisture. This
movement of air causes strong winds. This air rises upwards to the cooler
zones and gets condensed to form water droplets. These water droplets fall
as rain, hail or snow. This often leads to collision between the rain drops and
ice crystals that produce static electricity. As a result, the clouds get charged,
and produce huge sparks. These sparks that we see from the Earth are called
lightning. The lightning heats up the air very quickly and we hear a loud
sound of thunder. Let us understand the destruction that a thunderstorm can
create and what are the precautions that should be taken.
176
 5. Government should forecast cyclones 24 hours in advance, with the help of
satellites ad radars. There should be shelters made for protecting people in the
cyclone and tornado prone areas. There should be underground rooms which
are away from shores. As an individual, when cyclone or a tornado strikes,
one should take shelter under the tables, bow down and protect their heads,
necks and arms. If possible, we must move to a safer place. We must stay
inside the house.
6. Sonia should fix her AC near the ceiling of the room, so that there is less space
for warm air to settle down and there is more movement of cool air. Since,
warm air is light in weight, it moves up and cool air is heavier, it settles down.
7. Land breeze: At night, the land becomes cooler than the water surface. The
warmer air from the water surface rises and creates an area of low pressure

s
near the surface. This causes the wind to move from land towards sea, and

es
the process continues during the night.

Pr
Enrichment Activities

ity
HOTS rs
A. As the warm air rises up, after being heated by sun, it cools and condenses to form
ve
clouds. The clouds then form big water droplets and ice and starts falling down on
the Earth. These falling ices are hail. Hailstorm takes place when the wind blowing
ni

turns violent and extremely speed.

U

B. Lightning is the spark produced between two charged clouds or a charged cloud
ge

and ground. It can be extremely destructive and can cause severe damage. Hence,
we should not come out of car in case of a lightning.
id

C. As mountaineers climb up on the mountains, there is reduction in the level of

br

oxygen. This is because level of oxygen reduces as we go on higher altitudes.

am

D. At higher altitudes, the amount of oxygen is less which makes the air thinner and
drier. This leads to drying of the nose and exposing the blood vessels. And, the
C

capillaries burst to bleed the nose.

E. The cyclone alert is issued at least 48 hours in advance of the commencement of
the expected cyclone, while, cyclone warning is issued at least 24 hours in advance.
F. Tropical cyclones are more powerful than temperate cyclone because of their
varying sizes and velocities. They move with vigorous speed and high velocity.
G. 1-e  2-d  3-f  4-a  5-b

177
 Answers

Chapter 15: Light

What I Know
1. light  2. seven  3. straight  4. Sun  5. mirror

Checkpoint 1
1. False. The ray of light that falls on mirror is called incident ray.

s
2. True

es
3. False. The reflection of light that takes place from a smooth and polished surface is

Pr
called regular reflection.
4. False. A rough and dull surface will form diffused reflection.

ity
5. True rs
Checkpoint 2
ve

1. Focal length  2. virtual  3. Concave  4. Convex  5. focus
ni
U

What Have I Learnt

ge

I. Objective Type Questions.

id

A. 1. d.  Moon   2.  b.  It always travels in a straight line

br

3. a. Thicker in middle   4. c. Prism   5. c. 2 m   6. b. virtual image

am

B. 1. True  2. 
True  3. 
True  4. 
True
5. False. Colours of the rainbow are in fact the colours emitted by the sun.
C

C. 1. LIGHT  2. CONCAVE  3. CONVEX 
4. PRISM  5. SPECTRUM
D.
1. straight  2. virtual image  3. plane  4. Plane mirrors
5. diverging  6. Convex

II. Short Answer Questions.

1. Light always travels in a straight line and at a very fast speed. In other words,
it never curves along a path and only follows a straight line. This is called
rectilinear propagation of light.

178
 2. The bouncing back of light when it strikes any polished surface is called
reflection of light.
3. Plane mirrors form a virtual image because the reflection does not fall on a
surface rather we see our reflection that appears on the mirror.
4. Concave mirror can be used as shaving mirrors, by dentists for viewing teeth,
in solar cooker and in telescopes.
5. The light splits when it enters a prism.
6. Rainbow has seven colours—Violet, Indigo, Blue, Green, Yellow, Orange, Red.
7. a. Convex mirror    b. Virtual image

III. Long Answer Questions.

s
1. The impression of the object formed by the mirror due to reflection of light is

es
called image of the object.

Pr
a. The image which can be obtained on a surface or a screen is called real image.
b. The image which cannot be obtained on a screen is called virtual image.

ity
2. a. Convex mirrors are the diverging mirrors on which the rays of light fall
rs
and diverge in different directions.
ve
b. Concave mirrors are the converging mirrors on which the rays of light fall
and converge.
ni

3. The image formed by concave mirror is virtual when the object is between
U

focus and principal and real when object is beyond focus.

ge

4. Lens is a transparent material bound by two surfaces, out of which one or

both surfaces may be spherical in shape. A lens refracts the light instead of
id

reflecting it. Refraction means the bending of light when it passes through a
br

medium. The lenses are of two types—convex and concave.

am

The following are some important terms associated with lens:

• Centre of curvature (C1 or C2): The centre of the sphere is called centre
C

of curvature of the lens. A lens has two centres of curvature, as it has two
surfaces.
• Principal axis: An imaginary line passing through the two centres of
curvature of a lens is called its principal axis.
• Optical centre (O): The central point of a lens is called its optical centre.
• Principal Focus (F): It is the point on the principal axis, where a parallel
beam of light which is parallel to the principal axis, converges or diverges
after refraction.
• Focal length (f): It is the distance of the principal focus from the optical
centre of the lens.

179
 5. The image formed by convex lens is erect, virtual and magnified. It can form
real images when the object is placed at a distance from the lens.
6. In order to prove that light travels in a straight line, you need three equal-
shaped cardboards, a candle, matchstick, a pair of scissors. With a scissor cut
one hole in the centre of all three cardboards and place them in a straight
line (at equal distances), such that you are able to see through the three holes.
Then light the candle in front of the third cardboard and see the light of
the candle through the three holes. Now, shift the middle cardboard a little
leftwards and try to see the candle through the holes. You will observe that
after shifting the middle cardboard, you are unable to see the light through
the straight holes. Thus, it is proved that light always travels in a straight line.
7. Regular reflection is formed when the light reflects from a smooth polished

s
surface.

es
Irregular or diffused reflection is formed when the light reflects from a rough

Pr
and dull surface.
8. Principal Focus (F): It is the point on the principal axis, where a parallel beam

ity
of light, which is parallel to the principal axis, converges or diverges after
refraction. (Explain with diagram).
rs
9. A Newton’s disc can be created by painting a disc with the seven different
ve

colours that are, violet, indigo, blue, green, yellow, orange and red. When the
ni

disc is rotated, you will see that it appears white. This explains that white
U

light consists of seven colours.

ge

Enrichment Activities
id

I. HOTS
br

A. Convex lens
am

B. To view magnified images of celestial bodies.

C

C. Concave mirrors form a real and inverted image due to which the objects would
appear to be inverted and also concave mirrors cover a much lesser field of view.
D. Concave mirror
E. It will be same.
F. Concave mirror
G. 50 degree
H. Any incident ray traveling parallel to the principal axis of a diverging lens will refract
through the lens and travel in line with the focal point (that is, in a direction such that
its extension will pass through the focal point).

180
 Answers

Chapter 16: Forests–Our Lifeline

What I Know
1. Forests  2. oxygen  3. plants  4. carbon dioxide  5. air pollution

Checkpoint 1
1. canopy  2. habitat  3. roots  4. emergent layer, forest layer

s
5.  flash floods   6.  soil erosion

es
Checkpoint 2

Pr
1. food, protection and shelter  2. decomposers  3. herbivorous

ity
4. carnivorous   5. ecosystem rs
ve
What Have I Learnt
ni

I. Objective Type Questions.

U

A. 1. b. Understorey   2. c. Decomposers   3. c. omnivorous

ge

4. b. humus   5. c. Carbon dioxide   6. c. deforestation

7. b.  Soil erosion
id

B. 1. True
br

2. False. The cover formed by the upper branches of trees is called an

am

emergent layer.
3. False. The trees in the forests have roots that bind the soil particles together.
C

4. False. The trees in the forest reduce the atmospheric pollution by using up
the carbon dioxide from the atmosphere for photosynthesis.
5. True
C. 1. CARNIVOROUS  2. CANOPY  3. DEFORESTATION
4. AFFORESTATION  5. FOOD WEB

181
 II. Short Answer Questions.
1. Forests are large areas of land covered with trees, dense vegetation and are
habitat for lots of plants and animals. Five uses of forest are:
• Purifying air
• Providing timber
• Providing food and habitat to animals
• Reducing atmospheric pollution
• Providing medicines
2. Cinchona and Aloe vera
3. Cutting of forests on a large scale is called deforestation.
4. Forests have lot of trees. Trees keep the soil intact. Demolishing forests by

s
es
cutting down trees exposes the soil. This exposure can cause the soil to wash
away with time, hence resulting in soil erosion.

Pr
5. Food chain is a continuous cycle of food wherein the plants are eaten by
small animals and the small animals are eaten by the bigger ones.

ity
Food web is basically a number of food chains linked together in an
rs
ecosystem.
ve
6. The roots of trees hold the soil tightly. Forest conservation means taking
care of existing trees. Old trees have roots spread inside the soil and keeping
ni

it intact. This saves the soil to wash away with time, hence resulting in soil
U

erosion. Thus, conserving forests can lead to prevention of soil erosion.

ge

III. Long Answer Questions.

id

1. Forests are beneficial to us in many ways:

br

• P
 rovide medicines: Forests provide a number of medicinal plants that are
am

used to make different medicines. For example, the leaves of neem, tulsi
and eucalyptus are well known for their medicinal value. The cinchona
C

and Aloe vera plants are also known for their medicinal value.
• P
 rovide other products: Along with wood, forests provide us with various
other products such as gum, spices, resin, bamboo, lac, silk and honey.
• P
 revent soil erosion and floods: The trees in the forests have roots which
bind the soil particles together and prevent the soil from being eroded or
blown away. This, therefore, prevents soil erosion and maintains fertility
of soil.
• I mprove the quality of soil: The dead leaves, twigs and shrubs decay
and form humus. Humus adds nutrients to the topsoil and improves the
fertility and the quality of the soil.

182
 2. The forests are being cut down for its various uses. They are being cut at
a large rate for creating agricultural lands, lands for buildings and other
industrialisation activities. This cutting of forests on a large scale is called
deforestation. All such human activities are harming the environment.
3. Food chain is a continuous cycle of food wherein the plants are eaten by small
animals and the small animals are eaten by the bigger ones. It gives us an idea
about the transfer of food energies from the herbivores to the carnivores.
For example, in the food chain, the grass is eaten by the grasshopper. The
grasshopper is eaten by a rat. The rat is eaten by a snake. The snake gets
eaten by an eagle/vulture. When eagle/vulture dies, it is decomposed by the
decomposers, such as mushrooms.
4. Plants and animals are interdependent on each other. They are interdependent

s
on each other for various needs such as food, breathing needs, shelter, safety,

es
dispersal, etc. All animals need oxygen which plants give out and all plants
need carbon dioxide which the animals give out. Herbivores need plants to eat.

Pr
Some plants too are carnivorous. Plants need carnivores to keep the balance in
food chain. If there were no carnivores, then the herbivores would eat up all

ity
the plants and there would soon be shortage of food. In the same way, if there
rs
were no decomposers then the dead remains of the plants and animals would
ve
pollute the entire environment. Animals need forests for shelter and safety too.
5. Food web is basically a number of food chains linked together in an ecosystem.
ni

Each living organism in the ecosystem is part of a multiple different food

U

chains. For instance, a grasshopper and giraffe are herbivores. Similarly,

ge

different herbivores can be eaten by different carnivores. Thus, we see that there
are a lot of food chains that prevail in an ecosystem which are interconnecting,
id

overlapping and interdependent in nature. Hence, we can describe food web as

br

a network of food chains that are linked together in one form or the other.
am

6. Planting more and more tress to renew plant cover on land is called afforestation.
People should grow more plants and forests wherever possible such as along
C

the highways, rivers, playgrounds and parks to conserve forests and maintain
balance in our environment. There are several ways to conserve forests, however:
Planned harvesting: The use of modern techniques for protecting the forests
during harvesting or cutting trees is called planned harvesting of the forest.
The forests should be cut in a planned way such that only the required
number of forests is cut down. Large scale of cutting down of forests trees
should be stopped. If the trees need to be cut, then equal number of plants or
trees must be planted in their place.
Protection from fire: The forest fires should be prevented. Every year fires
destroy huge forest areas. Fires are caused due to carelessness of the people
or even through natural methods. People should avoid smoking or cooking in
the forest areas.
183
 Protection from overgrazing: The forests are also destroyed due to overgrazing
of cattle, sheep horses and goats. The forests should be protected from insects
and pests. The infected plants should be removed or treated with pesticides.
7. Each community of a food chain is extremely important for maintaining
balance of the ecosystem. Herbivores, carnivores, scavengers and
decomposers are the parts of a food chain. Scavengers feed on dead and
decaying organic matter. Vulture specialises in eating only dead animals.
If scavengers like vultures are not there, dead animals will lie just like
that, decaying and spreading pollution. Decaying dead bodies may lead to
health hazards by giving rise to several harmful microorganisms. The whole
ecosystem will lose balance if scavengers, particularly, vultures are extinct.

Enrichment Activities

s
es
I. HOTS

Pr
A. Plants are the producers. They are the first step of any food chain. Plants create

ity
forests. If there are no forests, there will be no photosynthesis and no oxygen. So,
forests help us in maintaining the balance in the ecosystem by providing oxygen to
rs
other living organisms.
ve
B. If there are no carnivores in a forest, number of herbivores will increase. Increase
in the number of herbivores will become a danger for the green cover as herbivores
ni

are plant-eating animals and completely depend on plants for food. There will be
U

loss of forests ending up in imbalance in the ecosystem.

ge

C. If all the decomposers are destroyed from the forest, it will destroy the balance
of the ecosystem by creating health hazards. Decomposers help in cleaning the
id

environment. After decomposition of a dead body, the remaining matter adds to

br

the soil as humus which is extremely good for growth of plants.

am

D. Deforestation means cutting of trees on a large scale. Trees and plants are the main
source of oxygen which all living things need. Trees/forests take in the carbon
C

dioxide for preparing their food. In return they give out oxygen as a by-product.
Deforestation will slow down the complete process as the number of trees would
decrease in comparison to the number of living organisms needing the oxygen.

II. Research/Activity
C. Image Study
1. The picture depicts forest fire.
2. No, forests do not have wastes on their own because decomposers actively
work on any decaying material. These days human beings are responsible for
any kind of waste found in a forest.

184
 Answers

Chapter 17: Wise Use of Water

What I Know
Five activities that cannot be done without water are drinking, bathing, washing
clothes, cleaning and cooking.

Checkpoint 1
1. False  2. 
True  3. True  4. False  5. 
True

s
es
Checkpoint 2

Pr
1-e,  2-f,  3-a,  4-c,  5-b

Checkpoint 3
ity
rs
ve
A. 1. Increase in population
2. Increasing water pollution
ni

3. Varying monsoons
U

4. Over-exploitation of water resources

ge

B. 1. Scarcity
id

2. surface water, underground water

br

3. surface
am

4. eutrophication
5. Underground
C

What Have I Learnt

I. Objective Type Questions.
A. 1. c.  conservation of soil
2. c.  Save rainwater and use it for cleaning
3. b.  Both A and B
4. c.  Water vapour in the air condenses on the glass surface.
5. c.  Rainwater harvesting

185
 B. 1. True
2. False. Water evaporates when kept in open room.
3. True
4. True
5. False. As population grows the demand of water increases.
6. False. Rainwater is considered to be the purest form of water.
7. True
C. Causes of scarcity of water:
• Increase in population
• Varying monsoons
• Increasing water pollution

s
es
• Over-exploitation of water resources
Effects of water scarcity:

Pr
• Affects water cycle leading to less rain

ity
• Leads to drought rs
• Leads to crop failure
ve
• Depletion of water resources
Measures to conserve water:
ni

• Use of drip irrigation

U

• Watering the plants early morning instead of noon

ge

• Keep a check on leakage of pipes

id

• Avoid any wastage of water

br

II. Short Answer Questions.

am

1. Rivers, lakes and streams are three main sources of fresh water.
C

2. The continuous movement of water in the nature—on, above and below the
Earth’s surface is called water cycle.
3. After precipitation, the water accumulates in the wells, rivers, etc., and
infiltrates to the underground and forms water table or aquifers.
4. Increase in population, varying monsoons, overuse of water, increasing water
pollution and over-exploitation of water resources may lead to water scarcity.
5. The level of groundwater is the water table.
6. The sources of water can be classified into surface water and underground
water.

186
I II. Long Answer Questions.
1. The continuous movement of water in the nature—on, above and below the
Earth’s surface is called water cycle. It is also known as hydrological cycle.
The water present in oceans, lakes and streams evaporates due to the heat
of the Sun and forms water vapour. The water vapour being lighter rises up
the atmosphere and condenses into millions of tiny droplets. These droplets
together form clouds. As and when the clouds get heavy and cannot hold any
more water droplets, they fall back on the Earth in the form of rain, snow, hail,
sleet or mist. This is called precipitation. (Refer Fig. 17.4 on page 226 of the
textbook.)
2. Surface water is the water that collects on the top layer or the surface of the
Earth. The water present in oceans, lakes, rivers and streams are all forms of

s
surface water. Surface water is an important and never ending source of water.

es
The snow found on the mountains melts down and flows down to join rivers and
oceans. Also, the condensed water in clouds precipitates and falls down in the

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form of rainfall which finally joins the rivers and oceans to form surface water.

ity
Groundwater is the water available under the ground or under the surface
of the Earth. It is also called subsoil water as it gets collected and stores up
rs
in the gaps between soil, sands, etc. It is also found in various layers of the
ve
Earth’s crust and is extracted through pipes, hand-pumps, tube-wells, wells
and underground canals. After precipitation, the water accumulates in the
ni

wells, rivers, etc., and infiltrates to the soil underground and forms water
U

table or aquifers. It acts as an important source of water that is taken out

ge

through hand pumps or wells.

3. Reasons for scarcity of water are:
id

• Increase in population: The demand and utilisation of water increases

br

with growth in population. Due to commercialisation and urbanisation,

am

water storage in ground decreases leading to low water levels.

• Varying monsoons: Monsoons vary to a great extent due to various
C

environmental problems. There is scarcity of water in the areas where

rainfall is scarce or late.
• Increasing water pollution: The mixing of toxic chemical by industries
leads to water pollution. Even eutrophication leads to scarcity of water.
• Over-exploitation of water resources: Groundwater is limited and lack
of rainfall will lead to depletion of water resources at faster rate. And,
overuse, over-exploitation and mismanagement of these sources of water
will lead to their extinction.
4. Out of the total amount of water that is available on the Earth, only 1–2% of
water is consumable. Thus, it is very necessary that the water should be used
carefully and judiciously. Any wastage of water should be avoided in order to

187
 conserve water. There are several ways in which the water can be conserved.
Our wise use of water can make a lot of difference. We should only open
the tap when we actually need water. We must use minimum water while
watering the plants. We can take shorter baths. Rainwater harvesting is a very
good way to conserve water. Leakage of water must be regularly checked.
Farmers must use drip irrigation to irrigate their field. All these ways can take
care of the utilisation and conservation of water.
5. There are different categories of uses of water:
Domestic use:
We use water at homes for various purposes like cleaning, washing, cooking
and drinking and is called domestic water. Water that is present in different
sources reaches our homes through a process where it undergoes different

s
purification processes, before it reaches our homes.

es
Agricultural use:

Pr
In India, one of the major occupations, agriculture, is dependent on water.
As the monsoon is unpredictable, the farmers mostly need to depend on the

ity
artificial water supply systems like canals and tube wells.
rs
Industrial use:
ve
Water is used for different purposes in all types of industries. Most of the
industries take out groundwater and surface water. The demand for water has
ni

increased in recent years because of the rapid growth of industries.

U

Subject Connect
ge

A. Five major dams of India are Tehri Dam, Uttarakhand; Bhakra Dam, Himachal
id

Pradesh; Hirakud Dam, Orissa; Nagarjuna Sagar Dam, Andhra Pradesh and Sardar
br

Sarovar Dam, Gujrat. Water flows from Bhakra Dam downstream Nangal dam

am

where it is controlled and released into Nangal Hydel Channel that later becomes
Bhakra Main Line after Ganguwal and Kotla power plants. The Bhakra main line is a
C

canal that mostly supplies irrigation water to the state of Haryana.

Enrichment Activities
I. HOTS
A. If all the fresh water is exhausted; it will be very difficult for living beings to
survive. There will be no drinking water.
B. We can avoid such situation by wise use and conservation of water.
(Note: parts A and B are one question.)

188
C. The desert regions of our country receive very little rain.
D. Tube wells dry up due to overuse and scarcity of water. Refilling of underground
water is possible by rainwater. The rainwater accumulates in the tube well. Lack
of rainfall dries up the tube wells after some time. Also, the soil and plants absorb
water from the soil.

II. Connect to Life

A. We can conserve water at school by rainwater harvesting, watering the plants early
morning instead of noon to prevent evaporation and loss of water and by using
minimum water possible only when needed.
B. We can avoid wastage of water at home in several ways. While brushing our teeth
we can close the tap when not using. We can use minimum water for bathing and

s
es
cleaning purposes.
C. Neighbours can save water in several ways:

Pr
• M
 aximum usage of minimum water while cleaning, washing, brushing and
bathing.

ity
• Avoid wastage of water while watering plants.
rs
• Keep a check on leaks in pipes.
ve

• Clean cars and driveways by broom instead of using hose for cleaning by water.
ni
U
ge
id
br
am
C

189
 Answers

Chapter 18: Waste Management

What I Know
1. 
Waste  2. 
healthy  3. 
dustbin  4. 
reduce, reuse, recycle

Checkpoint 1
1. 
Agricultural waste  2. Pollutants  3. Sullage water
4.  Trade waste   5.  Sewage

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es
Checkpoint 2

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1. contaminants  2. waste   3. aeration tank

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4.  chlorine tablets, ozone   5.  waterborne
rs
What Have I Learnt
ve

I. Objective Type Questions.

ni

A. 1. a. wastewater   2. b. contaminants   3. a. chlorine tablets

U

4. c. Sulabh   5. d. Sludge
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B. 1. True
2. False. Human activities do affect the quality of water.
id
br

3. True
4. True
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5. False. Oils and fats clog the drains.

C

6. False. Chemical toilets use chemicals to disinfect the waste.

C. 1. SULLAGE WATER  2. 
SEWARAGE  3. SLUDGE
4. SANITATION
D. Kinds of sewage: sullage water, foul waste, trade waste and agricultural waste.

II. Short Answer Questions.

1. Wastewater is the used contaminated water. It is also known as liquid waste. It
is mainly discharged from our home’s sinks, showers, washrooms, laundries, etc.
2. Wastewater treatment plant is a group of machines that works at cleaning the
wastewater and removes all the impurities from it.

190
 3. Sewage is the liquid waste mainly released from houses, offices, hospitals and
industries.
4. Chemical toilets are the kind of sewage disposal system found in aeroplanes
and trains. They are used in the transport vehicles as they disinfect the human
waste chemically and remove the bad odour.
5. Two sanitation practices:
• Keeping house clean and tidy.
• Making people aware of the benefits of proper drainage and sanitation.
6. The sources of water pollution are:
• Wastes from industries such as canaries, sugar factories, milk dairies and
fertiliser factories.
• Drainage of substances such as oil and residues of rubber from ships in the sea.

s
es
• Human activities such as washing clothes; and bathing in waterbodies
such as rivers, lakes and ponds.

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• Liquid and solid wastes from houses, industries, hospitals and offices.

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III. Long Answer Questions.

rs
1. Sewage can be categorised into four different types:
ve
Sullage water: It is the waste released from kitchens, consisting of
contaminants like mild detergents, particles of food, oil, etc.
ni

Foul waste: It is the waste released from the toilets. It is extremely infectious
U

as it contains bacteria that release gases and odour.

ge

Trade waste: Wastes released by industries and commercial organisations

constitute trade waste. It consists of toxic chemicals and acids.
id

Agricultural waste: Rainwater carries harmful and toxic substances, such

br

as pesticides and other agricultural waste, to the water bodies. Fertilisers

am

promote the growth of algae in the water and induce algal growth. This is
called eutrophication.
C

2. Primary treatment
It is the first stage that involves mechanical treatment of wastewater. In this
step, the wastewater is passed through big vertical bar screens. With the
help of these screens, waste objects that are large in size such as rags, plastic
bags and cans, etc., are removed. Then, the wastewater is allowed to move
further slowly through the grit chamber. This slow movement of water allows
the dust, grit and pebbles to deposit down and the rest of the water passes
through a huge tank. This tank is called the sedimentation tank.
Secondary treatment
In this step, the water is passed to the aeration tanks where air is pumped
into the water to allow the growth of microorganisms such as bacteria. These

191
 aerobic bacteria remove the organic impurities or unwanted substances such
as human waste, food particles, soap and oil, called sludge. The bacteria grow
by consuming the organic waste and the process is called digestion. Therefore,
it is an important step to remove the biological waste from the water. In the
middle tank, the floating solids like oil and grease are also removed from
the water. After this stage, the water is called as clarified or treated water
as most of its pollutants are removed. After this, the clarified water is kept
in a separate tank. After several hours, the water at the top becomes 95%
purified. This water is then pushed further into the water bodies and the
sludge or the suspended matter is used as a manure.
Tertiary treatment
In this step, the remaining water is purified by using chemicals, mostly

s
chlorine tablets. Chlorine tablets are added in measured quantities in the

es
water in order to remove germs. The chlorine tables disinfect the water and
make it clean enough to be released in water bodies. Sometimes, ozone is also

Pr
used to kill the disease-causing microbes and purify water. This chemically
treated water is then released in the water bodies.

ity
3. Harmful effects of improper management of sewage:
rs
• Water and soil pollution is caused by open defecation.
ve
• Waste water enables the growth of bacteria and other insects to grow on a
large scale.
ni

• The contaminated groundwater leads to waterborne diseases such as

U

cholera, typhoid and diarrhoea.

ge

• Bad odour and gases released from the open drains can have a negative
effect on the respiratory system of human beings.
id

• The unclean water when reaches the ground, damage the soil as well as
br

the vegetables and plants that grow on that soil.

am

4. Benefits of proper drainage and sanitation: It helps to reduce the chances of

diseases that can spread due to wastewater, sewage and unclean water.
C

• If the river water is clean, the aquatic plants and animals can breathe in air.
• Proper sewage helps in reducing the number of flies and insects that breed
on contaminated water.
5. Some methods of waste disposal:
Septic tanks: These tanks are made up of brick, glass or concrete. The waste
particles deposit at the bottom of the tanks and are decomposed by anaerobic
bacteria. It is a small sewage system which is usually found in the hospitals,
isolated buildings, etc. The treated water is then discharged.
Chemical toilets: These kinds of sewage disposal systems are mostly found in
aeroplanes and trains. They are used in the transport vehicles as they disinfect

192
 the human waste chemically and removes the bad odour. These toilets are
advantageous as they do not which can be harmful for the environment.
Vermi composting: In this method of sewage disposal, the organic waste
is introduced with worms, mostly red worms, that feed on the waste and
decompose it. The worms leave residue called vermicast, which is used as
manure for the agricultural fields.
6. In a wastewater treatment plant, at a stage, water is passed to the
aeration tanks where air is pumped into the water to allow the growth of
microorganisms such as bacteria. These aerobic bacteria remove the organic
impurities or unwanted substances such as human waste, food particles, soap
and oil, called sludge. The bacteria grow by consuming the organic waste and
the process is called digestion. Therefore, it is an important step to remove the

s
biological waste from the water. As a result of this digestion of organic waste

es
by the bacteria, bio gas is produced. This biogas can be collected and used as
a biofuel for various purposes.

Pr
7. Wastewater treatment plants release some useful by-products like biogas and
sludge or the suspended matter. The digestion of organic waste by bacteria during

ity
the secondary treatment produces biogas. This biogas can be collected and used
rs
as a biofuel for various purposes. After this stage, the purified water is pushed
ve
into the waterbodies and the sludge or the suspended matter is used as manure.
8. Eutrophication is a process whereby water bodies, such as lakes, estuaries, or
ni

slow-moving streams, etc., receive excess nutrients that stimulate excessive

U

aquatic plant growth. This enhanced plant growth, known as algal bloom,
ge

reduces dissolved oxygen in the water when dead plant material decomposes.
This process causes other aquatic organisms to die. The main factors that cause
id

eutrophication are heavy use of nitrogen fertilisers in agricultural land and the
br

increased discharge of phosphates from sewage treatment plants.

am

Enrichment Activities
C

I. HOTS
A. There will be enormous water pollution if the wastewater is carried directly to a
natural waterbody. All the aquatic animals might be dead due to the amalgamation
of toxic wastes and chemicals.
B. The untreated human excreta produce uric acid as waste which can be harmful for
environment. The toxic chemicals may lead to air, water and land pollution giving
rise to various health hazards.
C. The main advantages of a vermi processing toilet are the vermicast left by the
worms, which can be used as manure for agricultural fields.
D. The waste ghee from kitchen should be thrown in dustbin.

193
 Test Paper 1
I. Very Short Answer Questions.
A. 1. leaves  2. Xylem  3. heterotrophic  4. sticky  5. incisors
6. Mistletoe  7. ruminants  8. Rhizobium
B. 1. True  2. 
True  3. False  4. False  5. False

II. Short Answer Questions.

1. Amphibians are cold-blooded vertebrate animals with an aquatic gill-
breathing at larva stage and terrestrial lung-breathing at adult stage.
2.
Amoeba and Hydra
3. Plants that cannot prepare their own food and depend on plants and other

s
es
organisms for their nutrition are known as heterotrophs.
4. Dodder, Australian Christmas tree, Rafflesia and Cuscuta.

Pr
5. Digestion

ity
6. Proboscis
7. Money plant, neem, mango and guava tree.
rs
ve
8. Gall bladder. It is pear-shaped, small-sized organ. It is located near the liver.
ni

III. Long Answer Questions.

U

1. Photosynthesis is an important process because by this green plants use

ge

sunlight to synthesise nutrients like glucose and oxygen from carbon dioxide
and water. The green plants contain a pigment called chlorophyll that gives
id

green colour to the plants. Chlorophyll traps sunlight and absorbs carbon
br

dioxide from the atmosphere. The roots of the plants absorb water and
am

minerals from the soil. During the process of photosynthesis, the chlorophyll
converts sunlight into chemical energy in the presence of carbon dioxide and
C

water. Glucose and oxygen are the by-products of photosynthesis. Glucose is

stored in the form of starch in the leaves.
2. To show that sunlight is necessary for photosynthesis, we will take a potted
a potted plant and keep it under the Sun. Cover a one leaf of the plant with
black paper strip for 5–6 hours. Being in dark, the starch from the leaf will
get removed. After a few days, take the leaf from it. Now, we will boil the
leaf in alcohol and test it for the presence of starch by flopping a few drops
of iodine on the leaf. We will observe that the part covered with paper strip
did not change whereas the green parts changed their colour to blue-black.
Through this activity we can see that sunlight is necessary for photosynthesis.
3. In symbiotic nutrition, organisms develop mutual relationship
with other organisms to obtain nutrients. In this way, both the organisms
194
 help each other to be mutually benefitted. The organisms involved in this
type of relationship are known as symbionts and this relationship is known
as symbiosis. Lichens are perfect example of symbiotic relationship. In
lichen, an alga that is an autotroph lives in association with a fungus that is a
saprotroph. Composite of algae and fungi as lichens, Bullhorn
Acacia trees and certain species of ants, Rhizobia (group of soil bacteria) that
infect the roots of legumes to form root nodules are some other examples of
symbiotic plants.
4. By nutrition we refer to the process by which an animal obtains food and
how the food provides energy and essential minerals to the animal for their
growth, maintenance and to perform life sustaining activities. Animals and
humans take food in solid form. Such a type of nutrition is generally called
holozoic and involves following five steps.

s
es
Ingestion: The process of taking in food through mouth by humans or animals
is called ingestion. Method of ingestion may vary from one animal to another.

Pr
Digestion: The process in which complex components of food are broken

ity
down into simpler substances is called digestion. It is noticed that the process
of digestion is different among animals.
rs
Absorption: The process in which the digested food is passed to the blood, to
ve
be transported to other parts of the body is called absorption.
ni

Assimilation: The process of utilising absorbed nutrients in living tissues is

U

called assimilation. It fulfils the supply of oxygen, energy and nutrients in the
living organisms.
ge

Egestion: The process in which the undigested food or waste material within
id

the body is removed through the anus is called egestion.

br

5. Humans eat and digest their food by following a process. The human
digestive system helps to convert the food into nutrients, which are then used
am

by the body for energy, growth and cell repair. There are various digestive
organs which help in the process of food digestion. There are different parts
C

in the human body which participate and help in the process of digestion.
(Refer textbook for the diagram.)
6. The plant-eating animals are called ruminants and the process by which
they take their nutrition is called rumination. Ruminant have a complicated
digestive system that is system that is characterised by the presence of four
chambers—rumen, reticulum, omasum and abomasum.
The food is first swallowed and stored in the first chamber called the rumen.
The food gets partially digested in the rumen, and is called cud. The cud is
then transferred to the second chamber, the reticulum. From reticulum, the
cud returns to the mouth of the animal and then is thoroughly chewed. This

195
 process of chewing food is called rumination. Once the food is chewed, it
gets swallowed for the second time and moves to the third chamber, omasum,
where water is absorbed from the partially digested food. The food from
omasum is then pushed to the fourth chamber, abomasum, where the food is
acted upon by the digestive juices. It is also called true stomach. The food is
then passed into the small intestine where the final absorption of food takes
place and process of digestion ends. The food is then finally egested.

IV. Give Reasons

1. The process of digestion starts in mouth because the food is ingested through
the mouth and the digestion begins as we start chewing it.
2. Fungi develop on the bread if we keep it open for few days because fungi

s
grow and live on dead and decaying organic matter for nutrition which is

es
bread in this case.

Pr
3. Sunlight is essential for plants because green plants prepare their own food.
As the food is produced in the presence of sunlight (photo: light; synthesis:

ity
combining together) in the process is called photosynthesis, it becomes an
essential element in growth of plants.
rs
4. In lichen, an alga that is an autotroph lives in association with a fungus that
ve

is a saprotroph. Thus, lichens are said to have symbiotic relationship.

ni

5. A cow swallows food and then chews it by bringing it back to the mouth.
U

This food is called cud, and that is why cow is known as cud-chewing
animals.
ge

6. Food gets partially digested in stomach because from stomach it moves

id

further in body and gets digested through assimilation and absorption.

br
am
C

196
 Test Paper 2
I. Very Short Answer Questions.
A. 1. b. 
Wool  2. d. 
Wolf  3. c. Sand  4. b. 
Temperature
5. b.  Nitric acid   6.  a.  Non-reactive with metals   7.  d.  All of these
8. c.  Melting of ice
B. 1. False  2. False  3. 
True  4. 
True  5. 
True

II. Short Answer Questions.

1. The silkworm deposits filaments in a number of concentric layers around its
body, through figure-of-eight movements of the head, forming a structure, called
the cocoon.

s
es
2. The reactions or changes in which heat is released during the reaction are
called exothermic reactions.

Pr
3. Whipping of eggs, butter melting on a warm toast, melting of ice, inflation of
balloon and folding of paper are some examples of physical changes.

ity
4. The processing of wool involves different steps—rearing, shearing, scouring,
rs
sorting, grading and sorting dyeing and drying and making of yarn.
ve
5. 98.7 °C
ni

6. Vinegar
U

III. Long Answer Questions.

ge

1. The following are the properties of bases:

id

a. They are bitter in taste.

br

b. Basic substances have pH values from 8 to 14.

am

c. They conduct electricity.

d. They are slippery and soapy to touch.
C

e. Bases have no small except ammonia.

2. Three temperature scales are:
Celsius temperature scale was invented by the Swedish astronomer Anders
Celsius (in 1742). It is denoted by °C. The melting point of pure ice is taken
as 0 °Celsius and the boiling point of pure water is 100 °Celsius. Celsius
thermometer has equal 100 parts. The difference between these two points
is divided into 100 degrees.
Fahrenheit temperature scale was invented by Daniel Gabriel Fahrenheit
(in 1714). It is denoted by °F. Fahrenheit thermometer has equal 180 parts.
Freezing point of water is depicted as 32 °F and boiling point of water as

197
 212 °F on it. The difference between the two extreme points is divided into
180 degrees.
Kelvin thermometer scale was invented by Lord Kelvin in 1848. It is denoted
by K. Kelvin thermometer has equal 100 parts. The expression which is used
to convert Celsius (C) scale to its kelvin (K) scale is [°C] = [K] − 273.15.
3. Litmus is the most common acid base indicator used in laboratories from
lichens. It has a mauve (purple) colour in distilled water. It is used in its
solution forms or as litmus paper strips. Litmus paper can be of two types—
blue litmus paper and red litmus paper.
4. The time when a female silk moth lays eggs is the beginning stage of the
life cycle of silk and hatches them to form worms. After about 20 days, the
larvae or caterpillars start hatching from these eggs. Then they are known as

s
silkworms or caterpillars. These silkworms feed on fresh mulberry leaves and

es
grow in size. They secrete fine filaments from two glands on their heads, which

Pr
is made up of protein that hardens to form silk fibres when exposed to air. The
silkworm deposits filaments in a number of concentric layers around its body,

ity
through figure-of-eight movements of the head, forming a structure, called the
cocoon, in about three to seven days. Inside the cocoon, the silkworm enters
rs
the second stage of its life called the pupa and then into a moth.
ve
5. We can separate solid from a solution through the process of crystallisation.
ni

Crystallisation is a technique which is used to separate a solid which has been

U

dissolved in a solution. In this technique, the solution is heated in an open

container. When the solvent evaporates, the saturated solution is left behind.
ge

When it is cooled down for few days, the saturated solution starts developing
and forming solid crystals. These crystals can be then collected and dried off.
id

Crystals of sodium chloride can be formed after crystallisation of salt water.

br

6. Galvanisation method is used to prevent rusting. Iron articles are coated with
am

the thin layer of zinc to prevent their rusting.

C

IV. Give Reasons.

1. Melting of butter is a physical change because the physical state of butter
changes and no chemical reaction takes place.
2. Polyester is a synthetic fibre because it is a human-made fibre.
3. Room heaters are placed on the floor to avoid any accident due to heat and
electricity. Also, hot air rises up and warms the room.

198
 Test Paper 3
I. Very Short Answer Questions.
A. 1. False. The Sun’s rays fall vertically near the Equator.
2. False. Camels are animals of hot and dry climate.
3. False. The subsoil is made up of rock bits, nutrients and minerals.
4. False. Laterite soil is used to grow tea, coffee, coconut, etc.
5. True
6. True
7. False. There are three types of blood cells—red blood cells, white blood
cells and platelets.

s
8. False. Dolphins breathe through their blowholes.

es
9. True

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10. True

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II. Short Answer Questions. rs
1. Nitrogenous wastes in human beings are the urea, ammonia and uric acid.
ve
2. Penguins, polar bear, wedded seal and Antarctic krill.
3. Latitude is the angular distance of a place from the north or the south of the
ni

Earth’s equator.
U

4. The process by which plants lose excess water from their leaves is called
ge

transpiration.
id

5. Insects, birds, wind or water are agents of pollination.

br

6. The development of a seed into a new plant is called germination.

7. The phenomenon where fast moving air and water blows away the topmost
am

portion of the soil is called soil erosion.

C

8. a. Reduce usage of chemicals in agricultural land.

b. Avoiding use of plastic and other non-biodegradable products.
9. Nostrils, pharynx, trachea, lungs, bronchi, bronchioles and alveoli.

III. Long Answer Questions.

1. Aerobic Respiration—The process of respiration when takes place in the
presence of oxygen is known as aerobic respiration. Cellular respiration
is aerobic respiration. The presence of oxygen is essential for this type of
respiration. In aerobic respiration, glucose breaks down and the amount
of energy released is high. Aerobic respiration takes place in almost all the
animals and plants.

199
 Anaerobic Respiration—The respiration which does not require oxygen is
known as anaerobic respiration. In this type of respiration, the amount of
energy released is comparatively less as the food breaks down in the absence
of oxygen.
2. Plants do not have specific organs for breathing; the exchange of gases takes
place through different body parts such as leaves, stems and roots. Exchange
of gases takes place through the opening in the leaves and stem called stomata.
Stomata looks like opening and are made up of two cells. These cells are
known as guard cells. It is due to the expansion and contraction of guard cells
that exchange of gases takes place in the leaves. These guard cells look like
kidney beans. When guard cells shrink, carbon dioxide gas (fresh air) enters
into it, and when guard cells expand, oxygen gas comes out. The exchange of
gases takes place through diffusion. Stems in the plants have pores which are

s
es
known as lenticels. Lenticels allow fresh air which is rich in carbon dioxide
to reach the inner tissues and oxygen comes out through these lenticels. Root

Pr
hairs present in the roots also help the plants to respire through diffusion.
3. The different types of soils are:

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a. Alluvial soil: It is found near rivers and has huge amounts of humus and
rs
potash. It is good for growing sugar cane and jute.
ve
b. Black soil: It is normally black in colour. It can have little amount of sand
ni

and large amounts of clay. It is used to grow rice, wheat, cotton, maize
and oilseeds.
U

c. Yellow and red soils: They are usually rich in iron oxide and have a yellow
ge

and red coloured appearance. They are little acidic and sandy in nature.
Such soil is used to grow millet, groundnut, ragi and potato.
id
br

d. Desert soil: This soil is sandy in nature. It is highly porous and is beneficial
for growing millet and barley crops.
am

e. Laterite soil: This type of soil is found near coastal areas. It is normally
red in colour. It is used to grow tea, coffee and coconut.
C

4. The factors that affect formation of soil are:

a. Parent material: Parent material is that area of the soil, where the soil gets
formed. It is mainly important for the physical and chemical properties of
soil. This area also influences the rate of soil formation.
b. Time: Time is also an important factor for soil formation. Formation of
soil is a continuous and long process which takes several thousand years
to develop. Also, conversion of rocks to soil is a lengthy process. Thus, the
time duration determines and affects the formation of soil.

200
 c. Climate: Climate means the average weather conditions of a place. It is
another important factor in soil formation as it determines the rate of
weathering processes and determines the type of vegetation responsible for
soil formation.
d. Landforms and topography: Many other factors like the type of the land,
the shape of the land area, the slope of the land area and the position of
the landscape also play a key role in the formation of soil.
5. The sexual reproduction requires male and female reproductive parts in
plants for the reproduction to happen. The reproductive organ of the plants is
the flower. The flower contains the male and female reproductive parts.
The centremost part of the flower called the carpel or pistil is the female part
of the flower. The pistil has a broad tip known as the stigma. The stigma

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narrows down into style which goes into the ovary. The ovary lies at the

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base of the pistil and encloses the ovules. Inside the ovules lie the female egg

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cell called the ovum. The ovum is the female gamete or the female egg cell.
pollens are carried away by external agents like wind, insects or butterfly,

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to the stigma of the flower. These pollen grains carry with them the male
gamete or the male cell. The male reproductive part of the flower is the
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stamen. Each stamen consists of a filament and anther. The anther contains
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the pollen grains. The pollen grains contain the male gamete or cell. During
the flowering season the the pollens are carried away by external agents like
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wind, insects or butterfly, to the stigma of the flower. These pollen grains
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carry with them the male gamete or the male cell. The transfer of pollen
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grains from the anther to the stigma of the flower is called pollination.
It is important for the pollen grains to reach the stigma of the flower for
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reproduction. (Refer textbook for the diagram.)

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6. The blood vessels are of three types—arteries, veins and capillaries.

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Arteries: The blood vessels that carry blood away from the heart are called
arteries. As the heart pumps blood into the arteries, the blood flows rapidly
C

with a high pressure. Arteries have thick walls. They carry blood with oxygen
to other parts of the body. But, the pulmonary artery carries the deoxygenated
blood from the heart to the lungs.
Veins: The blood vessels that carry blood towards the heart from all the parts
of the body are called veins. Veins have thin walls. They help in carrying the
deoxygenated blood from different parts of the body to the heart. But the
pulmonary vein carries the oxygenated blood from the lungs to the heart.
Capillaries: The smallest blood vessels are called capillaries. They are thin-
walled. They help to carry the food, oxygen, blood and waste materials
tothe different parts of the body. Capillaries are like branches of arteries and
the veins.

201
 IV. Give Reasons.
1. Frogs are not seen in the hot season because of high temperature and their
aestivation.
2. Soil erosion is harmful for environment because it erodes the topsoil and
makes the soil infertile, bad for growth of plants.
3. Exhaled air is rich in carbon dioxide can be proven by exhaling in a lime
water solution which will turn white on mixing of carbon dioxide.
4. During larval stage, frogs do aquatic breathing by gills and during adult stage,
frogs do terrestrial breathing by lungs.
5. With increase in altitude, temperature starts decreasing.
6. Earth completes its one rotation on its own axis in 24 hours which causes day

s
and night.

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202
 Test Paper 4
I. Very Short Answer Questions.
A. 1. Jantar mantar  2. poor  3. 2  4. Speed  5. Odometer
6. periodic  7. battery  8. 
Ampere
B.
1. False  2. 
True  3. 
True  4. False  5. False

II. Short Answer Qustions.

1. The instrument used in vehicles to indicate speed is called the speedometer.
2. Distance is the length of the space between two points.
3. Switch is a device for making and breaking the connection in an electric circuit.
4. This flow of the electric charge is called electric current.

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5. Argon gas
6. MCB is miniature circuit breaker. MCB contains a switch that automatically

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trips when the amount of current flowing through a circuit exceeds, thereby
preventing short circuits.

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7. Movement of minute hand in a clock and movement of the Earth around the Sun.
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8. Second
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III. Long Answer Questions.

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1. Electric circuit has different components which have specific function. Electric
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cell or battery is one of the important components of a circuit. A cell has two
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terminals—positive and negative. When a cell is connected to a circuit, the

current flows from positive terminal to the negative terminal of the cell and
id

completes a circuit. A combination of two or more cells is called a battery. In

br

a battery, positive terminal of one cell is connected to the negative terminal

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of second cell, the negative terminal of the second cell is connected to the
positive terminal of the third cell and so on. A wire of metal that offers little
C

or no resistance to the flowing electric current is made. Copper is said to offer

minimum resistance to the current hence it is the most common metal of which
wires are made. A switch is used to make or break a circuit. When the switch
is in ON position, current in a circuit flows and it completes the circuit. When
the circuit is complete, and current flows through it, it is called a closed circuit.
When the switch is in OFF position, the circuit breaks and the current stops
flowing through it. This is called open circuit. (Refer textbook for the diagrams.)
2. Uses of electromagnet: They are being commonly used in everyday appliances
today.
They are used in doorbells, hard drives, speakers and much more. Even eye
specialists use it for taking out particles from the eyes.
They are also being used for industrial application.
203
 3. Electric bell is made up of two rods of cast iron. The iron rods have a coil
wrapped around it. Parallel to the coils is placed a metallic
strip. This strip has a hammer connected to it at one end. The other part
of the strip is a position so that it can be hit by the hammer. When current
flows in the circuit, the cast iron rods become charged with electromagnetic
energy and attract the metallic strip. The metallic hammer hits the gong
because of that. The circuit breaks when the metallic strip is pulled towards
the electromagnet and gets disconnected from the point. Since there is no
magnetism left in the electromagnet, the spring produces a ringing sound.
4. A simple pendulum is a small-sized metallic bob which is suspended by
light thread, which cannot be stretched and is of a definite length, from a
fixed point. This thread allows the bob to oscillate freely without any kind
of obstruction or friction. The pendulum bob moves to-and-fro following

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the same path. This to-and-fro motion of the pendulum is called oscillatory
motion. Usually, the mechanical clocks use this kind of oscillatory motion to

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measure the span of time. The time taken for one complete oscillation is the
time period of the pendulum. Time period of a pendulum does not depend on

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the mass of the bob. However, the time period increases with the increase in
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the length of the string.
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5. A body that moves with a constant speed along a straight line throughout
its journey is said to have uniform motion. A body with uniform motion
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covers equal distances in equal time intervals. For example, if a train covers a
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distance of 100 km every hour, its uniform speed is 100 km/hour. Thus, after
3 hours, the train will cover a 300 kilometre distance. Lifts in tall buildings
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and hotels have uniform motion. Escalators in metro stations and malls also
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have uniform motion.

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A body that moves with changing speed along a straight line throughout
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its journey is said to have non-uniform motion. A body with non-uniform

motion covers unequal distances in the same time intervals. For example, if
a train covers 100 km in its first hour of its journey and 80 km in the second
C

hour of the journey, it is said to be moving at non-uniform speeds. Speed of

trains, buses, cars, aeroplanes keeps changing during their journey. All these
bodies thus have non-uniform motion.

IV. Give Reasons.

1. Argon gas filled inside the bulb because it prevents the filament from catching
fire.
2. Tungsten is a metal that offers high resistance to the current that is why it is
used in the bulbs.
3. Heavenly bodies move in a uniform motion because they move in an orbit
which has a fixed path.
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 Test Paper 5
I. Very Short Answer Questions.
A. 1. b. Wool 2. b. typhoon 3. a. straight
4. c. highest 5. b. increases 6. d. Anemometer
7. b. circular 8. a. eye 9. c. funnel
II. Short Answer Questions.
1. Concave mirrors are used as shaving mirror.
2. Mirror formula is 1/f =1/v + 1/u
3. Storms, tornadoes, cyclones, etc., have devastating effects. They occur
naturally and are accompanied by huge loss of life and property. Hence, they

s
are called natural disasters.

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4. The pressure exerted by the weight of air on the atmosphere of the Earth is

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called atmospheric pressure.
5. The rays of light falling on a concave mirror, converges and hence the mirror

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is called converging mirror. rs
6. A prism is a transparent optical object which splits light.
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7. Hurricane
8. 7 colours
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III. Long Answer Questions.

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1.
Precautions to be taken during thunderstorm:
• Move away from open garages, metal sheds and water bodies.
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• You may sit inside a car, a bus or a closed vehicle, or inside a building.
br

• Do not take shelter under an isolated tree.

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• Do not sit near open window.

2.
Cyclone is movement of winds in anticlockwise or clockwise circulation
C

which creates an area of low pressure in the centre and keeps moving
inwards. Cyclones are often accompanied with heavy rain. Factors such as
wind direction, wind speed, humidity and temperature together create and
determine the level of cyclone.
When water vapour in the clouds cools down, it releases heat. This heat
warms the air around the clouds resulting in the rising of warm air and
creating a low pressure zone which is filled in by the cooler air from the
surroundings. The wind from the surroundings moves in a circular fashion
towards the centre and gives rise to cyclone.
3. Convex lens is the lens which is thicker in the middle as compared to the
outer edges. It is also called the converging lens as it converges the rays at a
common point to form the image when the rays pass through the
205
 lens. The image formed by convex lens is erect, virtual and magnified. It can
form real images when the object is placed at a distance from the lens. Such
an image formed is diminished and inverted in nature. These lenses are used
in making magnifying glass, contact lens, etc.
Concave lens is the lens which is much thinner at the centre as compared to
the edges. It is also called the diverging lens as it diverges the rays outwards
when the rays are passed through the lens. The image formed by the concave
lens is upright, smaller and virtual.
It cannot form the real images. Concave lenses are used in treating people
who have myopia or short-sightedness.
4. Uses of concave mirror
• Concave mirrors are used by dentists to view teeth.

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• They are also used as shaving mirrors.
• T
 hey are used in solar heater where they reflect the Sun’s rays to generate

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enough heat to cook food.

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• They are used in telescopes to view magnified images of celestial bodies.
Uses of convex mirror
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• T
 hey are used as a rear-view mirror in vehicles so that the person driving
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is able to see most of the traffic behind him.

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• T
 hey are used in car parking lots to see any vehicle coming from the other
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side.
5. AMBULANCE is written laterally inverted on the ambulances, so that the
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drivers ahead of the ambulances can read it correctly in their rear mirrors and
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pave the way.

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6. Effect of wind speed on air pressure:

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As the area on which the pressure is being applied reduces, the wind speed
increases. In other words, the higher the speed of winds, lower is the air
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pressure. It is because of this high speed that even a thatched roof gets blown
away. High and speedy wind creates an area of low pressure around the
houses. Also, high speed winds even uproot the trees and electric poles that are
placed on roads. Thus, increase in wind speed is associated by decrease in air
pressure. Another point to be noted here is that air always travels from high
pressure areas to lower pressure areas. That is, air from high pressure zones
rush towards the low pressure zones to fill the gap.
7. Land or the beach heats up faster than the sea during the day and cools
down fast at night time. This difference sets up a wind pattern, that is, during
the day, the warm air above the land rises and is replaced by the cooler air
from the sea, known as the sea breeze. At night, the warm air above the sea

206
 rises and the cooler air from land takes its place called the land breeze, thus
maintaining an average temperature throughout the day on land.

IV. Give Reasons.

1. When the rays of the Sun pass through the water droplets, they refract and
reflect to form the rainbow therefore they act like prism.
2. The rays of light, from a convex mirror, diverge into different directions,
hence it is also called diverging mirror.
3. The equator region receives the highest amount of sunshine. So, the air near
the equatorial regions is much hotter as compared to the polar regions.
4. Fishermen should not go during cyclone warnings because it can be risky to
their life.

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Test Paper 6

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I. Very Short Answer Questions.

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A. 1. e  2. h  3. g  4. a  5. b  6. d  7. f  8. c
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B. 1. True  2. False  3. 
True  4. 
True  5. False
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II. Short Answer Questions.

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1. Salinity is the saltiness or dissolved salt content of a water body.

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2. 100 °C
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3. The use of modern techniques for protecting the forests during harvesting or
cutting trees is called planned harvesting of the forest.
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4. Rainwater, surface water and underground water are different sources of water.
br

5. Benefits of sanitation:-
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• I t reduces harmful gases and bad odour that is produced by disposing

sewage and wastewater in open areas.
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• I f the river water is clean, the aquatic plants and animals can breathe
in air.
6.
Rhizobia (group of soil bacteria) that infect the roots of legumes to form root
nodules are some other examples of symbiotic plants.
7. The green plants make their own food by the process of photosynthesis,
hence are called producers.
8. Vulture, raccoon and jackal are a few scavengers.

III. Long Answer Questions.

1. To be done by students.

207
 2. Ways to conserve water are:
a. Close the tap while you brush your teeth, clean dishes or vegetables.
b. Avoid wastage of water while watering plants.
c. Take shorter baths and avoid extra wastage of water.
d. Use the wastewater left after cleaning utensils in other activities.
3. a. Waste from industries such as canaries, sugar factories, milk dairies and
fertiliser factories.
b. Drainage of substances such as oil and residues of rubber from ships in
the sea.
c. Liquid and solid wastes from houses, industries, hospitals and offices.
4. The different ways that animals and plants are interdependent in an

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ecosystem because they depend on each other for basic survival needs like

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food, protection, shelter and propagation. Plants provide food for animals

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and humans, who cannot make their own foods like plants do. Plants depend
on animals for carbon dioxide to carry out photosynthesis. Animals depend

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on plants for oxygen.
5. Sewage can be disposed through following ways:
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a. Septic tanks: These tanks are made up of brick, glass or concrete. The
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waste particles deposit at the bottom of the tanks and are decomposed by
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anaerobic bacteria. It is a small sewage system which is usually found in

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the hospitals, isolated buildings, etc. The treated water is then discharged.
b. Chemical toilets: These kinds of sewage disposal systems are mostly found
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in aeroplanes and trains. They are used in the transport vehicles as they
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disinfect the human waste chemically and remove the bad odour. These
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toilets are advantageous as they do not which can be harmful for the
environment.
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c. Vermi composting: In this method of sewage disposal, the organic waste

is introduced with worms, mostly red worms that feed on the waste and
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decompose it. The worms leave residue called vermicast, which is used as
manure for the agricultural fields.
6. Wastewater treatment plant is a group of machines that works at cleaning
the wastewater and removes all the impurities from it. This system of water
treatment follows a step-by-step process—primary, secondary and tertiary
process.
Primary treatment:
It is the first stage that involves mechanical treatment of wastewater. In this
step, the wastewater is passed through big vertical bar screens. With the
help of these screens, waste objects that are large in size such as rags, plastic

208
 bags and cans, etc., are removed. Then, the wastewater is allowed to move
further slowly through the grit chamber. This slow movement of water allows
the dust, grit and pebbles to deposit down and the rest of the water passes
through a huge tank. This tank is called the sedimentation tank.
Secondary treatment:
In this step, the water is passed to the aeration tanks where air is pumped
into the water to allow the growth of microorganisms such as bacteria. These
aerobic bacteria remove the organic impurities or unwanted substances, such
as human waste, food particles, soap and oil, called sludge. The bacteria grow
by consuming the organic waste and the process is called digestion. Therefore,
it is an important step to remove the biological waste from the water. As a
result of this digestion of organic waste by the bacteria, bio gas is produced.

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This biogas can be collected and used as a biofuel for various purposes.

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In the middle tank, the floating solids like oil and grease are also removed

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from the water. After this stage, the water is called as clarified or treated
water as most of its pollutants are removed. After this, the clarified water

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is kept in a separate tank. After several hours, the water at the top becomes
95% purified. This water is then pushed further into the water bodies and the
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sludge or the suspended matter is used as a manure.
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Tertiary treatment:
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In this step, the remaining water is purified by using chemicals, mostly

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chlorine tablets. Chlorine tables disinfect the water and make it clean enough
to be released in water bodies. Sometimes, ozone is also used to kill the
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disease-causing microbes and purify water. This chemically treated water is

then released in the water bodies.
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IV. Give Reasons.

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1. Untreated human excreta are a threat to health because they pollute water
and make it infectious.
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2. Water is technically considered a renewable resource because it can be used

over and over again, and it has a rain cycle.
3. The process of soil erosion is harmful for forest and trees as it converts fertile
land to barren land.
4. A food chain always starts with a producer, which is an organism that makes
food. This is usually a green plant, because plants can make their own food
by photosynthesis.
5. Misuse of water has led to our life in danger because water with is available
for use is limited and we must conserve it.

209
 Worksheet 1 (Chapters 1 to 6)
A. 1. d. Mercury   2. b. Leaves   3. d. Oxygen   4. a. Jersey
5. d. Black   6. d. 32°   7. a. Oxalic   8. d. Canines
9. b. Tentacles   10. c. Decomposition
B. 1. autotrophs  2. Liver  3. mulberry  4. alcohol
5. endothermic  6. nitric acid

Worksheet 2 (Chapters 7 to 11)

A. 1. d. All of these   2. b. Hygrometer   3. c. Soil layer
4. c. Afforestation   5. a. Osmosis   6. b. Spiracles   7. d. 15–20
8. c. Bryophyllum  9. a. Ovum   10. b. Coconut

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B. 1. Alveoli  2. Humidity  3.  Pulmonary artery  4. Clay
5. Rain gauge  6. Spirogyra

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Worksheet 3 (Chapters 13 to 15)

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A. 1. d. Centimetre/minute   2. a. 60 km/h   3. a. Increasing altitude
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4. c.  Wind  5. d. For safety  6. d.  All of these  7. a. Magnet
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8. a. 7   9. d. All of these   10. b. Convex mirror

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B. 1. heavier  2. Timers  3. rest  4. straight  5. virtually
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6. mirror  7. switch  8. 2
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Worksheet 4 (Chapters 16 to 18)

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A. 1 b. Heavy rainfall   2. c. Rainwater   3. c. Sprinkler

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4. a. Excreta   5. b. Boiling   6. b. Liquid waste   7. a. Polio

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8. d. All of these   9. c. Herbivores   10. b. Producer

B. 1. e  2. f  3. d  4. a  5. b  6. c
C

210
 Practice Test Paper 1

A. Very Short Answer Questions.

1. Photosynthesis is a process by which green plants use sunlight to synthesise
nutrients like glucose and oxygen from carbon dioxide and water.
2. Enamel is the hard outer covering of teeth. Enamel is chemically the most
stable tissue in the body.
3. Milk teeth are the temporary set of teeth.
4. Sheep, camel and rabbit
5. Celsius, Fahrenheit and Kelvin.
6. Nucleus is the centre of an atom.

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es
7. Tannic acid
8. Change in colour and change in energy.

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9. When animals go in deep sleep during winters for survival, it is called
hibernation.

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10. Loamy soil is composed of a mixture of silt, clay and sand along with humus.
rs
11. The respiration that takes place in absence of oxygen is called anaerobic
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respiration.
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12. The platelets are responsible for the clotting of the blood.
U

B. Short Answer Questions.

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1. Lungs, sweat glands and kidneys.

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2. Earthworms turn the nitrogen present in the air into nitrogen compounds
br

which can be used by the plants through the soil for growth.
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Cuscuta, a parasitic plant, is a yellowish plant that is found intertwined on the

3.
green plants. It derives its nutritional requirements from another living plant or
C

animal.
Dodder benefits from the host plant on which it depends. The host provides
nourishment to them.
4. Mercury is used in thermometer because it is a good conductor of heat.
5. Salts in solid form do not conduct electricity. They have a high meting and
boiling points.
6. Saturated solution is the one in which no more solute can be dissolved.
Supersaturated solution is the one which contains more of the dissolved
material than it can contain in normal conditions.

211
 7. Weathering of rocks is the process wherein the huge pieces of rocks are broken
down into smaller pieces due to the action of wind, water and heat of the Sun.
8. The liver is the largest gland that releases bile and the pancreas release
enzymes which also helps in the digestion of the food.
9. Cellular respiration is the process in which exchange of gases takes place in
the cells of the body. The food is broken down in the cells in the presence of
oxygen to release energy along with water vapour, in the cells.

C. Long Answer Questions.

1. Plants that derive their nutritional requirements from another living plant or
animal are called parasitic plants. Dodder, Australian Christmas tree, dwarf
mistletoe and corpse flower are some examples of parasitic plants.

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es
Some plants grow in soil that is deficient in certain important nutrients.
These plants feed on insects to meet their nutritional requirements, and are

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called insectivorous plants. Insectivorous plants have special structures to
trap the organisms. They are green in colour and can prepare their own food

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but behave as insectivores to fulfil their nitrogen requirement. Venus flytrap,
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many types of pitcher plants, bladderwort (Utricularia) and sundew plant
are some examples of insectivorous plants. The plants that grow and live on
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dead and decaying organic matter for their nutrition are called saprophytic or
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saprotrophs.
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Indian pipe, bread mould (fungi), bacteria and mushroom are some examples
of saprotrophs. Symbiotic organisms develop mutual relationship with other
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organisms to obtain nutrients. In this way, both the organisms help each other
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to be mutually benefitted.
br

2. Organs of human digestive system are mouth, stomach, liver, small and large
intestines and anus.
am

Human beings need teeth to chew their food before it reaches the stomach.
C

Human beings have four kinds of teeth—incisors, canines, molars and

premolars. The teeth help in digesting the food by biting and chewing down
the food into smaller digestible pieces.
3. The wool from different varieties of sheep differs in fineness, shine, length
and strength. The finest wool is obtained from the Merino, a breed of sheep
originally from Spain. Their wool is very soft and light, and is therefore used
in making the finest woollen clothes. Sheep rearing is a branch of animal
husbandry and helps in breeding of sheep. Sheep are mainly raised for various
reasons such as for their meat (lamb and mutton), for their milk and for the
fibre to make wool.

212
 4. Laboratory Thermometer
Laboratory thermometer is used in the laboratories to measure high
temperatures while performing different experiments. These thermometers
can be used to measure high temperatures of objects such as boiling water.
The range of laboratory thermometer is from 0 °C to 110 °C.
The laboratory thermometer is a long glass tube containing mercury in its
bulb. As it is dipped in hot object, the mercury from the bulb rises up the tube.
5. A compound is a material made from two or more chemical elements that
have bonded.
6. Calcium hydroxide is known as slaked lime. Its uses are:
a. It used to neutralise the acidic soils. The soil becomes acidic by the
extensive of fertilisers.

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b. The untreated wastewater that is discharged from the industries, contain
acids. It is used to neutralise this acidic water.

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c. Slaked lime is also used in whitewashing.

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7. Physical change is a change in which the physical state of a substance is
changed. Physical changes do not produce any new substance but rather create
rs
changes within the substance. Such changes are related to density, mass, volume
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and viscosity, etc., of a substance. Whipping of eggs, butter melting on a warm
toast, melting of ice, inflation of balloon, folding of paper, changing of water
ni

into vapours and drying of clothes are some examples of physical changes.
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Chemical changes are the changes in which a new substance is formed as a

ge

product. These new substances cannot be reversed into the starting or reacting
substances. In these types of changes, energy is either produced or absorbed.
id

For example, during rusting of iron, iron reacts in the presence of moisture and
br

air to form rust. We cannot get iron back from the rust.
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8. Weather is a complex phenomenon that includes variations in factors such as

temperature, rainfall and humidity over a short period of time. It is basically
C

a daily phenomenon and is the nature of the atmosphere at any given point
of time. Conditions may vary from day-to-day or even hour to hour. Weather
is the state of atmosphere with regard to factors like temperature, humidity,
rainfall, speed/direction of wind, etc. Climate tells us about the average
weather pattern of a place over a period of time. In other words, climate is a
long-term phenomenon which tells about the average temperatures, rainfall
or humidity levels of a place over a long period of time.
9. Yes, we are responsible for soil pollution due to cutting down of forests,
throwing garbage on land, using huge amount of fertilisers, insecticides and
pesticides.

213
 10. We will take two glass tubes with limewater in them and label them as A
and B. Then we will leave tube A in open air undisturbed. We will take a
straw and breathe out air it in the tube B. We will observe that the colour of
limewater in the tube B changes to milky white.
Limewater turns milky when carbon dioxide is passed through it. Therefore,
it shows that the air we breathe out contains carbon dioxide.

Practice Test Paper 2

A. Very Short Answer Questions.

1. In the past, different parts of human body such as hands and feet were used
to measure objects.

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2. Speedometer
3. Regular reflection occurs when the light reflects from a smooth polished

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surface.

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4. Concave and convex mirrors

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5. Violet, indigo, blue, green, yellow, orange, red (VIBGYOR)
6. Electric circuit is the way the electricity moves on a defined path.
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7. A combination of two or more cells is called a battery.

ni

8. The water that has high mineral content is known as hard water.
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9. Carnivores feed on herbivores.

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10. Planting more and more tress to renew plant cover on land is called afforestation.
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11. Increase in population and varying monsoons

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12. U-shaped magnet

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B. Short Answer Questions.

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1. Refer textbook for the symbols.

2. A Newton’s disc can split this white light into individual coloured rays. This
can be created by painting a disc with the seven different colours, that are,
violet, indigo, blue, green, yellow, orange and red. When the disc is rotated,
you will see that it appears white.
3. Concave lens is the lens which is much thinner at the centre as compared to
the edges. It is also called the diverging lens as it diverges the rays outwards
when the rays are passed through the lens. The image formed by the concave
lens is upright, smaller and virtual.

214
 4. In the case pollen grains reach the stigma of the same flower then it is called
self-pollination. Self-pollination takes place in only bisexual flowers. Whereas
if pollens reach the stigma of another flower of the same kind, it is called
cross-pollination. Cross-pollination can take place in both unicellular and
bisexual flowers.
5. The agents of seed dispersal are: animals, water, wind and explosion.
6. The time taken by an oscillating pendulum to complete one oscillation is its
time period.
7. These sparks that we see from the Earth are called lightning. The lightning
heats up the air very quickly.
8. Reflected ray: It is the ray of light that get reflected from the surface of the
mirror or reflecting surface.

s
es
Incident ray: It is the ray of light that falls on the surface of the mirror or
reflecting surface.

Pr
9. A solenoid is a long straight coiled wire which can be used to generate
magnetic field by running electric current through it.

ity
10. The light of Sun is at least available for the next billions of years. The energy
rs
from Sun is not going to get replenished; hence, it is a renewable source of
ve
energy.
11. The gamut of all the plants, animals and living organisms that live in a
ni

particular habitat comprises ecosystem.

U
ge

C. Long Answer Questions

id

1. Simple Pendulum (Refer textbook or the diagram)

br

A simple pendulum is a small-sized metallic bob which is suspended by light

thread, which cannot be stretched and is of a definite length, from a fixed
am

point. This thread allows the bob to oscillate freely without any kind of
obstruction or friction. The pendulum bob moves to-and-fro following the
C

same path. The time taken for one complete oscillation is the time period of
the pendulum. Time period of a pendulum does not depend on the mass of
the bob. However, the time period increases with the increase in the length of
the string.
2. When a plant reproduces from the cells of the parent plant, it is called asexual
reproduction. Asexual reproduction can take place in various ways—
Budding: In this type of reproduction, a small outgrown part appears on the
plant called as the bud. These buds grow slowly and detach from the parent.

215
 Fragmentation: This takes place in the multicellular organisms. When the
organisms grow, they split into fragments and each fragment develops into
a new individual. This process is called fragmentation. Most algae such as
spirogyra, reproduces by fragmentation.
Spore formation: Spores are tiny microscopic bodies which have a covering of a
protective hard coat. These take care of them under the difficult environmental
conditions like high temperatures and lack of food and water. When the
favourable condition returns, each spore gives rise to new individuals.
Mushroom farming is done with the help of spawn which contains spores.
3. Cyclone is movement of winds in anticlockwise or clockwise circulation
which creates an area of low pressure in the centre and keeps moving inwards.
Cyclones are often accompanied with heavy rain. When water vapour in

s
the clouds cools down, it releases heat. This heat warms the air around the

es
clouds resulting in the rising of warm air and creating a low-pressure zone
which is filled in by the cooler air from the surroundings. The wind from the

Pr
surroundings moves in a circular fashion towards the centre and gives rise to
cyclone. The centre of the cyclone is called eye. This centre area is calm in nature,

ity
but air around the eye moves in high speeds. Their speed may reach up to as high
rs
as 150 to 250 km/h. The height of a cyclone can rise to be 10 to 15 km high.
ve
Cyclone is known by different names in different countries. Cyclone is known as
hurricane in the USA whereas it is known as typhoon in Philippines and Japan.
ni

4. The factors that affect atmospheric pressure are altitude, temperature and
U

water vapour. With the increase in altitude, the atmospheric pressure decreases.
ge

With the increase in temperature, the air rises up and expands; hence, the
density of air decreases, therefore, exerts lesser pressure on the Earth. Therefore,
id

atmospheric pressure decreases when temperature decreases. The higher the

br

temperature, lower the atmospheric pressure and lower the temperature, greater
am

the atmospheric pressure. Water vapour also affects atmospheric pressure. If the
water vapour content is high, the atmospheric pressure will be low.
C

5. Light always travels in a straight line and at a very fast speed. In other words,
it never curves along a path and only follows a straight line. This is called
rectilinear propagation of light. Light can pass through holes and can change its
direction (when passed through lens or mirror) but can never have a curved path.
Aim: To show rectilinear propagation of light.
Activity 1
Material required: a flexible plastic tube, candle.
Step 1: Light a candle and look at the candle flame through the tube. What
do you observe?

216
 Step 2: Bend the tube a little and now try to look at the candle flame. What
do you observe?
Observation: You will observe that after bending the tube, you were not able
to see the candle flame.
Conclusion: This shows rectilinear propagation of light.
Activity 2
Material required: three equal-shaped cardboards, candle, matchstick, a scissor.
Step 1: With a scissor cut one whole hole in the centre of all three cardboards
and place them in a straight line (at equal distances), such that you are able to
see through the three holes.
Step 2: Light the candle in front of the third cardboard and see the light of

s
the candle through the three holes.

es
Step 3: Now shift the middle cardboard a little leftwards and try to see the
candle through the holes.

Pr
Observation: You will observe that after shifting the middle cardboard, you

ity
are unable to see the light through the straight holes.
Conclusion: Light always travels in a straight line.
rs
6. When the electric current flows through a wire tied around an iron rod, the
ve

wire behaves like a magnet. This magnetic effect of electric current has been
ni

used in making powerful electromagnets. The iron nail around which the wire
U

is wound around, is called a solenoid. When the wire is wrapped around the
iron rod in many turns and electric current is supplied to the wire, as long
ge

as the current is supplied, the iron rod behaves like a magnet. The more the
id

number of turns in the wire, the stronger is the magnetic effect. Electromagnet
is used in electric bells and also in powerful cranes.
br

7. The water should be conserved and wastage should be avoided in the

am

following ways:
• C
 lose the tap while you brush your teeth, clean dishes or vegetables, and
C

open it only when you are actually using the water.

• Avoid any wastage of water while watering plants.
• Take shorter baths and avoid extra wastage of water.
• U
 se the waste water left after cleaning utensils, washing or mopping, in
other activities like watering plants.
• U
 se rainwater harvesting to save rainwater and use that water for cleaning
and other purposes. In this method, rainwater falling on roofs is allowed
to flow into a deep trench in soil. Thus, instead of going into the rivers,
rainwater penetrates in the soil and increases the level of groundwater.
This stored water is also used as a source of drinking and irrigation.

217
 • A
 lways keep a check on leaks in the pipes and repair them as soon as
possible.
• Avoid using hose and clean your cars and driveways with broom.
• I n earlier times, structures called baolis were made to store water. The
rainwater was collected in the baolis and was also used to replenish
groundwater.
• W
 ater your plants in the early dawn as watering them at noon leads to
evaporation and water loss.
• F
 armers must use drip irrigation to irrigate their fields. This will save a lot
of water and avoid any wastage of water too.
8. Dependence of plants on animals:

s
• C
 arbon dioxide: Animals take in oxygen and release carbon dioxide while

es
breathing. This carbon dioxide in turn is utilised by the plants in the
process of photosynthesis and oxygen is released.

Pr
• P
 ollination: Animals help plants to reproduce through pollination.

ity
Animals such as insects, birds and other animals help the plants by
carrying the pollen grains to various places for pollination.
rs
• S eed dispersal: The animals help the plants with the process of seed
ve
dispersal. The fruits are eaten by animals and birds. They then walk or
fly to distant places and spread the seeds which come out with their
ni

droppings. Some seeds stick to the furs of the animals or birds and are
U

carried from one place to the other.

ge

9. Forest is a large area of land covered with trees, dense vegetation and is a
habitat for many plants and animals. The trees are the major part of the
id

forests and contribute to the Earth’s green belt. Forests are rich source of
br

wood which is further used to make fuels, timber, nuts, fruits, seeds and
am

medicinal plants. It is a common habitat for number of animals such as lions,

tigers, elephants, monkeys, snakes, deer and many more. The forests help in
C

providing food and shelter to all these animals. Forests contain numerous
varieties of trees such as teak, sal, bamboo, shesham and neem. All these trees
have their own qualities that help us in producing various products.
In some villages in India, people are still dependent on forests for their basic
needs of food, clothing and shelter. Following are different benefits that we
receive from forests.

218
 • P
 urify air: Plants help in purifying the air. They give out oxygen in the
process of photosynthesis that is used by living organisms for breathing.
In the process, they also absorb carbon dioxide from the atmosphere. This
purifies the air.
• P
 rovide timber: The forests give us timber from trees such as sal, teak and
pine. This timber is used to make furniture, railway sleepers, carts, boat,
ships, sport goods and much more.
• P
 rovide food and habitat to animals: The forest provides food to the
animals and the tribal people. It is a habitat to many wild plants and
animals, such that these animals are dependent on the forest for food.
The animals follow the food chain and gain nutrients by eating other
animals and plants.

s
• P
 rovide medicines: Forests provide a number of medicinal plants that are

es
used to make different medicines. For example, the leaves of neem, tulsi

Pr
and Eucalyptus are well known for their medicinal value. The Cinchona
and Aloe-vera plants are also known for their medicinal value. Find out

ity
how are these plants used as medicines.
• P
 rovide other products: Along with wood, forests provide us with various
rs
other products such as gum, spices, resin, bamboo, lac, silk and honey.
ve

• P
 revent soil erosion and floods: The trees in the forests have roots which
ni

bind the soil particles together and prevent the soil from being eroded or
U

blown away. This, therefore, prevents soil erosion and maintains fertility
of soil.
ge

• I mprove the quality of soil: The dead leaves, twigs and shrubs decay and
id

form humus. Humus adds nutrients to the topsoil and improves the fertility
br

and the quality of the soil.

• R
 educe atmospheric pollution: The trees in the forest reduce the
am

atmospheric pollution by using up the carbon dioxide from the

atmosphere for photosynthesis. Thus, the trees help in checking the global
C

warming.
• C
 ontrol flow of water and floods: The thick foliage on the floor of the
forest of humus and algae absorbs the water and holds the rainwater like
a sponge. The roots of the trees help in protecting the soil from the force
of rainwater and keep it intact. The trees also control the flow of water
and prevent flash floods. This also ensures a regular supply of water to the
streams, springs and wells.
• P
 rovide fuel wood: The trees in the forest provide wood which is an
important fuel used for cooking in villages even today. The wood is used
for manufacturing various other products like paper, rubber, etc.

219
 10. Depending upon the colour and the odour of the sewage, it can be categorised
into four different types.
Sullage water: It is the waste released from kitchens, consisting of
contaminants like mild detergents, particles of food, oil, etc.
Foul waste: It is the waste released from the toilets. It is extremely infectious
as it contains bacteria that release gases and odour.
Trade waste: Wastes released by industries and commercial organisations
constitute trade waste. It consists of toxic chemicals and acids.
Agricultural waste: Rainwater carries harmful and toxic substances, such as
pesticides and other agricultural waste, to the water bodies. Fertilisers
promote the growth of algae in the water and induce algal growth. This is
called eutrophication.

s
es
Read and Answer 1

Pr
Answer these questions.

ity
1. Hurricane is another name for cyclone. rs
2. Cyclones form only over the warm ocean waters near the equator and hence use
ve
warm, moist air as fuel. The warm air from the surface of oceans rises up causing
an area of low pressure below, or, we can also say that because warm air has
ni

moved up, there is less air near the ocean surface. Thus, air from the surrounding
U

areas having high air pressure pushes in to the area of low air pressure. Thus, the
new air also becomes warm and moist. Hence, it rises, too. With the cooling of this
ge

warm and moist air, the water in the air forms clouds. These clouds rotate and spin
id

due to wind forming cyclone.

br

3. The warm air rises up because it is low in density. Or, we can also say that it is
lighter in weight.
am

4. Cyclones can result in floods, uprooting of trees, shipwrecks and even death.
C

5. Because they are no longer being ‘fed’ the energy from warm ocean waters.

Find out and Discuss.

1. The cyclone hudhud was a very strong tropical cyclone that caused extensive
damage and loss of life in eastern India and Nepal during October 2014.
2. Yes, cyclones can be predicted with the use of satellites.
3. Hudhud, Nilam, Vardah are some of the cyclones that have hit India in the past.

220
 Read and Answer 2

Answer the questions.

1. A vaccination is a biological procedure that enables the body to develop immunity
against a specific disease.
2. The immune cells fight the diseases in our bodies.
3. The vaccination shots contain an agent resembling the microorganisms responsible
for the disease; it could be a virus, bacterium or a toxin. This agent is known as
antigen. When this antigen is injected in our bodies, the disease-fighting mechanism
of our bodies gets activated. Hence, our bodies start preparing antibodies to kill
that antigen. These disease-fighting cells remember the antigen for the future and
hence our bodies are protected against that disease.

s
es
4. A foreign substance that induces immune response of our bodies.

Pr
5. The special immune cells of our bodies that remember the antigen for fighting
against future diseases.

Think and Answer.

ity
rs
1. This could be the reaction of the body against antigen.
ve

2. The tetanus vaccine requires booster shots to be given every 2 or 5 years, as

ni

recommended by doctor. Polio vaccination is generally taken up to 5 years of age.

U

Assertion-Reasoning
ge

1-B;  2-C;  3-B;  4-D;  5-E;  6-A;  7-C;  8-B;  9-B;  10-E;
id

11-B;  12-B;  13-B;  14-A;  15-C;  16-B;  17-E;  18-B
br
am

GO GREEN
C

B. 1. a; 2. b; 3. a; 4. a

221
 A to Z Challenge
1. ACID 2. BRONCHIOLES 3. CRYSTALLISATION
4. DRIFTING 5. ELECTROMAGNET 6. FUSE
7. GROUNDWATER 8. HETEROTROPHS 9. INSECTIVOROUS
10. JACKAL 11. KRILL 12. LITMUS
13. MUCILAGE 14. NEPHRONS 15. OSMOSIS
16. PLATELETS 17. QUAIL 18. REPRODUCTION
19. SPIRACLES 20. TOP SOIL 21. UNIFORM
22. VILLI 23. WATER CYCLE 24. XYLEM
25. YARN 26. ZYGOTE

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

222
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
Additional
Worksheets es
s
 Worksheet 1
Chapter 1: Nutrition in Plants

I. Fill in the blanks.

1. The leaves of an insectivorous plant is covered with
tentacles.
2. The bodies of living organisms are made up of tiny units called
 .
3. The bacterium lives in the roots of leguminous plants.
4. is a parasitic plant that has the biggest flower.

s
5. and are the by-products of

es
photosynthesis.

Pr
II. State whether the following statements are True or False.
1. Sunlight is not necessary for the process of photosynthesis.

ity
2. Carbon dioxide is not involved in the process of photosynthesis.
rs
3. Lichens are an example of symbiotic relationship.
ve
4. The leaves of venus flytrap are modified to trap insects.
ni

5. Bladderwort is an example of a partial parasite.

U

III. Match the following.

1. Sundew Saprophytic
ge

2. Sunlight Water
id

3. Green plant Photosynthesis

br

4. Heterotrophic Chlorophyll
am

5. Tube Tentacles
Xylem
C

Name: ...................................................... Class: .................... Date: ....................

224
 Chapter 1: Nutrition in Plants

IV. Give two examples for each of the following:

1. Saprotrophs
a)  b) 
2. Parasitic plants
a)  b) 
3. Leguminous plants
a)  b) 
4. Symbiotic plants
a)  b) 
5. Insectivorous plants
a)  b) 

s
es
V. Tick (✔) the correct answer.
1. Which of the following is a saprotroph?

Pr
a) Sundew b) Mistletoe c) Mushroom d) Dodder

ity
2. Stoma consists of guard cells.
rs
a) Six b) Two c) One d) Four
ve
3. Glucose is stored in the form of starch in the
a) Stems b) Roots c) Leaves d) Fruits
ni

4. contain chlorophyll and other pigments.

U

a) Chloroplasts b) Plant cell c) Granum d) Thylakoid

ge

5. The roots of plants absorb from the soil.

id

a) Xylem b) Sunlight c) Dust d) Water

br
am
C

225
 Worksheet 2
Chapter 1: Nutrition in Plants

I. Very Short Answer Questions.

1. What is Cuscuta?
2. List the different types of heterotrophic nutrition.
3. Define thylakoid.
4. What are stomata?
5. Define nutrition.

s
es
6. Give any two examples of parasitic plants.
7. What is a pitcher plant?

Pr
8. What are partial parasites?

ity
II. Short Answer Questions. rs
1. Explain about symbiotic plants with examples.
ve
2. Differentiate between autotrophs and heterotrophs.
3. Draw the structure of chloroplast.
ni

4. Describe stomata with the help of a diagram.

U

5. What are saprophytic plants?

ge

6. What are the conditions necessary for the process of photosynthesis?

id

III. Long Answer Questions.

br

1. Explain insectivorous plants with examples.

am

2. Explain chlorophyll in detail.

3. Describe parasitic plants with examples.
C

Name: ...................................................... Class: .................... Date: ....................

226
 Worksheet 1
Chapter 2: Nutrition in Animals

I. Fill in the blanks.

1. is the organ which secretes pancreatic juices.
2. is a half-digested food in the ruminants which is further
chewed for digestion.
3. The is broken down into carbon dioxide.
4. and are the teeth that helps in grinding

s
and chewing of food.

es
5. is the process of utilising absorbed nutrients in living

Pr
tissues.
II. State whether the following statements are True or False.
1. Butterfly has long-tube like structure called proboscis.
ity
rs
2. It is possible for human beings to survive life without food.
ve

3. Lipid a type of fatty acid­.

ni

4. The flesh-eating animals are called ruminants.

U

5. In human beings, there are 2 incisors and 4 canines in each jaw.

ge

III. Match the following.

1. Hypostome 4
id

2. Wisdom teeth in humans Cow

br

3. Tooth enamel Tentacles

am

4. Ruminant Stable tissue

C

5.
Hydra A mouth part in Hydra
Egestion

Name: ...................................................... Class: .................... Date: ....................

227
 Chapter 2: Nutrition in Animals

IV. Give two examples for each of the following:

1. Digestive enzymes
a)  b) 
2. Insects that depend on liquid food
a)  b) 
3. Intestines
a)  b) 
4. Energy reserviors
a)  b) 
V. Tick (✔) the correct answer.
1. The tearing teeth which are used to tear the food are called:

s
es
a) Molars b) Incisors c) Canines d) Premolar
2. The food is first swallowed and stored in the first chamber called:

Pr
a) Rumen b) Reticulum c) Omasum d) Abomasum

ity
3. The process of taking in food through mouth by humans or animals is called:
rs
a) Assimilation b) Ingestion c) Digestion d) Egestion
ve
4. How many premolars and molars are there in each jaw?
a) 6 and 4 b) 4 and 6 c) 4 and 2 d) 2 and 4
ni

5. Which of the following is not a ruminant?

U

a) Cow b) Deer c) Giraffe d) Lion

ge
id
br
am
C

228
 Worksheet 2
Chapter 2: Nutrition in Animals

I. Very Short Answer Questions.

1. What are amino acids?
2. Define mastication.
3. Explian the term ‘holozoic’.
4. Define ‘Bile’.
5. How are ruminants different from other animals?
6. Define cilia.

s
es
7. What are milk teeth?

Pr
8. What is assimilation?
II. Short Answer Questions.

ity
1. What is the role of egestion in human digestive system?
rs
2. What are ruminants?
ve
3. How many kinds of teeth are there in humans? Explain their functions.
4. What is Hydra? Draw a well-labelled diagram of nutrition in Hydra.
ni

5. What is Amoeba? How does Amoeba ingest the food?

U

6. Explain nutrition. List the type of processes involved in nutrition of animals.

ge

7. How does a frog capture its food?

id

III. Long Answer Questions.

br

1. Explain the digestion process (of human beings) in:

am

a) Mouth b) Stomach c) Intestine

2. Explain the digestive system in ruminants briefly.
C

Name: ...................................................... Class: .................... Date: ....................

229
 Worksheet 1
Chapter 3: Fibre to Fabric

I. Fill in the blanks.

1. Cotton is a fibre.
2. The fibres obtained from animal sources are known as
fibres.
3. can be obtained from sheep.
4. is called the queen of textiles.
5. During rearing process, gas is produced.

s
II. State whether the following statements are True or False.

es
1. We wear woollen clothes in summer season.

Pr
2. Silk is an example of a plant fibre.
3. Goats, rabbits and camels are some other animals which provide us wool.

ity
4. The wool can be categorised on the basis of length, colour, texture and the
rs
ease with which it can be dyed.
ve
Bacillus anthracis is a bacterium which causes anthrax.
5.
ni

III. Match the following.

U

1. Cotton Carcinogen
2. Wool Synthetic fibres
ge

3. Formalin Plant fibre

id

4. Human-made fibres Yarn

br

5. Fibre Animal fibre

am
C

Name: ...................................................... Class: .................... Date: ....................

230
 Chapter 3: Fibre to Fabric

IV. Complete the crossword using the given clues.

1

Across

s
es
2. Silk is obtained from
4. Cut the wool off in sheep or other animals

Pr
5. The process in which the coloured fibres are combed, straightened and
rolled into yarn
Down
ity
rs
1. Cleaning of something by rubbing it hard.
ve

3. A thick covering of wool or a sheep, used to make a piece of clothing.

ni

V. Tick (✔) the correct answer.

U

1. Rayon is an example of:

a) Natural fibre b) Animal fibre c) Synthetic fibre d) Plant fibre
ge

2. Cashmere fibre is a type of:

id

a) Wool b) Cotton c) Silk d) Nylon

br

3. Lohi, Nali and Bakharwal are some breeds of:

am

a) Goat b) Sheep c) Camel d) Rabbit

4. Which disease is caused by a pulmonary anthrax in the wool of contaminated
C

sheep?
a) Sorters disease b) Hearing disorders
c) Respiratory problems d) Grasserie
5. Used as a disinfectant or to preserve biological specimen.
a) Yarn b) Grease c) Cocoon d) Formalin

231
 Worksheet 2
Chapter 3: Fibre to Fabric

I. Very Short Answer Questions.

1. Define natural fibres.
2. Define plant fibres.
3. Give some example of synthetic fibres.
4. What is rearing?
5. What is shearing?

s
es
6. Define sericulture.
7. What is selective breeding?

Pr
II. Short Answer Questions.

ity
1. Draw the life cycle of silk moth. rs
2. Explain the process of shearing.
ve
3. Describe about scouring.
4. Explain about grading and sorting
ni

5. Describe dyeing and drying during wool production.

U

6. How is silk obtained? Explain.

ge

III. Long Answer Questions.

id

1. Explain in detail about the life cycle of a silkworm.

br

2. State the health hazards of the wool industry.

am

3. Explain in detail about sericulture.

4. What are the health hazards in the sericulture industry?
C

Name: ...................................................... Class: .................... Date: ....................

232
 Worksheet 1
Chapter 4: Heat and Temperature

I. Fill in the blanks.

1. Count Rumford and James Prescott did various experiments and explained
that is a form of energy.
2. The expansion of substances as an effect of heat is called .
3. The substances that conduct heat are called .
4. The intensity of heat present in a substance is called .

s
es
5. A black metal sheet is fit on a to maximise the heat
absorption.

Pr
II. State whether the following statements are True or False.

ity
1. Gases expand on cooling.
2. Substances that do not conduct heat are called insulators.
rs
3. At night, the warm air rises above the land and the cooler air from sea.
ve

4. The dark colour absorbs more heat.

ni

5. Fahrenheit temperature is denoted by oC.

U

III. Match the following.

ge

1. Equilibrium stage Expand on heating

2. Wood into charcoal Insulators
id
br

3. Gases 0oC
4. Water, Wool Same temperature
am

5. Melting point of pure ice Chemical change

C

Name: ...................................................... Class: .................... Date: ....................

233
 Chapter 4: Heat and Temperature

IV. Unscramble the letters to find the answers.

1. The clothes dry faster during (RMSEUM).
2. The movement caused within a fluid due to the transfer of heat is called
(OVTNOIECNC).
3. Degree Celsius is used to measure (RTMAPAEEUTE).
4. The process in which heat is transferred by heating the medium is called
(IRTAINAOD).
V. Tick (✔) the correct answer.
1. and are relative terms.
a) Pressure / Hot b) Cold / Temperature
c) Pressure / Temperature d) Hot / Cold

s
2. The expression which is used to convert Fahrenheit (F) scale to its Celsius (C)

es
scale is .

Pr
a) C = 5/9(F + 32) b) F = 9/5 C – 32
c) C = 5/9(F – 32) d) F = 9/5 C + 32

ity
3. The range of laboratory thermometer is from
rs .
a) 0 oC to 110 oC b) 110 oC to 0 oC
ve
c) 100 oC to 110 oC d) 0 oC to 100 oC
4. The range of value on Fahrenheit scale is from .
ni

a) 95 oF to 108 oF b) 94 oF to 108 oF
U

c) 94 oF to 110 oF d) 95 oF to 110 oF
ge

5. Which of the following is a conductor ?

id

a) Air b) Fur
c) Metal d) Wood
br
am
C

234
 Worksheet 2
Chapter 4: Heat and Temperature
I. Very Short Answer Questions.
1. Define heat.
2. What is radiant heat?
3. What is the unit of temperature?
4. What is the boiling point of water in Fahrenheit temperature scale?
5. What are the different types of temperature scales?
6. Define alcohol thermometer.
7. What is the full form of RTD.

s
es
II. Short Answer Questions.
1. Give any two effects of heat.

Pr
2. What are the applications of convection?

ity
3. The temperature of hot water is measured to be 90 oC. How much will this
temperature be in oF?
rs
4. Explain briefly about laboratory thermometer.
ve

5. Define Kelvin temperature scale.

ni

6. Explain sea breeze and land breeze.

U

7. When does conduction of heat take place?

ge

III. Long Answer Questions.

id

1. Explain types of temperature scales with a neat diagram.

br

2. Explain laboratory thermometer, clinical thermometer and mercury

thermometer.
am

3. What is meant by expansion of matter? Explain.

C

Name: ...................................................... Class: .................... Date: ....................

235
 Worksheet 1
Chapter 5: Physical and Chemical Changes

I. Fill in the blanks.

1. A is the symbolic representation of a chemical reaction.
2. The reactions or changes in which heat is released during the reaction are
called .
3. In reaction, a compound breaks down into two or more
components due to the breaking of bonds.
4. reaction involves the transfer of electrons between two

s
reactants.

es
5. is a technique which is used to separate a solid which has
been dissolves in a solution.

Pr
II. State whether the following statements are True or False.

ity
1. Rust is a chemical substance also known as iron oxide. rs
2. When carbon and sulphur is heated, heat is absorbed and carbon disulphide
is produced.
ve

3. The physical changes are mostly irreversible.

ni

4. When silver nitrate is added in sodium chloride, a precipitate of sodium

U

nitrate is formed.
ge

5. Boiling of an egg and preparation of baked biscuits are examples of

exothermic changes.
id

III. Match the following.

br

1. Physical change 2PbO + 4NO2 + O2

am

2. Calcium Carbonate Rusting of iron

3. 2Pb(NO3)2 2NH3(g)
C

4. Chemical change NaNO3(aq)

5. Nitrogen + Hydrogen Melting of ice
Calcium oxide + Carbon dioxide

Name: ...................................................... Class: .................... Date: ....................

236
 Chapter 5: Physical and Chemical Changes

IV. Complete the crossword using the given clues.

1 2

s
5

es
Pr
Across: 1. The changes which do not produce new substance
4. The reaction in which heat is absorbed

ity
5. The reactions that involve the loss of electron rs
Down: 2. The reaction in which two or more reactants combine to form a new
ve
product
3. Technique used to separate a solid form a solvent
ni

V. Tick (✔) the correct answer.

U

1. When water is added to calcium oxide, heat is produced along with

ge

 .
a) Hydrogen b) Calcium hydroxide
id

c) Copper sulphate d) Calcium disulphide

br

2. In reaction, positive ions and negative ions switch their

am

positions and form new products.

a) Double displacement b) Single displacement
C

c) Oxidation-Reduction d) Crystallisation
3. The substance which gets oxidised is known as agent.
a) Reducing b) Oxidising c) Evaporation d) Physical
4. The magnesium ribbon burns with dazzling flame in an example of:
a) Generation of Smell b) Change in state
c) Formation of Precipitate d) Releasing light and sound
5. When iron reacts with copper sulphate, it replaces copper to form iron
sulphate it is an example of:
a) Combination reaction b) Displacement reaction
c) Single displacement reaction d) Precipitation reaction
Name: ...................................................... Class: .................... Date: ....................

237
 Worksheet 2
Chapter 5: Physical and Chemical Changes

I. Very Short Answer Questions.

1. What is rusting?
2. What is precipitation reaction?
3. Give any one example of decomposition reaction.
4. Define oxidation-reduction reaction with an example.
5. What is evaporation?

s
es
6. List out the characteristics of a chemical reaction.
7. Define combination reaction with an example.

Pr
8. Write an example for physical changes.

ity
II. Short Answer Questions.
1. Describe the characteristics of physical changes.
rs
2. Write a short note on exothermic and endothermic changes with examples.
ve

3. Describe the process of crystallisation.

ni

4. What is double displacement reaction? Give an example.

U

5. What is the difference between physical and chemical changes?

ge

6. Define chemical equation.

id

III. Long Answer Questions.

br

1. Briefly explain about the characteristics of chemical reactions.

am

2. Explain briefly about physical change and its characteristics.

3. Describe the types of chemical reactions with examples.
C

Name: ...................................................... Class: .................... Date: ....................

238
 Worksheet 1
Chapter 6: Acids, Bases and Salts

I. Fill in the blanks.

1. can be extracted from parts of different plants.
2. is known as milk of magnesia.
3. Litmus is the most common acid-base indicator extracted from
.
4. acids are derived from one or more inorganic compounds.

s
5. China rose extract turns with acids and

es
with bases.

Pr
II. State whether the following statements are True or False.
1.
Haldi powder is yellow in acidic and neutral solutions but red in basic

ity
solutions. rs
2. The litmus paper shows the strength of the acid and base.
ve
3. Basic substances have pH values from 8 to 14.
ni

4. Sulphuric acid is a weak acid whereas nitric acid is a comparatively

strong acid.
U

5. Our stomach produces an acid-hydrochloric acid.

ge

III. Match the following.

id

1. Amino acid Manufacture of pesticides

br

2. Sodium chloride Fizzy drinks

am

3. Slaked lime Carbon and hydrogen atoms

4. Carbonic acid Proteins
C

5. Organic acids Food preservative

Name: ...................................................... Class: .................... Date: ....................

239
 Chapter 6: Acids, Bases and Salts

IV. Give two examples for each of the following:

1. Salt
a)  b) 
2. Acetic acid
a)  b) 
3. Organic acids
a)  b) 
4. Tartaric acid
a)  b) 
5. Natural indicators
a)  b) 

s
es
V. Tick (✔) the correct answer.

Pr
1. When acids are dissolved in a solvent, they release .
a) CO2 b) H+ c) OH− d) 2NO

ity
2. Which is used to remove rust from metals? rs
a) H2SO4 b) HNO3 c) HCl d) CH3COOH
ve
3. Acidic substances have pH value ranging from .
a) 0 to 7 b) 7 to 0 c) 1 to 7 d) 7 to 1
ni

4. Which of the following is used to manufacture fungicides and in wood

U

preservatives?
ge

a) Brine solution b) Ammonium Dichlorate

c) Magnesium Sulphate d) Copper Sulphate
id
br

5. Caustic soda is also referred as:

a) NaOH b) KOH c) Mg(OH)2 d) NH4OH
am
C

Name: ...................................................... Class: .................... Date: ....................

240
 Worksheet 2
Chapter 6: Acids, Bases and Salts

I. Very Short Answer Questions.

1. List the types of acids.
2. What are natural indicators? Give its examples.
3. Define neutralisation reaction.
4. Mention any two common salts that can be prepared by the action of metals
with acids.
5. What are inorganic acids?

s
6. List any two properties of acids.

es
7. Write an equation for reaction between a metal and an acid.

Pr
II. Short Answer Questions.
1. Differentiate the properties of acids and bases.
2. List the types of litmus paper and explain.
ity
rs
3. Describe in detail about universal indicators.
ve

4. What are alkalis? Differentiate between strong and weak bases.

ni

5. Explain what are bases.

U

6. List any seven organic acids and their sources.

ge

III. Long Answer Questions.

1. Explain in detail about the uses of acids.
id

2. What are salts? Explain the preparation of salts and list their properties and
br

uses.
am

3. Explain the following.

Ca(OH)2
C

NaOH
KOH
Mg(OH)2
NH4OH

Name: ...................................................... Class: .................... Date: ....................

241
 Worksheet 1
Chapter 7: Weather, Climate and Adaptation

I. Fill in the blanks.

1. Humidity can be measured using an instrument called .
2. can run easily on sand and are called the
of the desert.
3. moves around the Sun in the system.
4. bear is found across the desert.
II. State whether the following statements are True or False.

s
1. The Earth revolves around the Sun in 24 hours.

es
2. Polar bears have thick furry skin to survive the cold climate.

Pr
3. Fennec fox’s ears help them hear insects such as locust and beetle walking on
the sand.

ity
4. Humidity is the level or the amount of water vapour that exists in the air.
rs
5. Lion is known as the ship of the desert.
ve
III. Match the following.
ni

1. Kashmir a. Sahara Desert

U

2. Addax b. Rainfall
3. Earth c. Hot
ge

4. Rain gauge d. Cold

id

5. Climate of Rajasthan e. 24 hours in a day

br

f. 38 degrees
am
C

Name: ...................................................... Class: .................... Date: ....................

242
 Chapter 7: Weather, Climate and Adaptation

IV. Unscramble the letters to find the answers.

1. Gentle and slow wind (EREEZB)
2. Small bioluminescent is known as (TRICTACAN RLLIK)
3. The animals which eat ants and termites are called (AHIDNEC)
4. The animals which do not drink water to most the moisture from the food
they eat (OABERJ).
5. Located at the centre of the solar system. (NUS)
V. Tick (✔) the correct answer.
1. The amount of water vapour existing in air is called
a) Windstorm b) Jerboa c) Echidna d) Humidity
2. The earth’s axis of rotation is tilted at about .

s
es
a) 23.5 o b) 55 o c) 25.3 o d) 4 o
3. has the long ears to cool themselves from the hot and

Pr
wet climate.

ity
a) Bear b) Lion c) Tiger d) Elephant
4. has a skin that changes colour which helps them in
rs
camouflaging with the forest background.
ve

a) Weddell seal b) Chameleon c) Rainwater d) Polar bear

ni

5. use their hands and feet to climb on the trees and long tails
U

to swing on the tree branches.

a) Elephant b) Bear c) Monkey d) Frog
ge
id
br
am
C

Name: ...................................................... Class: .................... Date: ....................

243
 Worksheet 2
Chapter 7: Weather, Climate and Adaptation

I. Very Short Answer Questions.

1. Explain the hot tropical and temperate climates.
2. Define cold climate.
3. Define the team of adaptation.
4. State one adaptive feature of Weddell seal.
5. State one adaptive feature of a penguin.
6. What is rainfall?

s
es
7. What are the elements of weather?
II. Short Answer Questions.

Pr
1. Explain in detail about weather and climate.

ity
2. Describe the term ‘humidity’. rs
3. Explain what is Earth’s tilt.
ve
4. Define the term ‘climate’.
5. Explain the term ‘wind’.
ni

III. Long Answer Questions.

U

1. What is meant by the term ‘temperature’?

ge

2. Explain about animals that live in hot and dry climate.

id

3. List and explain some animals that live in hot and temperate climate.
br
am
C

Name: ...................................................... Class: .................... Date: ....................

244
 Worksheet 1
Chapter 8: Soil

I. Fill in the blanks.

1. particles in soil are made from the breaking down of
larger rocks.
2. are small stones present in the top layer of the soil.
3. The water content present in the soil pores is known as .
4. soil is found near rivers and has huge amounts of humus
and potash.

s
5. portion of the soil is located below the top soil and is rich

es
in minerals.

Pr
II. State whether the following statements are True or False.
1. Organisms like animals, plants, fungi and bacteria do not contribute to the

ity
formation of soil. rs
2. Parent rocks are located below the top soil and are rich in minerals.
ve
3. Loamy soil has a mixture of silt, clay and sand along with humus.
ni

4. Porosity impacts the movement of air and water into the soil.
U

5. Silt is the smallest size of soil particle and is lesser than 0.002 mm in diameter.
III. Match the following.
ge

1. More porous Smooth in texture

id

2. Subsoil Humus
br

3. Clay Loamy soil

am

4. Red soil Coarse in texture

5. Sand Rich in iron oxide
C

Rich in minerals

Name: ...................................................... Class: .................... Date: ....................

245
 Chapter 8: Soil

IV. Complete the crossword using the given clues.

1

2 3

4 5

s
es
Across

Pr
2. The soil that hold air as well as water
4. The property of being porous; being able to absorb fluids

ity
Down rs
1. The soil that is sandy in nature
ve
3. The soil used to grow tea, coffee and coconut
ni

5. The soil made up of rock bits, nutrients and minerals

U

V. Tick (✔) the correct answer.

1. In the soil particles are bigger than clay particles and range
ge

from 0.002 mm to 0.2 mm in size.

id

a) Sand b) Gravel c) Silt d) Loamy

br

2. is the major component of the soil which is essential for

am

the growth of plants.

a) Soil moisture b) Absorption of water
C

c) Soil origin d) Soil porosity

3. The has the highest rate of absorption of water and allows
less water to percolate.
a) Soil b) Sand c) Texture d) Clay
4. Which of this is not a soil type?
a) Laterite b) Alluvial c) River d) Desert
5. is the natural process wherein the top layer of the soil
erodes due to the factors like wind and water.
a) Soil erosion b) Soil pollution c) Biodegradation d) Soil conservation
Name: ...................................................... Class: .................... Date: ....................

246
 Worksheet 2
Chapter 8: Soil

I. Very Short Answer Questions.

1. Define composition of soil.
2. What is parent material?
3. Define topsoil.
4. What is soil texture?
5. Write the importance of soil structure.
6. List the properties of soil.

s
7. List out the types of soil.

es
II. Short Answer Questions.

Pr
1. How do time and climate affect the formation of soil?

ity
2. Write a short note on sandy soil and clayey soil.
3. Describe the percolation rate of water in soil.
rs
4. Define: Alluvial soil and Black soil
ve

5. What are the steps needed to control the soil pollution?

ni

6. Define silt, sand and gravel.

U

7. Explain subsoil and parent rock.

ge

III. Long Answer Questions.

1. Describe the factors affecting the formation of soil.
id

2. Discuss about the types of soil along with the crops growing in that soil.
br

3. Explain in detail about the soil as a natural resource. Also, list its properties.
am
C

Name: ...................................................... Class: .................... Date: ....................

247
 Worksheet 1
Chapter 9: Respiration

I. Fill in the blanks.

1. is the process used for baking bread and brewing alcohol.
2. respiration takes place in almost all the animals and
plants.
3. Respiration is carried out by the .
4. is the cavity through which the air is passed from the
nostrils.

s
5. The muscle that separates the chest cavity from the abdominal cavity is called

es
.

Pr
II. State whether the following statements are True or False.
1. The guard cells in plants look like kidney beans.

ity
2. Tidal breathing is a more conscious activity and requires more
rs
muscular effort.
ve
3. While breathing oxygen is taken in through the opening called nostrils.
4. Oxygen is one of the most important things required for human being to live.
ni

5. Aerobic respiration that does not require oxygen.

U

III. Match the following.

ge

1. Mucous exchange of gases

id

2. Lungs tube like branches

br

3. Alveoli moistens the air

am

4. Spiracles helps us in breathing

5. Bronchi tiny air sacs in lungs
C

6. Trachea

Name: ...................................................... Class: .................... Date: ....................

248
 Chapter 9: Respiration

IV. Give two examples for each of the following:

1. Organisms breathe through skin
a)  b) 
2. Insects breathe through air holes
a)  b) 
3. Animals breathe through gills
a)  b) 
4. Respiratory system in plants
a)  b) 
5. Animals breathe through lungs
a)  b) 

s
es
V. Tick (✔) the correct answer.

Pr
1. Stems in the plants have pores which are known as .
a) lenticels b) stomata c) aerial roots d) air sacs

ity
2. The act of expelling air from the lungs is referred to as:
rs
a) capillaries b) respiration c) inhalation d) exhalation
ve
3. The amount of oxygen required to break down the lactic acid is
referred to as:
ni

a) glucose b) oxygen debt c) carbon dioxide d) water

U

4. The inner layer of the bronchi has tiny hair-like structures known as
ge

.
a) glottis b) mucus c) cilia d) windpipe
id
br

5. Alveoli have tiny blood vessels which are known as .

a) pulmonary capillaries b) red blood cells
am

c) bronchiole d) alveolar wall

C

Name: ...................................................... Class: .................... Date: ....................

249
 Worksheet 2
Chapter 9: Respiration

I. Very Short Answer Questions.

1. What is respiration? List the organs that work together to form a respiratory
system.
2. Explain diaphragm.
3. Define aerobic respiration.
4. Write an equation for anaerobic respiration in animal.
5. Define trachea.

s
es
6. What is referred to as inhalation?
7. Define coastal breathing.

Pr
II. Short Answer Questions.

ity
1. What are called respiratory organs? List the path of air in the respiratory
system.
rs
2. Mention the steps involved in respiration. Explain its types.
ve

3. Write equations for aerobic respiration and fermentation process.

ni

4. Differentiate between tidal breathing and speech breathing.

U

5. Describe the respiration system in animals through skin and gills.

ge

6. What are nostrils? Explain its function.

7. Explain respiratory systems.
id
br

III. Long Answer Questions.

1. Explain how respiration takes place in plants. Draw the structure of stomata
am

in leaves.
C

2. Explain the following terms with diagrams:

a) Trachea
b) Alveoli
3. Describe respiration systems in animals. Draw the diagram for gills in fish.

Name: ...................................................... Class: .................... Date: ....................

250
 Worksheet 1
Chapter 10: Transportation in Plants and Animals

I. Fill in the blanks.

1. Plants need water and other nutrients from the .
2. Plants prepared their own food by the process called .
3. is a vascular tissue that is responsible for the conduction of
water.
4. The smallest blood vessels are called .
5. The average human blood pressure is .

s
es
II. State whether the following statements are True or False.
1. The lungs help in removing the carbon dioxide.

Pr
2. The transportation of water is called ascent of sap.

ity
3. The digestive food from the small intestine to all parts of the body.
4. The major excretory product in humans is urea.
rs
ve
5. The major excretory product reptiles and birds is uric acid.
III. Match the following.
ni

1. Blood a. Haemoglobin
U

2. RBC b. Upper chamber of the human heart

ge

3. Ammonia c. Nitrogenous
id

4. Plasma d. Cold
br

5. Auricle e. Fluid tissue

am

f. Blood cells
IV. Unscramble the letters to find the answers.
C

1. Is the liquid part of the blood (ASLPMA)

2. Lower chamber of the heart (NEVELCIRT)
3. The blood consists of blood cells (STELEAPTL)
4. The nitrogenous waste in humans (ERAU)
5. The process of removal of waste from the human body (INORCETEX)

Name: ...................................................... Class: .................... Date: ....................

251
 Chapter 10: Transportation in Plants and Animals

V. Tick (✔) the correct answer.

1. The human pulse rate is beats per minute.
a) 65–70 b) 80–92 c) 50–65 d) 72–80
2. is a process in which water moves from semipermeable
membrane.
a) Transpiration b) Osmosis c) Lungs d) Root
3. The roots absorb water from the soil by the process of
a) Translocation b) Xylem c) Osmosis d) Transpiration
4. has thin walls.
a) Heart b) Veins c) Platelets d) Pulse
5. The circulatory system is also called system.

s
es
a) Kardia b) Heart c) Cardiovascular d) Fluid tissue

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

Name: ...................................................... Class: .................... Date: ....................

252
 Worksheet 2
Chapter 10: Transportation in Plants and Animals

I. Very Short Answer Questions.

1. What are blood vessels?
2. Define plasma.
3. What are lungs?
4. What is sweating?
5. What is egestion?
6. Define arteries.

s
7. Define xylem.

es
II. Short Answer Questions.

Pr
1. Define white blood cells.

ity
2. Explain platelets.
3. Define blood.
rs
4. Explain the human circulatory system.
ve

5. Briefly explain transpiration.

ni

6. Explain dialysis.
U

7. Explain excretion.
ge

III. Long Answer Questions.

1. Explain kidney with a well-labelled diagram.
id
br

2. Differentiate between heartbeat and pulse. Draw a diagram of human heart.

3. Describe about nephron with the help of a diagram.
am
C

Name: ...................................................... Class: .................... Date: ....................

253
 Worksheet 1
Chapter 11: Reproduction in Plants

I. Fill in the blanks.

1. Leaves of some plants such as have notches on their
margins.
2. and reproduce by the process of spore
formation.
3. The pistil has a broad tip known as .
4. is done with the help of spawn which contains spores.

s
5. Cross-pollination can take place in both and

es
flowers.

Pr
II. State whether the following statements are True or False.
1. Cotton and dandelion seeds are heavy and are dispersed by wind.

ity
2. The radicle grows first and comes out of the seed. rs
3. Plants and animals grow and produce young ones.
ve
4. Jasmine plant can be reproduced using stem cutting.
5. Pollen grains carry with them the male gamete or the male cell.
ni
U

III. Match the following.

1. Grafting Bulb
ge

2.
Spirogyra Anther
id

3. Scaly leaves Mango

br

4. Pollen grains Alga

am
C

Name: ...................................................... Class: .................... Date: ....................

254
 Chapter 11: Reproduction in Plants

IV. Complete the crossword using the given clues.

1

4 5

s
es
Pr
ity
Across
3. Bryophyllum leaves have
rs
4. Onion grows from
ve

Down
ni

1. Spirogyra reproduces by
U

2. Seeds dispersed by wind

ge

5. Female egg cell

id

V. Tick (✔) the correct answer.

br

1. is a bisexual plant
a) Sunflower
am

b) Jasmine c) Rose d) Hibiscus

2. Many seeds get dispersed by  .
C

a) wind b) sand c) water d) plant

3. The part of plant have special kind of buds called the
adventitious buds.
a) stems b) roots c) leaves d) fruits
4. is the male reproductive organs.
a) Stigma b) Stamen c) Zygote d) Embryo
5. Seeds of plants like are dispersed by water.
a) pear b) tomato c) orange d) coconut

Name: ...................................................... Class: .................... Date: ....................

255
 Worksheet 2
Chapter 11: Reproduction in Plants

I. Very Short Answer Questions.

1. What is a rhizome?
2. Define pollination.
3. What are the two types of pollination?
4. Which are the plants that grow by grafting method?
5. What is fragmentation?
6. Define a zygote.

s
es
7. What is budding?
II. Short Answer Questions.

Pr
1. Write the advantages and disadvantages of vegetative propagation?

ity
2. Describe spore formation. rs
3. Illustrate the process of pollination.
ve
4. Differentiate between cutting and layering.
5. Explain the formation of a seed and fruit in detail.
ni

6. Briefly explain the different mechanisms by which the dispersal of seeds takes
U

place.
ge

7. Explain the tissue culture.

id

III. Long Answer Questions.

br

1. Describe pollination and its various types in detail.

am

2. Explain in detail about stem as a means of vegetative propagation.

3. Explain the germination of seed with diagram.
C

Name: ...................................................... Class: .................... Date: ....................

256
 Worksheet 1
Chapter 12: Motion and Time

I. Fill in the blanks.

1. are used to measure time with the help of the shadows.
2. The number of oscillations made by the pendulum in one second is called the
.
3. is the motion in which a body moves along a straight line.
4. The distance covered by an object in a particular unit of time is called
.

s
5. A moving pendulum and a moving swing are some examples for

es
.

Pr
II. State whether the following statements are True or False.
1. Speed is a vector quantity.

ity
2. The to-and-fro motion of the pendulum is called oscillatory motion.
rs
3. The concept of motion and rest are not interrelated.
ve

4. In uniform motion an object covers equal distances at equal intervals of time.

ni

5. The speed is also measured in miles per hour (mph).

U

III. Match the following.

ge

1. 1 decametre (dam) Litres

2. Liquids 100 m
id

3. Frequency Blades of a fan

br

4. Circular motion 10 m
am

5. 1 hectometre (hm) Hertz

C

IV. Unscramble the letters to find the answers.

1. The base for the measurement of the pyramids (UICTB)
2. The SI unit of distance (TERME)
3. The instrument used in vehicle to indicate speed (DEOPETEESRM)
4. A pictorial representation of given sets of numerical data (RPGAH)
5. Distance covered by an object in a particular time (PEDES)

Name: ...................................................... Class: .................... Date: ....................

257
 Chapter 12: Motion and Time

V. Tick (✔) the correct answer.

1. The ‘inch’ was invented by the .
a) Chinese b) Romans c) Egyptians d) Indians
2. This is the standard unit of measurement.
a) Metre b) Handspan c) Litres d) Footspan
3. motion keeps on repeating itself at regular intervals.
a) Circular b) Periodic c) Rectilinear d) Uniform
4. The formula used to calculate the speed is
a) Speed = Distance + Time b) Speed = Time/Distance
c) Speed = Distance/Time d) None of these
5. The instrument used to measure the speed is

s
es
a) Odometer b) Speedometer c) Thermometer d) Anemometer

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

Name: ...................................................... Class: .................... Date: ....................

258
 Worksheet 2
Chapter 12: Motion and Time

I. Very Short Answer Questions.

1. What are the things needed to measure the time in olden days?
2. Define a sand clock.
3. Define frequency of oscillation and its SI unit.
4. List out the three different types of motion.
5. Describe the time interval of non-uniform motion.
6. What are the two main characteristics of speed?

s
7. List the two types of axes in a graph.

es
8. Define oscillatory motion.

Pr
II. Short Answer Questions.

ity
1. Define motion with its example.
2. Describe the laws of time period of a simple pendulum.
rs
3. Give an example for uniform and non-uniform motion.
ve

4. Solve: Rohan skates with a constant speed of 12 km/hr. Calculate the time he
ni

needs to travel a distance of 96 km.

U

5. What is the amplitude and time period of a pendulum?

ge

6. Tabulate the relation between time and distance covered by the motion
of a body.
id

7. Define average speed.

br

III. Long Answer Questions.

am

1. Describe the working process of a simple pendulum with the help of a

diagram.
C

2. Find the distance covered by a car travelling at a speed of 80 km/hr in

1 h 30 mins.
3. Write the steps for plotting a graph between two physical quantities namely
distance and time.

Name: ...................................................... Class: .................... Date: ....................

259
 Worksheet 1
Chapter 13: Electric Current and Its Effects

I. Fill in the blanks.

1. does not melt even at higher temperatures.
2. is used in electric bells and also in powerful cranes.
3. The flow of the electric charge is called .
4. gas in a bulb prevents the filament from catching fire.
5. The SI unit of electric charge is .
II. State whether the following statements are True or False.

s
1. The current flows only in a closed circuit.

es
2. Solenoids act as conductors for the electrical circuits and antennas.

Pr
3. Tungsten has very low melting point.

ity
4. The electric current flows from positive terminal to negative terminal of
the battery. rs
5. The filament of bulb is made of tungsten.
ve

III. Match the following.

ni

1. Electric fuse used in doorbells

U

2. Magnetic effect of electric current prevents from shock

ge

3. Electromagnets prevents short circuit

4. Switch alloy of tin
id

5. Good insulator Hans Christian Oersted

br

Make or break the circuit

am
C

Name: ...................................................... Class: .................... Date: ....................

260
 Chapter 13: Electric Current and Its Effects

IV. Complete the crossword using the given clues.

1

Across
3. The iron nail around which the wire is wound

s
es
4. The wire is made of conducting material
5. A combination of two or more cells

Pr
Down

ity
1. Safety device in a electric circuit rs
2. The electric kettle-like appliances consist of an electric coil
ve
V. Tick (✔) the correct answer.
1. Materials which do not allow electric current to flow through them are
ni

called .
U

a) Insulators b) Conductors c) Resistor d) Transducer

ge

2. Potential difference can be measured using a device are referred as:

id

a) Potentiometer b) Voltmeter c) Ammeter d) None of these

br

3. Nichrome is an alloy of .
am

a) Iron b) Nickel c) Chromium d) All of these

4. What is the SI unit of electric current?
C

a) Volt (v) b) Coulomb (C) c) Ampere (A) d) Hertz (Hz)

5. is a good example of the flow and heating effect of
electric current.
a) Electric bulb b) Electric fuse c) Magnets d) Electric circuit

Name: ...................................................... Class: .................... Date: ....................

261
 Worksheet 2
Chapter 13: Electric Current and Its Effects

I. Very Short Answer Questions.

1. What is a closed circuit?
2. What is the SI unit of electric current and electric charge?
3. List the different components of an electric circuit.
4. Define magnetic effect of electric current.
5. Draw the electronic circuit symbol for lamp, voltmeter, wall light and
ammeter.

s
6. Define ammeter.

es
7. Give an example for electromagnet used in everyday appliances.

Pr
8. What are the two types of terminals in a cell?

ity
II. Short Answer Questions.
1. What is called an open circuit? Draw the circuit for open and closed circuit.
rs
2. Describe the heating effects of electric current.
ve

3. What is called ammeter, potential difference and electric fuse?

ni

4. Explain short circuit.

U

5. Draw the electronic circuit symbol for the following.

ge

a) Zener diode d) Microphone

b) Photodiode e) Push button switch
id

c) LED f) Fuse
br

6. What is called an electric circuit? Draw a circuit diagram for electric circuit.
am

III. Long Answer Questions.

C

1. Explain in detail about the components of an electric circuit.

2. Describe the construction and working principle of electric bell and solenoid
with diagram.
3. Explain the following terms.
a) Electric fuse
b) Electromagnet

Name: ...................................................... Class: .................... Date: ....................

262
 Worksheet 1
Chapter 14: Winds and Storms

I. Fill in the blanks.

1. We need to breathe.
2. Most of the atmosphere air is present in the .
3. Moving air is called .
4. is an instrument which is used to measure the speed
of wind.
5. The center of the cyclone is called the .

s
II. State whether the following statements are True or False.

es
1. Wind cannot be formed without air.

Pr
2. About 45% of the atmosphere air is present within 55 km from the Earth’s
surface.
3. Air cannot be seen.
ity
rs
4. Tornado is formed over a sea it is called waterspout.
ve

5. The troposphere in the layer the temperature decreases 8 oC.

ni

III. Match the following.

U

1. Cyclone 300 km/hr

ge

2. Tornado floods
3. Thunderstorm hurricane
id

4. Waterspout movements in the wind

br

5. Wind current tornado

am
C

Name: ...................................................... Class: .................... Date: ....................

263
 Chapter 14: Winds and Storms

IV. Give two examples for each of the following:

1. Natural disasters
a)  b) 
2. Wind current in coastal areas
a)  b) 
3. Air pressure in atmosphere
a)  b) 
4. Storm
a)  b) 
5. Typhoon
a)  b) 

s
es
V. Tick (✔) the correct answer.

Pr
1. Cyclone is known as .
a) eye b) wind c) hurricane d) storm

ity
2. A violently rotating wind storm: rs
a) wind b) cyclone c) equator d) atmosphere
ve
3. Air is needed to fly a .
a) kite b) candle c) pencil d) tap
ni

4. Wind that blows at a very fast speed is called .

U

a) wind b) cyclone c) tornadoes d) storm

ge

5. The height of a cyclone rise up km.

id

a) 50 to 60 b) 45 to 55 c) 25 to 30 d) 10 to 15
br
am
C

Name: ...................................................... Class: .................... Date: ....................

264
 Worksheet 2
Chapter 14: Winds and Storms

I. Very Short Answer Questions.

1. What can be the effects of a thunderstorm?
2. What is a tornado?
3. Define equator.
4. What is atmosphere?
5. What are the effects wind speeds?
6. What you think about air blow?

s
II. Short Answer Questions.

es
1. Define sea breeze.

Pr
2. Briefly explain the thunderstorms.

ity
3. Mention the effects of wind speed on air pressure.
4. Explain detail about tornado.
rs
5. Briefly explain the precautions that should be taken during a tornado.
ve

6. Explain the precautions that should be taken during a cyclone.

ni

III. Long Answer Questions.

U

1. List some safety and weather precautions that should be followed by

ge

government and people.

2. Briefly explain about a cyclone.
id

3. Explain sea breeze and land breeze with diagrams.

br
am
C

Name: ...................................................... Class: .................... Date: ....................

265
 Worksheet 1
Chapter 15: Light

I. Fill in the blanks.

1. A is a shiny and flat reflective surface.
2. The central point of a lens is called centre.
3. A mirror is used as shaving mirrors.
4. A prism is a optical object which splits light.
5. is a form of energy that enables to see things around us.
II. State whether the following statements are True or False.

s
1. Focal length is the central point of a lens.

es
2. Convex mirrors are used by dentists to view teeth.

Pr
3. Concave lens is much thinner at the centre as compared to the edges.

ity
4. Newton’s disc can be created by painting a disc with six different colours.
5. Lens is a transparent material which refracts light.
rs
III. Match the following.
ve

1. Convex lens lens

ni

2. Principal axis myopia

U

3. Transparent contact lens

ge

4. Concave lens virtual image

5. Issac Newton imaginary line
id

spectrum
br
am
C

Name: ...................................................... Class: .................... Date: ....................

266
 Chapter 15: Light

IV. Complete the crossword using the given clues.

1

s
es
Across
3. Band of seven colours

Pr
4. Instrument used to view magnified images of celestial bodies

ity
Down
1. Newton disc when rotated it appears
rs
ve
2. Lateral inversion is seen in an
3. A natural source of light
ni

V. Tick (✔) the correct answer.

U

1. How many colours are there in a rainbow?

ge

a) six b) seven c) five d) eight

id

2. Light travels in a line.

br

a) curve b) circular c) wave d) straight

am

3. An imaginary line passing through the two centres of curvature of a lens is

.
C

a) focal length b) principal focus

c) principal axis d) centre of curvature
4. The image which can be obtained on a surface or a screen is called
.
a) optical image b) virtual image c) real image d) lens
5. Concave lens is .
a) much thinner at edges b) much thinner at centre
c) much thicker at centre d) much thicker at edges

Name: ...................................................... Class: .................... Date: ....................

267
 Worksheet 2
Chapter 15: Light

I. Very Short Answer Questions.

1. What are the two types of mirrors?
2. Define lens.
3. What is a principal axis?
4. What is a diverging mirror?
5. How many colours does white light consist of? List them.
6. What is a spherical mirror?

s
es
7. Define virtual image.
8. How is a rainbow formed?

Pr
II. Short Answer Questions.

ity
1. Explain the rectilinear propagation of light.

rs
2. What are the uses of concave and convex mirrors? Explain.
3. Explain reflection of light and their types, with the help of diagrams.
ve

4. Describe a plane mirror.

ni

5. List some of the important terms associated with lenses.

U

6. Define light and its sources.

ge

7. Explain about real and virtual images.

id

III. Long Answer Questions.

br

1. Differentiate between convex and concave lenses with the help of diagrams.
am

2. Describe about spectrum in detail.

C

Name: ...................................................... Class: .................... Date: ....................

268
 Worksheet 1
Chapter 16: Forests—Our Lifeline

I. Fill in the blanks.

1. The trees control the flow of water and prevent .
2. The plants take up from the soil and grow.
3. The horizontal layers of plants below the canopy at different heights are
called the .
4. The forests help in providing and to all
these animals.

s
II. State whether the following statements are True or False.

es
1. The forests provide food to the animals and people.

Pr
2. A snake is eaten by a grasshopper.
3. The amount of water vapour present in the water is called humidity.

ity
4. The cutting of forests on a large scale is called afforestation.
rs
5. Humans help plants to reproduce through pollination.
ve

III. Match the following.

ni

1. Perennials Flesh-eating animals

U

2.
Aloe vera Plants having long lifespans
ge

3. Carnivorous Eating flesh of animals and plants

4. Deforestation Medicinal value
id

5. Omnivores Cutting of forests

br

Afforestation
am

IV. Unjumble the following words.

C

a) ETCDSPSIEI b) OETFRS c) METSOSCYE d) MIOEONVRS

e) ATRABCEI

Name: ...................................................... Class: .................... Date: ....................

269
 Chapter 16: Forests—Our Lifeline

V. Tick (✔) the correct answer.

1. Animals that eat plants are called .
a) Omnivores b) Herbivores c) Carnivores d) Decomposers
2. What is the total % of area in India is covered by forest?
a) 31% b) 11% c) 41% d) 21%
3. The lowest layer of forest is called .
a) Forest layer b) Understory layer
c) Canopy layer d) Emergent layer
4. Planting more and more tress to renew plant cover on land is called
.
a) Deforestation b) Overgrazing c) Afforestation d) Forest fire

s
5. From which tree furniture is made?

es
a) Teak b) Pine c) Neem d) Timber

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

Name: ...................................................... Class: .................... Date: ....................

270
 Worksheet 2
Chapter 16: Forests—Our Lifeline

I. Very Short Answer Questions.

1. What is a food web?
2. What is meant by conservation of forests?
3. What are decomposers?
4. List some medicinal plants.
5. What are the different and variety of plants in a forest?
6. What is Chipko movement?

s
7. What are the basic needs of people that they get from forests?

es
II. Short Answer Questions.

Pr
1. What is a scavenger? How does it help in cleaning the environment?

ity
2. Write the three important benefits of forests.
3. What is meant by balance in nature?
rs
4. What are perennial plants?
ve

5. Write any two types of layers of forests.

ni

6. How can people create awareness about the importance of forests?

U

III. Long Answer Questions.

ge

1. What is the importance of forests? Explain.

2. Explain the interdependence amongst plants and animals. Support your
id

answer with diagram(s).

br

3. Write notes on ecosystem, food chain and food web.

am

4. Explain the conservation of forests and how we can protect them.

C

Name: ...................................................... Class: .................... Date: ....................

271
 Worksheet 1
Chapter 17: Wise Use of Water

I. Fill in the blanks.

1. is a natural resource that is found in abundance in nature.
2. is considered to be the purest form of water.
3. The process of changing water into vapour on heating is called
.
4. The water present in oceans, lakes, river, streams and even rain is the
form of water.

s
5. The gas form of water is generally known as .

es
II. State whether the following statements are True or False.

Pr
1. Water is used for different purposes in all types of industries.
2. Snow, hail and frost are some example of gas form of water.

ity
3. At room temperature, the water exists in the solid form.rs
4. If water vapour is cooled down, it again forms water.
ve
5. Surface water present in different sources does not contain dissolved salts.
ni

III. Match the following.

U

1. Ice caps at the poles of the earth 2003

2. World water day Underground water
ge

3. International year of fresh water Solid form

id

4. Water under the ground March 22

br
am
C

Name: ...................................................... Class: .................... Date: ....................

272
 Chapter 17: Wise Use of Water

IV. Give two examples for each of the following:

1. Gas
a)  b) 
2. Liquid
a)  b) 
3. Groundwater
a)  b) 
4. Drought
a)  b) 
5. Rivers in India
a)  b) 

s
es
V. Tick (✔) the correct answer.
1. seeps into the soil and forms the underground water.

Pr
a) Dust particles b) Rainwater c) Domestic water d) Agriculture

ity
2. The temperature at which liquid water changes or freezes into ice is called
rs
.
a) Water cycle b) Boiling point c) Condensation d) Freezing point
ve

3. The three different states of water also take place in nature, forming a cycle is
ni

known as .
U

a) Hydrological cycle b) Freezing point

ge

c) Water Cycle d) Precipitation

4. is the important and continuous source of water.
id

a) Surface water b) Rainwater c) Domestic water d) None of these

br
am
C

Name: ...................................................... Class: .................... Date: ....................

273
 Worksheet 2
Chapter 17: Wise Use of Water

I. Very Short Answer Questions.

1. Describe water as a natural resource in one line.
2. How is rainwater important?
3. What is public-supplied and self-supplied water?
4. Describe how water is used in industries.
5. What is groundwater?
6. What is surface water?

s
es
7. What is condensation?

Pr
8. What are the three forms of water that occur in free state?
II. Short Answer Questions.

ity
1. Define hydrological and water cycles. rs
2. What are the main sources of water? Name the various categories of sources
ve
of water.
3. What is precipitation?
ni

4. Define rivers, lakes, streams and ponds.

U

5. What are factors that lead to water scarcity?

ge

6. Define liquid and gaseous forms of water.

id

III. Long Answer Questions.

br

1. Explain in detail about uses of water.

am

2. Describe the categories of sources of water.

3. Explain how water can be conserved and wastage be avoided.
C

Name: ...................................................... Class: .................... Date: ....................

274
 Worksheet 1
Chapter 18: Waste Management

I. Fill in the blanks.

1. Sewage consists of harmful impurities called .
2. Fertilizers promote the growth of algae in the water and induce algal growth
is called .
3. refers to clean and hygienic sanitary conditions.
4. is a network of big and small pipes of sewer pipes.
5. Solid waste that gets collected at the bottom is .

s
es
II. State whether the following statements are True or False.
1. Wastewater discharged from our home’s sinks, showers, etc.

Pr
2. Maintenance of sanitation is a challenge for populated countries.

ity
3. Eucalyptus trees absorb the purified water and release wastewater in the
atmosphere.
rs
4. The sewer pipes are mostly made of PVC.
ve

5. Sewage is the type of waste in solid form.

ni

III. Match the following.

U

1. Sullage water hygienic conditions

ge

2. Chemical toilets a method of sewage disposal

3. Septic tanks waste from kitchens
id
br

4. Sanitation found in aeroplanes and trains

5. Vermicomposting pollutants
am

made up of brick and glass

C

Name: ...................................................... Class: .................... Date: ....................

275
 Chapter 18: Waste Management

IV. Complete the crossword using the given clues.

1

2 3

4 5

Across

s
es
2. The waste released from the toilets
4. Not clean and unhealthy to drink

Pr
Down

ity
1. Collected and used as a biofuel for various purposes
3. Used to kill the disease causing microbes and purify water
rs
5. Waste released by industries and commercial organisations
ve

V. Tick (✔) the correct answer.

ni

1. carries harmful and toxic substances.

U

a) Rainwater b) Seawater
ge

c) Underground water d) None of these

2. that cause diseases like typhoid, dysentery and diarrhoea.
id

a) Bacteria b) Toxic chemicals

br

c) Microbes d) Acids
am

3. Rapid eutrophication has occurred in many lakes such as .

a) Baltic b) Mediterranean
C

c) Black sea d) All of these

4. Which treatment is the first stage that involves mechanical treatment of
wastewater?
a) Secondary b) Primary
c) Tertiary d) Sedimentation

Name: ...................................................... Class: .................... Date: ....................

276
 Worksheet 2
Chapter 18: Waste Management

I. Very Short Answer Questions.

1. Mention an important role of wastewater treatment plants.
2. What is eutrophication?
3. Define sullage water.
4. How is sewage or wastewater discharged?
5. Define water pollution and pollutants.
6. What is called sewer?

s
7. List the step-by-step process of wastewater treatment plant.

es
8. Define sludge.

Pr
II. Short Answer Questions.

ity
1. Explain chemical toilets.
2. What are the main factors that cause eutrophication?
rs
3. Write any four sources of wastewater.
ve

4. Describe wastewater.
ni

5. What are the effects of improper sewage management?

U

6. Mention the benefits of drainage and sanitation.

ge

7. Explain sewerage.
III. Long Answer Questions.
id

1. Explain in detail about wastewater treatment plants, with diagram.

br

2. Describe sanitation and treatment of the wastewater, with diagram.

am

3. Explain in detail about better housekeeping and sanitation practices.

C

Name: ...................................................... Class: .................... Date: ....................

277
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Worksheets’ Answers
 Answers

Chapter 1: Nutrition in Plants

Worksheet 1
I. Fill in the blanks.
1. sundew 2. cells 3. Rhizobium 4. 
Rafflesia
5.  glucose and oxygen
II. State whether the following statements are True or False.
1. False 2. False 3. True 4. True

s
5. False

es
III. Match the following.

Pr
1. Tentacles   2. Photosynthesis   3. Chlorophyll   4. Saprophytic
5. Xylem

ity
IV. Give two examples for each of the following:rs
1.  a) Bread mould b) Mushroom
ve
2.  a) Dodder b) Australian Christmas tree
3.  a) Peas b) Beans
ni

4.  a) Lichens b) Rhizobia with leguminous plants

U

5.  a) Pitcher plant b) Sundew plant

ge

V. Tick (✔) the correct answer.

id

1. c) Mushroom 2. b) Two 3. c) Leaves 4. a) Chloroplasts

br

5.  d) Water
am

Worksheet 2
C

I. Very Short Answer Questions.

1.
Cuscuta is a yellowish plant that is found intertwined on the green plants.
2. The different types of heterotrophic nutrition are parasitic, insectivorous,
saprophytic and symbiotic nutrition.
3. Thylakoids are stacks of discs inside each chloroplast. They contain
chlorophyll and also absorb sunlight.
4. The small openings present in the leaves are called stomata. The carbon
dioxide gas present in the atmosphere is absorbed through stomata.

279
 5. Nutrition is the mode of taking food by an organism and utilising the food
for their growth and development.
6. Two examples of parasitic plants are dodder and corpse flower.
7. Pitcher plant is an insectivorous plant. It has its leaves modified into pitcher-
like structures. The pitcher consists of hair that entangles the insects that
enter the pitcher. The pitcher secretes some digestive juices that help in
digestion of insects.
8. Some parasitic plants that make their own food, but depend on other plants
for water and other nutrients. These plants are called partial parasites.
II. Short Answer Questions.
Symbiotic plants: In symbiotic nutrition, organisms develop mutual
1.
relationship with other organisms to obtain nutrients. In this way, both the

s
es
organisms help each other to be mutually benefitted. The organisms involved
in this type of relationship are known as symbionts and this relationship is

Pr
known as symbiosis. Lichens are perfect example of symbiotic relationship.
In a lichen, an alga that is an autotroph, lives in association with a fungus,

ity
that is, a saprotroph. Composite of algae and fungi as lichens, Bullhorn
rs
Acacia trees and certain species of ants, Rhizobia (group of soil bacteria) that
infect the roots of legumes to form root nodules are some other examples of
ve

symbiotic plants.
ni

Autotrophs: Most plants can prepare their own food by the process of
2.
U

photosynthesis, and hence are known to have autotrophic mode of nutrition.

These plants are therefore also called autotrophs.
ge

Heterotrophs: Plants that cannot prepare their own food and depend on
id

plants and other organisms for their nutrition are known as heterotrophs.
br

The mode of nutrition is called heterotrophic nutrition.

am

Structure of chloroplast: Refer Fig. 1.2 on page 4 of the textbook for the
3.
diagram.
C

Plant cell: The bodies of living organisms (plants) are made up of tiny units
called cells.
Chloroplast: Chloroplasts contain chlorophyll and other pigments.
Granum: It is a stack-like structure in chloroplasts that contain chlorophyll;
the site of photosynthesis.
Thylakoid: Thylakoids are stacks of discs inside each chloroplast. They
contain chlorophyll and also absorb sunlight.
Stomata: Refer Fig. 1.3 on page 5 of the textbook for the diagram. Each
4.
stoma (plural: stomata) consists of two guard cells and a stomatal opening.

280
 The carbon dioxide gas present in the atmosphere is absorbed by small
openings in present in the leaves called stomata.
Saprophytic plants: The plants that grow and live on dead and decaying
5.
organic matter for their nutrition are called saprophytic plants or
saprotrophs. Saprotrophs are usually whitish but some plants can have
brightly-coloured flowers, often with no leaves at all. They often live in deep
shades in tropical forests. They secrete digestive juices on dead and decaying
matter to dissolve them and absorb their nutrients. Indian pipe, bread mould
(fungi), bacteria and mushroom are some examples of saprotrophs.
6. The conditions necessary for the process of photosynthesis are:
Chlorophyll: It is the green pigment present in the leaves of the plants. The
green colour of chlorophyll is due to the presence of chloroplasts.

s
Carbon dioxide: The carbon dioxide gas present in the atmosphere is

es
absorbed by small openings in present in the leaves called stomata.

Pr
Sunlight: Sunlight is necessary for the process of photosynthesis.
Water and Minerals: The roots of plants absorb water from the soil and

ity
transport it to the other parts through a network of tubes called xylem.
rs
Carbon dioxide combines with reaction to produce the food that is glucose.
ve
This is then transported through special conducting tubes called phloem to
different parts of the plant.
ni

III. Long Answer Questions.

U

Insectivorous plants: Some plants grow in soil that is deficient in certain

1.
ge

important nutrients. These plants feed on insects to meet their nutritional

requirements, and are called insectivorous plants. Insectivorous plants have
id

special structures to trap the organisms. They are green in colour and can
br

prepare their own food but behave as insectivores to fulfil their nitrogen
am

requirement. Venus flytrap, many types of pitcher plants, bladderwort

(Utricularia) and sundew plant are some examples of insectivorous plants.
C

Venus flytrap: The leaves of Venus flytrap are modified to trap insects. Short
and stiff hair are present on the inner surface of leaves. The leaves snap shut
when any insect touches the hair.
Pitcher plant: Pitcher plant has its leaves modified into pitcher-like structures.
The pitchers consist of hair that entangle the insects that enter the pitcher.
The pitcher secretes some digestive juices that help in digestion of insects.
Bladderworts: Bladderworts have pear-shaped bladder structures in their
leaves. These act as trapdoors for insects.
Sundew plant: Sundew plant leaves have tentacles. Drops of mucilage (a
sticky substance) is present the ends of tentacles. When any insect sticks to
mucilage, it gets trapped and eventually digested.

281
 Chlorophyll: The green plants contain a pigment called chlorophyll, that gives
2.
green colour to the plants. Chlorophyll traps sunlight and absorbs carbon
dioxide from the atmosphere. The roots of the plants absorb water and
minerals from the soil. During the process of photosynthesis, the chlorophyll
converts sunlight into chemical energy in the presence of carbon dioxide and
water. Glucose and oxygen are the by-products of photosynthesis. Glucose is
stored in the form of starch in the leaves. The food formed by the leaves of
the plants are transported to the different parts of plants for utilisation and
storage.
Parasitic plants: Some plants derive their nutritional requirements from
3.
another living plant or animal. Plants which exhibit this type of nutrition are
called as parasitic plants. Parasitic plants live in or on the body of another
living plant called host that provides nourishment to them. Parasitic plants

s
es
penetrate the host plant’s conductive system (xylem and phloem) with
the help of their modified roots, known as haustoria. They are capable of

Pr
extracting water and nutrients from the host plant. Cuscuta is a yellowish
plant that is found intertwined on the green plants. Dodder, Australian

ity
Christmas tree, dwarf mistletoe and corpse flower are some examples of
rs
parasitic plants.
In a parasitic relationship, only the parasitic plant is benefited. It harms the
ve

host plant by slowing down its growth and thus causing a heavy damage to
ni

the host plant.

U

There are some parasitic plants that make their own food, but depend on
other plants for water and other nutrients. These plants are called partial
ge

parasites. Mistletoe is an example of a partial parasite.

id
br
am
C

282
 Answers

Chapter 2: Nutrition in Animals

Worksheet 1
I. Fill in the blanks.
1. Pancreas 2. Cud 3. Glucose
4.  Premolars and molars 5.  Assimilation
II. State whether the following statements are True or False.
1. True 2. False 3. True 4. False

s
5. False

es
III. Match the following.

Pr
1.  A mouth part 2.  4 3.  Stable tissue 4.  Cow
5. Tentacles
IV. Give two examples for each of the following:
ity
rs
1. a) Amylase b) Pepsin
ve

2. a) Mosquitoes b) Butterflies
ni

3. a) Large b) Small
U

4. a) Fatty acids b) Glycerol

ge

V. Tick (✔) the correct answer.

1.  c) Canines 2.  a) Rumen 3.  b) Ingestion 4.  b) 4 and 6
id

5.  d) Lion
br
am

Worksheet 2
I. Very Short Answer Questions.
C

1. Amino acids are the building blocks of proteins.

2. The process of mixing of saliva with the food pieces is called mastication.
3. Holozoic is a type of nutrition where animals and humans take food in solid
form.
4. Bile is a dark green to yellowish-brown watery liquid produced by the liver.
5. Ruminants are different due to the presence of four-chambered stomach and
cud-chewing nature.

283
 6. Cilia are finger-like structures in some animals like Paramecium, that help to
capture insects.
7. The first set of teeth (approximately 20 teeth) in human beings are known as
milk teeth.
8. The food and the nutrients that are absorbed in the blood are transported to
other parts of the body through the process called assimilation.
II. Short Answer Questions.
1. The undigested food from the small intestine is passed to the long muscular
tube, called the large intestine. The food by now is in the semi-solid state.
The process of digestion stops here. Large intestine absorbs water and other
necessary nutrients from the undigested food and pushes it to the rectum. The
waste is stored in the rectum in the form of faeces and is excreted out of the

s
body through anus. This process is called egestion.

es
2. Ruminants include cattle, sheep, goats, buffalo, deer, elk, giraffes and camels.

Pr
These animals all have a digestive system that is uniquely different from
human beings. Instead of one compartment to the stomach, they have four.

ity
They are also called cud-chewing animals.
rs
3. There are four kinds of teeth in humans—incisors, canines, molars and
ve
premolars.
Incisors are the front teeth that are used to bite the food. This is why they are
ni

also called biting teeth. There are 4 incisors in each jaw. Canines are present
U

adjacent to incisors on both the sides of the jaw. They are used to tear the
ge

food and hence are called the tearing teeth. There are 2 canines in each jaw.
Premolars and molars are the next set of teeth that helps in grinding and
id

chewing of food. There are 4 premolars and 6 molars in each jaw.

br

Hydra is a multicellular organism that engulfs its food using the finger-like
4.
am

projections, called tentacles, present in its mouth. During feeding, Hydra

extends its body and tentacles to the maximum length (around 4–5 times
C

of the length of the body) and catches the prey (for diagram, refer Fig. 2.3
on page 17).
5.
Amoeba is a unicellular organism found in fresh water. It is irregular in shape
and does not have a mouth to eat food or a digestive system to digest it. It feeds
on microscopic plants and animals through pseudopodia, also called false feet.
Amoeba ingests it by forming an arm or a cup-like structure, known as
pseudopodia, from its body. When the food is completely encircled by the
pseudopodia, a small cavity, called food vacuole, is formed. Food vacuole
contains several digestive enzymes which help to break the complex parts of
the food into simple soluble molecules. The undigested food is thrown out
from the body of Amoeba through the process of egestion.

284
 6. The process of taking in food and its utilisation in the body for its growth
and development is called nutrition. There are five steps involved in nutrition
of animals.
• Ingestion
• Digestion
• Absorption
• Assimilation
• Egestion
7. Frog catches insects with the help of its sticky tongue. Its tongue is attached
to the lower jaw and remains folded in the mouth. As soon as a prey comes
near, the frog uses it to catch it and then pulls it inside the mouth. This whole

s
process takes place very quickly. Frogs have a well-developed digestive system

es
which then helps to digest the prey with the help of digestive juices.
III. Long Answer Questions.

Pr
1. a. The process of digestion starts in the mouth. The food is ingested through

ity
the mouth and the digestion begins as we start chewing it. Teeth help in
breaking the food into small pieces which can be easily swallowed and
rs
digested. The saliva from the mouth contains enzymes, that break down
ve
the food into simpler substances. The process of mixing of saliva with the
food pieces is called mastication. The saliva breaks the starch into simpler
ni

sugar compounds which is the first step of digestion.

U

b. Stomach: It is a J-shaped, bag-like structure which acts as a mixer and

ge

grinder. The food that we eat stays there from a few minutes to few hours
depending upon the type of food that we eat. The stomach walls secrete
id

hydrochloric acid, mucous, digestive juices having many enzymes which

br

carry out the process of breaking down of the food. The hydrochloric
am

acid kills the bacteria which enters along with the food and helps in the
digestion of proteins present in the food.
C

c. After the stomach, the partially digested food gradually moves into the
small intestine. The muscles of the small intestine mix the food with
the digestive juices and secrete some juices of their own which help in
further digestion. The liver, which is the largest gland, releases bile and the
pancreas releases enzymes which also help in the digestion of food. Once
the food is digested, it is then absorbed by thousands of small finger-like
projections in the inner walls of the small intestine, called villi. These
villi absorb the nutrients from the food and pass them into the blood
capillaries.

285
 2. Ruminants have a complicated digestive system that is characterised by the
presence of four chambers—rumen, reticulum, omasum and abomasum.
The food is first swallowed and stored in the first chamber called the rumen.
The food gets partially digested in the rumen, and is called cud. The cud
is then transferred to the second chamber, the reticulum. From reticulum,
the cud returns to the mouth of the animal and then is thoroughly chewed.
Once the food is chewed, it gets swallowed for the second time and moves
to the third chamber, omasum, where water is absorbed from the partially
digested food. The food from omasum is then pushed to the fourth chamber,
abomasum, where the food is acted upon by the digestive juices. It is also
called true stomach. The food is then passed into the small intestine where the
final absorption of food takes place and the process of digestion ends. The
wastes are finally egested.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

286
 Answers

Chapter 3: Fibre to Fabric

Worksheet 1
I. Fill in the blanks.
1. natural 2. animal 3. Wool 4. Silk
5.  Carbon monoxide (CO)
II. State whether the following statements are True or False.
1. False 2. False 3. True 4. True

s
5. True

es
III. Match the following.

Pr
1.  Plant fibre 2.  Animal fibre 3.  Carcinogen 4.  Synthetic fibres
5. Yarn
IV. Complete the crossword using the given clues.
ity
rs
s
1
ve

c
ni

s
2
i l k w o r m
U

3
f u
ge

l 4
s h e a r i n g
e i
id

e n
br

5
c a r d i n g
am

e
Across
C

2. Silk is obtained from (silkworm)

4. Cut the wool off in sheep or other animals (shearing)
5. The process in which the coloured fibres are combed, straightened and rolled
into yarn (carding)
Down
1. Cleaning of something by rubbing it hard (scouring)
3. The thick covering of wool or a sheep, used to make a piece of
clothing (fleece)

287
 V. Tick (✔) the correct answer.
1. c) Synthetic fibre
2. a) Wool
3. b) Sheep
4. a) Sorters disease
5. d) Formalin

Worksheet 2
I. Very Short Answer Questions.
1. Fibres obtained from natural sources such as plants and animals are known
as natural fibres.

s
2. The fibres obtained from plant sources are known as plant fibres.

es
3. Rayon, acrylic, polyester and nylon are some examples of synthetic fibres.

Pr
4. Animals from which wool can be obtained are breeded to obtain wool on
large scale. This is called rearing.

ity
5. The process of removal of the fleece from an animal is called shearing.
rs
6. Sericulture is the branch of agriculture industry which deals with silkworm
ve
farming for obtaining raw silk.
ni

7. The process in which parents are selectively chosen in order to obtain certain
U

special features in the offspring is referred to as selective breeding.

II. Short Answer Questions.
ge

1. Refer Fig. 3.7 on page 34 of the textbook.

id

2. The process of removal of the fleece from an animal is called shearing. Sheep
br

are usually shorn annually in the spring or summer months with a manual
am

razor and blade or with special clippers. Just like a haircut, shearing does not
hurt the sheep because the uppermost layer of skin is almost dead. In fact,
it actually helps them by removing the heavy woollen coat that they do not
C

require during summer.

3. Scouring involves washing of sheep hair in tanks to remove grease, dust and
dirt from them. The sheep hair contain lanolin, a natural oil, which is also
removed in this process. It is done with the help of machines where the shorn
wool is washed with detergents or chemicals and then dried.
4. Grading is the breaking up of the fleece based on overall quality of the wool.
‘Fleece’ term is used to refer a type of wool that is not processed to make
fibres. In sorting, the wool is categorised as per on the basis of length, colour,
textures and the ease in which it can be dyed. The inferior quality wool is
sorted from the best quality. The blurr or fuzz, soft fluffy fibres, are removed
manually from the wool.
288
 5. After grading and sorting of sheep hair, the fibres are then dyed in various
colours as per the demand, and then dried using rollers to squeeze out as
much water as possible. Then the wool is weighed and packed into bales,
which are then transported to the mills where they are processed further.
6. Silk is obtained from silkworms. Silkworm pupae spins thread-like filaments
around its body which are removed from their bodies and is processed into
fabric.
III. Long Answer Questions.
1. Life cycle of a silkworm
The time when a female silk moth lays eggs is the beginning stage of the
life cycle of silk and hatches them to form worms. After about 20 days, the
larvae or caterpillars start hatching from these eggs. Then they are known

s
as silkworms or caterpillars. These silkworms feed on fresh mulberry leaves

es
and grow in size. They secrete fine filaments from two glands on their heads,

Pr
which is made up of protein that hardens to form silk fibres when exposed
to air. The silkworm deposits filaments in a number of concentric layers

ity
around its body, through figure-of-eight movements of the head, forming a
structure, called the cocoon, in about three to seven days. Inside the cocoon,
rs
the silkworm enters the second stage of its life called the pupa and then into a
ve
moth.
ni

2. Health hazards of the wool industry:

U

The production of silk is associated with many health hazards to the workers
that work in the farms or industries.
ge

• T
 he workers are exposed to a large number of chemicals, which
id

adversely affect their health. They might experience allergic problems and
br

respiratory disorders.
am

• I t is noticed that the workers in wool industry get infected by a disease

anthrax, which is caused by a bacterium, Bacillus anthracis. It causes a
C

fatal blood disease known as sorter’s disease in humans, though nowadays

it occurs rarely due to the preventive measures of vaccines.
3. Sericulture:
Sericulture is the branch of agriculture industry which deals with silkworm
farming for obtaining raw silk. It is the combination of old technique and
new innovations to get profit. It involves all the processes from hatching of
eggs to reeling.
The healthiest moths are chosen for breeding and laying eggs. The initial step
involves washing the silkworm eggs that had been stored; the eggs hatch only
once a year in spring.

289
 After the eggs hatch, the larvae are spread out on trays to grow. They are
usually fed chopped mulberry leaves for 20 to 35 days. Racks or twigs are
placed on the trays where the worms spin the cocoon. Spinning may take
about 3–7 days, after which the cocoons are put in hot water, this kills
the worms and loosens the filaments. The filaments are taken out from
the cocoons by a process called reeling or filature. Filaments from several
cocoons are twisted together to make a strong thread, which is wound on a
reel. The threads are then dyed and woven into silk fabric.
4. Health hazards in sericulture:
Sericulture industry is also connected with lots of chemical substances fatal
for human life.
• H
 andling of dead worms with bare hands contributes to infections and

s
illnesses. Workers generally need to dip their bare hands into the hot

es
water, and judge by touch whether the fine threads of silk have loosened

Pr
enough to be wound. This causes blisters and open wounds or injuries
leading to infection.

ity
• S tanding almost continuously for 12–16 hours a day, reeling the fine silk
threads, may lead to health disorders like backaches, spine and vision-
rs
related problems.
ve

• V
 apours from boiling cocoons and diesel fumes from machines may lead
ni

to respiratory diseases such as asthma and bronchitis.

U

• C
 ontinuous exposure to the noise made by spinning and winding
machines and looms, where the fabric is woven, may result in hearing
ge

disorders.
id

• D
 uring rearing process, carbon monoxide gas (CO) is produced which is
br

responsible for irritations, allergies, respiratory problems, etc.

am

• F
 ormalin, used during rearing, acts as a carcinogen which causes eye and
nasal irritations.
C

• S ome reasons for these health issues are ignorance and adoption of
improper procedures.
• S ome unhygienic conditions are also responsible and can cause diseases
like grasserie and flacherie.

290
 Answers
Chapter 4: Heat and Temperature
Worksheet 1
I. Fill in the blanks.
1. heat 2. thermal expansion
3. conductors 4. temperature
5.  solar panel
II. State whether the following statements are True or False.
1. False 2. True

s
es
3. False 4. True
5. False

Pr
III. Match the following.

ity
1.  Same temperature 2.  Chemical change
rs
3.  Expand on heating 4.  Insulators
ve
5.  0 oC
IV. Unscramble the letters to find the answers.
ni

1. SUMMER 2. CONVECTION
U

3. TEMPERATURE 4. RADIATION
ge

V. Tick (✔) the correct answer.

id

1.  d) Hot/Cold 2.  c) C = 5/9(F − 32)

br

3.  a) 0 oC to 110 oC 4.  b) 94 oF to 108 oF

am

5.  c) Metal
C

Worksheet 2
I. Very Short Answer Questions.
1. Heat is a form of energy that spontaneously moves from the system to its
surroundings or vice versa.
2. The heat that is transferred from one medium to the other is called radiant heat.
3. The unit of temperature is degree Celsius.
4. The boiling point of water in Fahrenheit temperature scale is 212 oF.
5. The different types of temperature scales are:
• Celsius temperature scale

291
 • Fahrenheit temperature scale
• Kelvin temperature scale
6. Alcohol is cheaper and less harmful than mercury and can measure up
to –115 oC.
7. RTD – Resistance Temperature Detector
II. Short Answer Questions.
1. The two effects of heat are:
• W
 hen we boil milk in the kitchen, it remains normal for some time. As
soon as the temperature reaches the boiling point of milk, it starts to boil.
This shows that heat increases the temperature of a body.
• H
 eat causes change in the state of matter. For example, when butter is put

s
in a frying pan and heated, it melts.

es
2. The applications of convection are:

Pr
• Room heaters are placed on the floor.
• Air conditioners are fitted near the ceilings of the room.

ity
• Exhaust fans are placed on the top window or near the ceiling of the kitchen.
rs
3. Solution: F = 9/5 C + 32
ve
= 9/5 × 90 + 32
ni

= 9 × 18 + 32
U

= 162 + 32
= 194 oF
ge

Therefore, 90 oC = 194 oF.

id

Laboratory thermometer: Laboratory thermometer is used in the laboratories

4.
br

to measure high temperatures while performing different experiments. These

am

thermometers can be used to measure high temperatures of objects such as

boiling water. The range of laboratory thermometer is from 0 oC to 110 oC.
The laboratory thermometer is a long glass tube containing mercury in its
C

bulb. As it is dipped in hot object, the mercury from the bulb rises up the tube.
Kelvin thermometer: Kelvin thermometer scale was invented by Lord Kelvin
5.
in 1848. It is denoted by K. Kelvin thermometer has equal 100 parts.
The expression which is used to convert Celsius (C) scale to its kelvin (K)
scale is [oC] = [K] − 273.15.
Sea breeze: During the day, the warm air rises above the land and is replaced
6.
by the cooler air from the sea, known as the sea breeze.
Land breeze: At night, the warm air rises above the sea and the cooler air
from land takes its place called the land breeze, thus maintaining an average
temperature throughout the day on land.

292
 7. The conduction of heat takes place when:
• The interacting objects are solid.
• The objects should be in physical contact with each other.
• T
 here is a temperature difference between the objects. Conduction cannot
take place when the objects are at the same temperature.
III. Long Answer Questions.
1. Temperature Scale: (Refer textbook for the diagram)
• T
 here are various types of scales to measure temperature. Two reference
temperatures are chosen, mostly the melting point of pure ice and
the boiling point of pure water, and the difference between these two
temperatures are further broken down into a certain number of divisions

s
called degrees. Based on this, there are three temperature scales—Celsius,

es
Fahrenheit and Kelvin.
Celsius temperature scale:

Pr
• Celsius temperature scale was invented by the Swedish astronomer

ity
Anders Celsius (in 1742). It is denoted by oC. The melting point of
pure ice is taken as 0o Celsius and the boiling point of pure water is
rs
100o Celsius. Celsius thermometer has equal 100 parts. The difference
ve
between these two points is divided into 100 degrees.
ni

Fahrenheit temperature scale:

U

• Fahrenheit temperature scale was invented by Daniel Gabriel Fahrenheit

(in 1714). It is denoted by oF. Fahrenheit thermometer has equal 180
ge

parts. Freezing point of water is depicted as 32 oF and the Celsius

id

boiling point of water as 212 oF on it. The differences between the two
extreme points are divided into 180 degrees.
br

Kelvin temperature scale:

am

• Kelvin thermometer scale was invented by Lord Kelvin in 1848. It is

denoted by K. Kelvin thermometer has equal 100 parts. The expression
C

which is used to convert Celsius (C) scale to its kelvin (K) scale is [oC] =
[K] − 273.15.
2. Laboratory Thermometer:
Laboratory thermometer is used in the laboratories to measure high
temperatures while performing different experiments. These thermometers
can be used to measure high temperatures of objects such as boiling water.
The range of laboratory thermometer is from 0 oC to 110 oC. The laboratory
thermometer is a long glass tube containing mercury in its bulb. As it is
dipped in hot object, the mercury from the bulb rises up the tube.

293
 While reading a thermometer, following precautions must be taken:
• The thermometer should be properly washed before taking measurements.
• Never hold the thermometer from its tip.
• Hold the thermometer straight in the liquid and do not tilt it.
• While reading, the thermometer should be placed at the eye level.
Clinical Thermometer:
Clinical thermometer is a small-sized medical thermometer with finely
standardised range to check the temperature of the patient (during fever). A
clinical thermometer consists of a long glass tube filled with mercury at one
end. It is mostly used to measure body temperature which ranges from the
range of laboratory thermometer from 37 °C to 98.6 °F. Therefore, the range

s
of clinical thermometer is from 35 °C to 42 °C. On Fahrenheit scale, the

es
values range from 94 °F to 108 °F.
Mercury Thermometer:

Pr
In 1714, Gabriel Fahrenheit invented the first mercury thermometer. Mercury

ity
is used in the thermometers as it is a metal that remains liquid at wide ranges
of temperatures. It melts at –38.87 °C and boils only at 356.58 °C. It is easy
rs
to see mercury due to its silver grey colour and has a fare rate of expansion
ve
for wide ranges of temperatures.
ni

3. Expansion in matter:
U

Another important effect of heat is that it results in expansion of different

substances. Heating a substance causes their molecules to move. The greater
ge

the heat, the faster is the movement of the particles. The particles move
id

away from each other and thus result in the expansion of substances. The
expansion of substances as an effect of heat is called thermal expansion. This
br

property is applied while making the railway tracks. The railway tracks are
am

made of metals which expand due to heat. The gaps thus give them space to
expand and prevent any accident.
C

Thermal expansion can be seen in different states of matter.

Solids:
When a solid material like metal is heated, its particles move rapidly at their
fixed locations and expansion takes place.
Liquids:
Liquid mercury is filled in the thermometer. When it is used to check the
temperature of the concerned person, it shows rise and fall as per the body
temperature.
Gases:
Gases also expand on heating. When air is filled in the balloon, it expands.

294
 Answers
Chapter 5: Physical and Chemical Changes
Worksheet 1
I. Fill in the blanks.
1.  chemical equation 2.  exothermic changes
3. decomposition 4. Oxidation-Reduction
5. Crystallisation
II. State whether the following statements are True or False.
1. True 2. True 3. False 4. True

s
es
5. False

Pr
III. Match the following.
1.  Melting of ice 2.  Calcium oxide + Carbon dioxide

ity
3.  2PbO + 4NO2 + O2 4.  Rusting of iron
rs
5. 2NH3(g)
ve
IV. Complete the crossword using the given clues.
ni

1
p h t s i c
2
a l
U

o
m
ge

e
3
b
id

v i
br

a n
am

p a
o t
C

4
e n d o t h e r m i c
a o
t n
i
5
o x i d a t i o n
n

295
 Across
1. The changes which do not produce new substance (physical)
4. The reaction in which heat is absorbed (endothermic)
5. The reactions that involve the loss of electron (oxidation)
Down
2. The reaction in which two or more reactants combine to form a new
product (combination)
3. Technique used to separate a solid form a solvent (evaporation)
V. Tick (✔) the correct answer.
1. b) Calcium hydroxide
2. a) Double displacement

s
3. a) Reducing

es
4. d) Releasing light and sound

Pr
5. c) Single displacement reaction

Worksheet 2
I. Very Short Answer Questions.
ity
rs
1. Rusting is a chemical reaction where iron reacts with air in the presence of
ve

moisture and forms brown powdery substance.

ni

2. Precipitation reaction is the one wherein two solutions are mixed and result
U

in the formation of an insoluble substance or solid.

3. Solid calcium carbonate decomposes into solid calcium oxide and gaseous
ge

carbon dioxide.
id

CaCO3(s) ➝ CaO(s) + CO2(g)

br

Calcium Calcium Carbon

am

Carbonate oxide dioxide

When calcium hydroxide is heated, calcium oxide and heat are formed.
C

Ca(OH)2 ➝ CaO + H2O

Calcium Calcium Water
hydroxide oxide

4. An oxidation-reduction involves the transfer of electrons between two
reactants. It is also known as redox reaction.
Example: Ferric oxide is reduced into iron and carbon monoxide is oxidised
into carbon dioxide.
reduction
Fe2O3 +3CO ➝ 2Fe + 3CO2

oxidation
296
 5. Evaporation is used to separate a solid from a solvent. Interestingly, the rate
of evaporation can be increased by heating. This technique is also used to
separate mixtures.
6. The characteristics of chemical changes are:
• Change in colour
• Changes in energy
• Change in state
• Generation of smell
• Releasing light and sound
• Formation of precipitate
7. In a combination reaction (or synthesis reaction), two or more reactants

s
combine to form a new product.

es
• Gaseous nitrogen reacts with gaseous hydrogen to form gaseous ammonia.

Pr
• When magnesium reacts with oxygen, it forms magnesium oxide.
8. Whipping of eggs, butter melting on a warm toast, melting of ice, inflation

ity
of balloon, folding of paper, changing of water into vapours and drying of
rs
clothes are some examples of physical changes.
ve
II. Short Answer Questions.
1.
ni

The characteristics of physical changes are:

U

• The change brings about change in physical properties of the reactants.

• No new substance is formed in a physical change.
ge

• Physical changes can be either reversible or irreversible.

id

• The heat may be either absorbed or evolved in a physical change.

br

• The changes are mostly temporary in nature.

am

2. Exothermic: The reactions or changes in which heat is released during the

reaction are called exothermic changes or reactions.
C

Example:
• When carbon is heated in the air, heat is released.
• W
 hen water is added to calcium oxide, heat is produced along with
calcium hydroxide.
Endothermic: In endothermic chemical reactions, the heat is absorbed.

Boiling of an egg and preparation of baked biscuits, etc., are some
examples of endothermic reactions.

297
 Example:
• W
 hen carbon and sulphur is heated, heat is absorbed and carbon
disulphide is produced.
• W
 hen nitrogen and oxygen are heated strongly, nitric oxide is formed and
heat is absorbed in the reaction.
3. Crystallisation is a technique which is used to separate a solid which has been
dissolved in a solution. In this technique, the solution is heated in an open
container. When the solvent evaporates, the saturated solution is left behind.
When it is cooled down for few days, the saturated solution starts developing
and forming solid crystals. These crystals can be then collected and dried off.
Crystals of sodium chloride can be formed after crystallisation of salt water.
4. In double displacement reaction, positive ions and negative ions switch

s
their positions and form new products. In these reactions, two elements or

es
compounds are displaced.

Pr
For example:
• W
 hen sodium chloride reacts with silver nitrate, silver chloride and

ity
sodium nitrate is formed. rs
• W
 hen sodium carbonate reacts with copper sulphate, it produces sodium
ve
sulphate and copper carbonate.
• W
 hen sulphuric acid reacts with sodium hydroxide solution, it produces
ni

sodium sulphate and water.

U

5. Differences between physical and chemical changes:

ge

Physical change Chemical change

id

It is a change in which no new It is a change in which new

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substance is formed. substance is formed.

am

It is a change in which only physical It is a change in which chemical

state of a substances is changed. properties of substances change.
C

The changes can be reversible or The changes are mostly irreversible.

irreversible.
These changes are mostly temporary. These changes are mostly permanent.
6. A chemical equation is the symbolic representation of a chemical reaction.
Reactants are written on the left hand side of the chemical equation while the
products are written on the right hand side of the equation. Reactants and
products are separated by an arrow in a chemical reaction.
A+B➝C+D
Here, A and B are reactants and C and D are products.

298
III. Long Answer Questions.
1. The characteristics of chemical changes are:
Change in Colour:
There are many chemical reactions, where the initial colours of the solutions
are different, but after adding them to some other chemicals, they change
colours. Changing of colour of an apple when kept in open is an example
of a chemical reaction. Similarly, Phenolphthalein is colourless but when
it is added to dilute solution of sodium hydroxide, it turns pink. When
firecrackers burst, we can see lots of colours in the sky due to various
chemical reactions that take place because of chemicals like potassium nitrate,
potassium chlorate, barium, sulphur, etc., filled in them.
Changes in Energy:

s
es
In some of the chemical changes, the energy is either absorbed or released. This
energy can be heat energy, light energy or electric energy. The most common

Pr
type of changes in energy is found with respect to heat energy. Based on the
absorption or release of heat energy, chemical changes can be classified as

ity
exothermic and endothermic. The reactions or changes in which heat is released
rs
during the react ion are called exothermic changes or reactions. For example,
ve
• When carbon is heated in the air, heat is released.
C + O2 ➝ CO2 + Heat
ni

• W
 hen water is added to calcium oxide, heat is produced along with
U

calcium hydroxide.
ge

CaO + H2O ➝ Ca(OH)2 + Heat

In endothermic chemical reactions, the heat is absorbed. Boiling of an egg
id

and preparation of baked biscuits, etc., are some examples of endothermic

br

reactions. Some reactions include:

am

• W
 hen carbon and sulphur is heated, heat is absorbed and carbon
disulphide is produced.
C

C + 2S ➝ CS2
• W
 hen nitrogen and oxygen are heated strongly, nitric oxide is formed and
heat is absorbed in the reaction.
N2 + O2 ➝ 2NO
Change in State:
Some examples of reactions involving a chemical change in their state are
given here.

299
 • W
 hen electricity is passed through water, it produces hydrogen and
oxygen gases. Here, liquid turns into a gaseous state.
electricity
2H2O 2H2 + O2
Water Hydrogen Oxygen
(liquid) (gas)  (gas)
• W
 hen hydrogen burns in the presence of oxygen, water is formed. Here,
two gases turn into a liquid.
2H2 + O2 ➝ 2H2O
Hydrogen Oxygen Water

Generation of Smell:

s
Some chemical changes release characteristic smell along with other substances.

es
Releasing Light and Sound:

Pr
Some chemical changes release light and sound along with other substances.
For example, magnesium ribbon burns with a dazzling flame. Similarly,

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firecrackers burn with light and sound.
Formation of Precipitate:
rs
In a chemical change, sometimes a cloudy precipitate is formed when two
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liquid reactants react with each other. Precipitate is the solid and insoluble
ni

substance that is formed in the solution.

U

2. Physical change is a change in which the physical state of a substance is

changed. Physical changes do not produce any new substance but rather
ge

create changes within the substance. Such changes are related to density,
id

mass, volume and viscosity, etc., of a substance.

br

Whipping of eggs, butter melting on a warm toast, melting of ice, inflation

am

of balloon, folding of paper, changing of water into vapours and drying of

clothes are some examples of physical changes.
C

Characteristics of Physical Changes:

Some of the characteristics of physical changes are discussed here.
• The change brings about change in physical properties of the reactants.
• No new substance is formed in a physical change.
• Physical changes can be either reversible or irreversible.
• The heat may be either absorbed or evolved in a physical change.
• The changes are mostly temporary in nature.
3. Chemical reactions may be of different types—precipitation reaction,
combination reaction, decomposition reaction, displacement reaction, and
oxidation and reduction reaction.

300
 Precipitation Reaction
The precipitation reaction is the one wherein two solutions are mixed and
result in the formation of an insoluble substance or solid. When two form the
solid, known as precipitate and the reaction thus is known as precipitation
reaction.
For example, when silver nitrate is added in sodium chloride, a precipitate of
sodium nitrate is formed. Some other precipitation reactions include:
• W
 hen a solution of iron chloride is mixed with ammonium hydroxide,
a brown coloured precipitate is formed which is called iron hydroxide.
Solutions are mixed, cations and anions of the reactants combine to
FeCl3 + 3NH4OH ➝ Fe(OH)3 + 3NH4Cl
• W
 hen hydrogen sulphide is passed in a blue solution of copper sulphate, a

s
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black precipitate is formed called copper sulphide.
CuSO4 + H2S ➝ CuS + H2SO4

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Combination Reaction

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In a combination reaction (or synthesis reaction), two or more reactants
combine to form a new product. Look at the hypothetical chemical equation.
rs
A + B ➝ CD
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Here, A and B are reactants and CD is the combination product. For example:
ni

• Gaseous nitrogen reacts with gaseous hydrogen to form gaseous ammonia.

U

N2(g) + 3H2(g) ➝ 2NH3(g)

ge

• When magnesium reacts with oxygen, it forms magnesium oxide.

2Mg + O2 ➝ 2MgO
id

Decomposition Reaction
br

In a decomposition reaction, a compound breaks down into two or more

am

components due to the breaking of bonds. It happens due to the action of

light or heat. Look at a hypothetical chemical equation.
C

A➝B+C
Here, A breaks into B and C after decomposition. For example:
• S olid calcium carbonate decomposes into solid calcium oxide and gaseous
carbon dioxide.
CaCO3(s) ➝ CaO(s) + CO2(g)
• When calcium hydroxide is heated, calcium oxide and heat are formed.
Ca(OH)2 ➝ CaO + H2O

301
 Single Displacement Reaction
Single displacement reaction involves the replacement of an element or ion
from one compound with another. Here,
A + BC ➝ AC + B
For example:
• Z
 inc displaces hydrogen from the compound to form salts and
hydrogen gas.
Zn(s) + 2HCI(aq) ➝ ZnCl2(aq) + H2(g)
• W
 hen iron reacts with copper sulphate, it replaces copper to form iron
sulphate.
CuSO4 + Fe ➝ Cu + FeSO4

s
Double Displacement Reaction

es
In double displacement reaction, positive ions and negative ions switch

Pr
their positions and form new products. In these reactions, two elements or
compounds are displaced.

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AB + CD ➝ AD + CB
rs
For example:
ve
• W
 hen sodium chloride reacts with silver nitrate, silver chloride and
sodium nitrate is formed.
ni

AgNO3(aq) + NaCl(aq) ➝ AgCl(s) + NaNO3(aq)

U

• W
 hen sodium carbonate reacts with copper sulphate, it produces sodium
ge

sulphate and copper carbonate.

id

Na2CO3 + CuSO4 ➝ Na2SO4 + CuCO3

br

• W
 hen sulphuric acid reacts with sodium hydroxide solution, it produces
sodium sulphate and water.
am

2NaOH + H2SO4 ➝ Na2SO4 + 2H2O

C

Oxidation-Reduction Reaction
An oxidation-reduction involves the transfer of electrons between two
reactants. It is also known as redox reaction. Oxidation reactions involve the
loss of electrons whereas, reduction reactions involve the gain of electrons.
The substance which gets oxidised is known as reducing agent while the
substance which gets reduced is known as oxidising agent. For example,
ferric oxide is reduced into iron and carbon monoxide is oxidised into carbon
dioxide

302
 Answers
Chapter 6: Acids, Bases and Salts
Worksheet 1
I. Fill in the blanks.
1.  Natural indicators 2.  Magnesium hydroxide [Mg(OH)2]
3. lichens 4. Mineral acids
5.  magenta and green
II. State whether the following statements are True or False.
1. True 2. False 3. True 4. False

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es
5. True
III. Match the following.

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1. Proteins 2. Food preservative

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3.  Manufacture of pesticides 4.  Fizzy drinks
5.  Carbon and hydrogen atoms
rs
IV. Give two examples for each of the following:
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1. a) Hydrochloric acid b) Sodium hydroxide

ni

2. a) Dyes b) Plastics
U

3. a) Lactic acid b) Oxalic acid

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4. a) Tamarind b) Unripe grapes

5. a) Red cabbage b) Turmeric
id

V. Tick (✔) the correct answer.

br

1. b) H+ 2.  c) HCl
am

3. a) 0 to 7 4.  d) Copper sulphate

5. a) NaOH
C

Worksheet 2
I. Very Short Answer Questions.
1. Acids can be of two types.
Acids

Organic Acids Mineral Acids Strong or Weak Acids

303
 2. Natural indicators can be extracted from parts of different plants. They
become red in acidic solutions and blue in basic solutions. For example, red
cabbage, beetroots, turmeric and China rose.
3. Salt is a compound that is produced when an acid reacts with a base. This
reaction between an acid and a base is called neutralisation reaction.
4. Some common salts that can be prepared by the action of metals with acids are:
• Magnesium sulphate (Magnesium metal + Sulphuric acid)
• Ammonium nitrate (Ammonium metal + Nitric acid)
5. These acids are derived from one or more mineral compounds. Mineral acids
are also called inorganic acids.
6. Properties of Acids:

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• Acids are sour in taste.

es
• Acidic substances have pH values from 0 to 6.

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7. Zn + H2SO4 ➝ ZnSO4 + H2
Zinc Sulphuric Zinc Hydrogen

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acid rs sulphate

II. Short Answer Questions.

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1. Properties of Acids:
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• Acids are sour in taste.

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• Acidic substances have pH values from 0 to 6.

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• Strong acids have pungent smell.

• They turn blue litmus paper into red.
id

Properties of Bases:
br

• Bases are bitter in taste.

am

• Basic substances have pH values from 8 to 14.

• Bases have no smell except ammonia.
C

• They turn red litmus paper blue.

2. Litmus paper can be of two types—blue litmus paper and red litmus paper.
• W
 hen blue litmus paper is dipped into an acidic solution or comes in
contact with acidic substance, it turns red. This change of blue litmus to
red proves that a solution is acidic.
• W
 hen red litmus paper is dipped into basic solution or comes in contact
with basic substance, it turns blue. This proves that the substance or the
solution is basic in nature.

304
 3. Universal indicators are the indicators which are often used to determine the
acidity and basicity of different substances. The strength of acids (acidity)
and strengths of bases (basicity) are known as pH number. The pH of any
substance can be determined by using a universal indicator.
The pH numbers range from 0 to 14. The substances having pH of 1 are
said to be strongly acidic and substances with pH 14 are considered strongly
basic. The substances with pH 7 are called neutral substances and they do not
show any colour change with the indicators. Different acids have different
strengths and thus a different pH also.
4. Potassium hydroxide, sodium hydroxide and calcium hydroxide are some
bases that can readily dissolve in water. Such bases that dissolve in water are
called alkalis. Some bases do not dissolve in water. Hence, these bases are not

s
alkalis. Therefore, we can conclude that all alkalis are bases but all bases are

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not alkalis.

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Strong base:
• A strong base gets completely ionised in the solution.

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• Potassium hydroxide, used in soaps, and sodium hydroxide are strong bases.
rs
Weak bases:
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• Weak base is partially ionised in the solution.
• B
 ases such as magnesium hydroxide, aluminium hydroxide and ammonium
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hydroxide are weak bases.

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5. The substances that are bitter in taste and soapy to touch, such as baking
ge

soda and soap solution, are bases. Bases are mostly used in household items
such as detergents, dishwashing liquids and soaps. They are also used in anti-
id

acid tablets and syrups to get rid of acidity in stomach as they neutralise the
br

acid and give relief. Most antacids contain milk of magnesia or magnesium
am

hydroxide, a base.
6. Oxalic acid: cabbage, broccoli
C

Lactic acid: milk, curd

Carbonic acid: carbonated or fizzy drinks
Citric acid: citrus fruits like lemons, oranges
Tartaric acid: tamarind, grapes, unripe mangoes, bananas
Hydrochloric acid: digestive juice in human stomach
Acetic acid: vinegar

305
 III. Long Answer Questions.
1. Various types of acids have different uses. Hydrochloric acid, sulphuric acid
and nitric acid are some acids that are commonly used in laboratories.
Hydrochloric acid (HCl)
• I t is most commonly used in laboratories to make aqua regia. Aqua regia
consists of three parts of hydrochloric acid and one part of nitric acid.
• I t is used to remove rust from metals, such as iron, before putting it to
any use.
• It is used in the manufacturing of glue in industries.
• It is used in descaling the machines such as boilers in industries.
• It is used in the purification as refining of salts.

s
Sulphuric acid (H2SO4)

es
• S ulphuric acid is most commonly used in industries to manufacture

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fertilisers, such as ammonium sulphate and super phosphate.
• It is used in the batteries of automobiles and inverters.

ity
• I t is mainly used in the manufacture of different chemicals, such as calcium
rs
sulphate, copper sulphate, zinc sulphate and Epsom salts.
ve
• It is used to manufacture synthetic fibres such as rayon.
• I t is an important component used in the manufacture of detergents,
ni

explosives, dyes and drugs.

U

Nitric acid (HNO3)

ge

• I t is mostly used in the manufacture of fertilisers such as ammonium

id

nitrate.
br

• It is used to make aqua regia.

am

• It is used in rockets and rocket fuel.

• I t is a very important component of explosives [such as TNT (trinitro
C

toluene)], nylon and synthetic fibres.

Acetic acid (CH3COOH)
• I t is commonly known as vinegar and is the most common acid used in
households.
• I t is also used to manufacture colours for inks for printing and dyes,
rubber and plastics.
2. Salt is a compound that is produced when an acid reacts with a base. This
reaction between an acid and a base is called neutralisation reaction.

306
 PREPARATION: Water is a by-product formed in the neutralisation reaction.
For example, hydrochloric acid and sodium hydroxide react to form sodium
chloride salt and water.

NaOH + HCI NaCI + H2O

Sodium Hydrochloric Sodium Water
hydroxide acid Chloride

Reaction Between a Metal and an Acid:
From the acid-base reaction we can see that the hydrogen from the acid is
displaced by the metal from the base. Hence, we can say that salts can also be
formed by the reaction of acids with metals.

s
Zn + H2SO4 ZnSO4 + H2

es
Zinc Sulphuric Zinc Hydrogen

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acid sulphate

Some common salts that can be prepared by the action of metals with acids are:

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• Magnesium sulphate (Magnesium metal + Sulphuric acid)
rs
• Ammonium nitrate (Ammonium metal + Nitric acid)
ve
• Magnesium chloride (Magnesium metal + Hydrochloric acid)
ni

Properties of Salts: Salts have following main properties.

U

• S alts may be of various colours. For example, sodium chromate is yellow

in colour; copper sulphate is blue in colour and nickel chloride is green in
ge

colour.
id

• S olid salts do not conduct electricity. However, salt solutions conduct

br

electricity.
am

• T
 hey differ in their tastes. For example, sodium chloride is salty in nature
but lead diacetate is sweet in taste.
C

• Most salts in solid form do not conduct electricity, whereas salt solutions do.
• Most solids salts have high melting and boiling points.
Uses of Salts: Some uses of salts are given here.
• S odium chloride is use as common salt in cooking. It is also used as food
preservative and is therefore added in pickles. It is also used in making
soaps, detergents and other cleaning agents used in households.
• Brine solution is used as a food flavouring agent.
• C
 opper sulphate is used to manufacture fungicides and in wood
preservatives.
• Ammonium dichlorate is used in photographic development.

307
 • Magnesium sulphate salts are used as laxatives.
• S odium carbonate is used in the manufacturing of glass. It is used in
softening of hard water, hence is also called washing soda.
3. Calcium hydroxide [Ca(OH)2]
• I t is most commonly known as slaked lime. It has found its uses in many
places.
• I t used to neutralise the acidic soils. The soil becomes acidic by the
extensive of fertilisers. Therefore, slaked lime is used to neutralise this acid.
• T
 he untreated wastewater that is discharged from the industries, contain
acids. Calcium hydroxide is used to neutralise this acidic water.
• Slaked lime is also used in whitewashing house as it is cheap.

s
• It is also used in manufacture of pesticides.

es
Sodium hydroxide (NaOH)

Pr
• It is commonly known as caustic soda.
• I t is used in manufacture of many things such as soaps and detergents;

ity
paper, rayon, textiles and medicines. It is used in households to unclog the
rs
clogged drains.
ve
Potassium hydroxide (KOH)
• It is commonly known as caustic potash.
ni

• It is most commonly used in the preparation of disinfectants used in houses.

U

• It is used to make shampoos, soaps, detergents and cleaners.

ge

Magnesium hydroxide [Mg(OH)2]

id

• I t is a very important constituent of antacids that neutralises the acids in

br

the stomach. It is also known as milk of magnesia.

am

• It is also used to neutralise the acidic wastewater released from the industries.
Ammonium hydroxide (NH4OH)
C

• It is used in the manufacture of household cleaners.

• It is also used to remove ink stains from the clothes.

308
 Answers

Chapter 7: Weather, Climate and Adaptation

Worksheet 1
I. Fill in the blanks.
1.  hygrometer 2.  Camel and ship
3.  Earth and solar 4.  Polar
II. State whether the following statements are True or False.
1. True 2. True

s
3. True 4. True

es
5. False

Pr
III. Match the following.
1. Cold 2. Sahara Desert
3.  24 hours in a day
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4.  Rainfall
rs
5. Hot
ve

IV. Unscramble the letters to find the answers.

ni

1.  BREEZE 2.  ANTARCTIC KRILL

U

3. ECHIDNA 4. JERBOA
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5. SUN
V. Tick (✔) the correct answer.
id

1.  d) Humidity 2.  a) 23.5° 3.  d) Elephant 4.  b) Chameleon

br

5.  c) Monkey
am

Worksheet 2
C

I. Very Short Answer Questions.

1. The temperatures are comparatively higher and weather is constantly hot and
humid. In such areas, the rainfall is abundant and it is the average rainfall
which decides the seasonal vegetation.
2. Areas like Arctic and Antarctic are examples of regions which have extremely
cold climates throughout the year. In such areas, it is very difficult to survive.
3. The changes in an organism to become fit to stay in its environment.

309
 4. They generally live near the rivers or on the edges of ice packs and breathe
through open holes formed in ice.
5. They have very thick skin due to lots of fat deposition, which helps to keep
them warm in cold climate.
6. Rainfall is the precipitated water droplets that the clouds can no longer hold
and thus falls down in the form of rainfall.
7. Weather is based on a lot of factors such as temperature, humidity, cloudiness,
rainfall, etc. All of these factors are together called elements of weather.
II. Short Answer Questions.
1. Weather is a complex phenomenon that includes variations in factors such as
temperature, rainfall and humidity over a short period of time. It is basically
a daily phenomenon and is the nature of the atmosphere at any given point of

s
es
time.
Weather conditions may vary from day-to-day or even hour-to-hour. Thus, in

Pr
simple words, we can say that weather is the state of atmosphere with regard
to factors like temperature, humidity, rainfall, speed/direction of wind, etc. A

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weather report or forecast is a detailed description of all these parameters for
rs
a particular region.
ve
2. Humidity is the level or the amount of water vapour that exists in air. It is
the gaseous form of water and affects weather to a great extent. A high level
ni

of humidity restricts the human body from sweating and cooling down as
U

humidity reduces the rate of evaporation of moisture in the environment.

ge

Also, if humidity increases, the chances of rain increase whereas if humidity

decreases, the chances of rain decrease. Humidity can be measured using an
id

instrument called hygrometer.

br

3. The Earth is not straight or upright, rather, it is slightly tilted. The Earth’s axis
am

of rotation is tilted at about 23.5°. The revolution of the Earth around the
Sun and its tilt causes seasons. The part of the Earth tilted towards the Sun
C

experiences the summer season. The part of the Sun tilted away from the Sun
experiences the winter season.
4. Climate tells us about the average weather pattern of a place over a period of
time. In other words, climate is a long-term phenomenon which tells about
the average temperatures, rainfall or humidity levels of a place over a long
period of time. For example, the climate of Rajasthan is hot, whereas, the
climate of Kashmir is cold.
5. Wind is nothing but air in a continuous motion. It is a result of uneven
heating of the Earth. Winds are primarily of two types—on shore and off shore
winds. The two factors that determine wind is its speed and direction. Winds

310
 can be like a slow breeze and they can also take the form of a windstorm.
Depending upon the type of wind, the weather also gets affected.
III. Long Answer Questions.
1. Temperature means the degree of hotness or coldness at a particular point
of time. It can be measured by a thermometer and is measured in degrees
of Fahrenheit, Celsius or Kelvin scales. The temperatures can vary from one
place to another. It can also vary from season to season. For example, the
temperature in summers increases but in winter it goes down. Thus, we can
say that when the weather is hot, temperature goes up, and when the weather
is cool, the temperature goes down. A temperature can also differ for two
different point of time periods of a single day. For instance, the temperature
can be 25 degrees Celsius at 6 o’ clock in the morning but it may rise up to

s
35 degrees Celsius by 12 noon. Thus, maximum and minimum temperatures

es
are recorded every day by the use of special thermometers, namely, maximum
and minimum thermometers. (Refer textbook for the diagram)

Pr
2. There are a lot of species of animals that survive the hot temperatures. They

ity
are naturally equipped with features which help them live in hot places. Some
animals that live in desert keep themselves cool by living in shady places and
rs
only come out at night for food. Such animals are called nocturnal animals.
ve
Moreover, animals living in desert areas generally have long legs and tails.
They sweat, pant and lick themselves to keep their bodies cool.
ni

The following are some of the animals that live in desert and some interesting
U

facts about them.

ge

• C
 amel: A camel can drink many litres of water at a time. It stores food
in the form of fat in its hump and hence can stay without food for a long
id

period of time. It can run easily on sand, and is hence called the ‘ship of
br

the desert’.
am

• Echidna: It eats ants and termites, and is also known as spiny anteater.
• Jerboa: It does not drink water. It gets most of its moisture from the food
C

it eats. It also has long legs to jump around.

• Addax: It is a kind of deer found in the Sahara Desert. Its hooves are
splayed which helps it to move on sand.
• Fennec fox: It has long legs and large ears. Its ears help it to hear insects
such as locust and beetle walking on the sand, and even allows to locate
underground prey. Its ears also help in radiating body heat, thereby,
keeping the fox cool in the soaring desert heat.
3. The animals that live places with hot and temperate climate are mostly
adapted to live on trees. The trees provide the animals with food, shelter and
hiding places from the predators.

311
 Some animals which live in such climate conditions are:
1. Monkeys: They use their hands and feet to climb trees and long tails to swing on
the tree branches.
2. Red-eyed tree frogs: These frogs live on trees and have sticky pads on their feet
which help them to climb and stay on trees.
3. Elephants: They have long ears to cool themselves from the hot and wet climate.
They use their trunks to pull down the branches of trees and eat fruits and leaves
from it. They have a strong sense of smell as they use their trunk for smelling.
4. Lion-tailed macaques: They are good tree climbers and live most of their lives on
trees. They get all their food from the trees which mainly consist of fruits, plant
parts or small insects.
5. Chameleons: They have skin that changes colour which helps them in

s
es
camouflaging with the forest background. This helps them to hide and hunt. They
live on trees and plants and eat small insects.

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

312
 Answers

Chapter 8: Soil
Worksheet 1
I. Fill in the blanks.
1. Mineral 2. Gravel 3. soil moisture 4. Alluvial
5. Subsoil
II. State whether the following statements are True or False.
1. False 2. False 3. True 4. True

s
5. False

es
III. Match the following.

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1.  Loamy soil 2.  Rich in minerals
3.  Smooth in texture 4.  Rich in iron oxide

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5.  Coarse in texture rs
IV. Complete the crossword using the given clues.
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1
d
ni

e
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s 2
c 3
l a y e y
e a
ge

4
p o r o s
5
i t y
id

t u e
br

b r
s i
am

o t
C

i e
l
Across
2. The soil that hold air as well as water (clayey)
4. The property of being porous; being able to absorb fluids (porosity)
Down
1. The soil that is sandy in nature (desert)
3. The soil used to grow tea, coffee and coconut (laterite)
5. The soil made up of rock bits, nutrients and minerals (subsoil)

313
 V. Tick (✔) the correct answer.
1.  c) Silt 2.  a) Soil moisture
3.  d) Clay 4.  c) River
5.  a) Soil Erosion

Worksheet 2
I. Very Short Answer Questions.
1. Soil is a complex mixture of various things like mineral particles, organic
matter, water, air and microorganisms, etc. It contains a lot of elements and is
not made of just one thing.
2. Parent material: Parent material is that area of the soil, where the soil gets
formed. It is mainly important for the physical and chemical properties

s
es
of soil.
3. Topsoil: It is the topmost area of the soil. It is a suitable place for animals

Pr
and plants to live. It is made up of humus—an organic matter formed by the
decomposition of leaves.

ity
4. Soil texture: Soil is not the same at all the places of the Earth. It contains
rs
particles of different size and types. Sand, gravel, slit and clay are some of the
ve
key types of soil which have different textures.
5. Soil structure: Soil structure describes the connecting links existing between
ni

the soil particles. It is important for:

U

• regulating the movement of air and water in the soil

ge

• affecting the nutrient availability

id

6. Properties of soil are:

br

• Percolation rate of water in soil

am

• Moisture in the soil

• Absorption of water by soil
C

7. Types of soil are:

• Alluvial soil
• Black soil
• Yellow and red soil
• Desert soil
• Laterite soil
II. Short Answer Questions.
1. Time: Time is an important factor for soil formation. Formation of soil is a
continuous and long process which takes several thousand years to develop.

314
 Also, conversion of rocks to soil is a lengthy process. Thus, the time duration
determines and affects the formation of soil.
Climate: Climate means the average weather conditions of a place. It is
another important factor in soil formation as it determines the rate of
weathering processes and determines the type of vegetation responsible for
soil formation.
2. Sandy soil: It has more sand in it and very little amount of silt and clay. It is
found in deserts and can hold air. However, such soil cannot hold much water
as there are large spaces between the sand particles through which the water
percolates.
Clayey soil: It has more clay in it and little amounts of silt and sand. This type
of soil can hold air as well as water. As there are little spaces between the clay

s
particles, the water percolates very slowly. However, this type of soil is not

es
able to hold air.

Pr
3. Percolation rate of water in soil: It is the binding capacity of the soil to hold
the water molecules. This rate depends upon the size of the soil. If the size of

ity
the particles is small, its percolation rate will be higher. But if the size of the
particles is large, its percolation rate will be less. For example: the percolation
rs
rate of sand is the fastest. The clay has the lowest rate of percolation.
ve

4. Alluvial soil: It is found near rivers and has huge amounts of humus and
ni

potash. It can be sandy and is a quick drainer. It is used for growing crops
U

like rice, wheat, cotton, sugar cane and jute.

Black soil: It is normally black in colour. It can have little amount of sand
ge

and large amounts of clay. It is used to grow rice, wheat, cotton, sugar cane,
id

groundnut and oilseeds.

br

5. Soil pollution can be controlled by following these measures mentioned

herewith.
am

• Reduce usage of chemicals in agriculture land

C

• Avoid use of plastics and other non-biodegradable products

• Use biodegradable products like cotton or jute bags
• T
 hrow garbage in the dustbin instead of throwing them in an open area
or inland
• Grow and purchase organic food items
• C
 reate humus for soil at home, by decomposing vegetables, tea leaves or
other plant materials
• Adopt the concept of 3Rs in daily life—Reduce, Recycle and Reuse
6. Silt: These soil particles are bigger than clay particles and range from
0.002 mm to 0.2 mm in size. They are comparatively less smooth than clay
and are found on river bed.
315
 Sand: These are largest soil particles with a diameter larger than 0.2 mm.
They are coarse in texture and we can see them as a single particle with
naked eye.
Gravel: These are small stones present in the top layer of the soil.
7. Subsoil: This portion of the soil is located below the top soil and is rich in
minerals. It is lighter in colour than the top soil and is made up of rock bits,
nutrients and minerals. It is the layer in which rainwater gets collected.
Parent rock: This area is located below the sub soil. This area is made up
of small and large rocks. This layer is called parent rock as the rocks are
responsible for the formation of this layer of soil. Below this layer, the rock-
solid layer is called the bedrock, which is non-porous in nature and does not
allows water to pass through.

s
III. Long Answer Questions.

es
1. Factors affecting formation of soil:

Pr
Soil formation depends upon many factors like parent material, time, climate,
landforms, topography and organisms. Let us discuss about them one by one.

ity
Parent material: Parent material is that area of the soil, where the soil gets
rs
formed. It is mainly important for the physical and chemical properties of
ve
soil. This area also influences the rate of soil formation.
Time: Time is also an important factor for soil formation. Formation of soil is
ni

a continuous and long process which takes several thousand years to develop.
U

Also, conversion of rocks to soil is a lengthy process. Thus, the time duration
ge

determines and affects the formation of soil.

Climate: Climate means the average weather conditions of a place. It is another
id

important factor in soil formation as it determines the rate of weathering

br

processes and determines the type of vegetation responsible for soil formation.
am

Landforms and topography: Many other factors like the type of the land,
the shape of the land area, the slope of the land area and the position of the
C

landscape also play a key role in the formation of soil.

Organisms: Organisms like animal, plants, fungi and bacteria contribute to
the formation of soil. They can secrete acids and are capable of changing the
chemistry and formation of the soil.
2. Types of soil and crops growing in that soil:
Soils can be of various types as per their origin and habitat. It is the type
of soil which decides which type of crop will be grown in that area. Some
common types of soils are:
• Alluvial soil: It is found near rivers and has huge amounts of humus and
potash. It can be sandy and is a quick drainer. It is used for growing crops
like rice, wheat, cotton, sugar cane and jute etc.

316
 • Black soil: It is normally black in colour. It can have little amount of sand
and large amounts of clay. It is used to grow rice, wheat, cotton, sugar
cane, groundnut and oilseeds etc.
• Yellow and red soils: They are usually rich in iron oxide and have a yellow
and red-coloured appearance. They are little acidic and sandy in nature.
Such soil is used to grow millet, groundnut, ragi and potato etc.
• Desert soil: This soil is sandy in nature. It is highly porous and is beneficial
for growing millet and barley crops.
• Laterite soil: This type of soil is found near coastal areas. It is normally
red in colour. It is used to grow tea, coffee and coconut.
3. Soil as a natural resource and properties of soil:
Soil is an important natural resource for living beings. It is the main source

s
es
for our food, clothing and shelter. Soil provides us food as they support the
growth of plants. It is the nutrients and minerals present in soil which helps

Pr
the plants to grow. It is then these plants which provide us with different
products as clothes, wood, paper, fuel, medicines, etc.

ity
Soil can be of various types depending on their texture, structure, origin,
rs
colour and porosity.
ve
Soil texture: Soil is not the same at all the places of the Earth. It contains
particles of different size and types. Sand, gravel, slit and clay are some of the
ni

key types of soil which have different textures.

U

Clay: It is the smallest size of soil particle and is lesser than 0.002 mm
ge

in diameter. They are smooth in texture and are so small that we cannot
differentiate of single particle.
id

Silt: These soil particles are bigger than clay particles and range from 0.002
br

mm to 0.2 mm in size. They are comparatively less smooth than clay and are
am

found on the river bed.

Sand: These are largest soil particles with a diameter larger than 0.2 mm.
C

They are coarse in texture and we can see them as a single particle with
naked eye.
Gravel: These are small stones present in the top layer of the soil.
Based on these types of particles, there are three basic types of soil:
• S andy soil: It has more sand in it and very little amount of silt and clay. It
is found in deserts and can hold air. However, such soil cannot hold much
water as there are large spaces between the sand particles through which
the water percolates.

317
 • C
 layey soil: It has more clay in it and little amounts of silt and sand. This
type of soil can hold air as well as water. As there are little spaces between
the clay particles, the water percolates very slowly. However, this type of
soil is not able to hold air.
• L
 oamy soil: This type of soil has a mixture of silt, clay and sand along
with humus. It is the best type of soil for growing plants and has the
capacity to hold water as well as air.
Soil structure: Soil structure describes the connecting links existing between
the soil particles.
It is important for:
• Regulating the movement of air and water in the soil
• Affecting the nutrient availability

s
es
Soil origin: As we know, there can be various reasons for the formation of soil
like volcanoes, earthquakes, breaking of soil, landslide, etc. Different types of

Pr
reasons and origins are responsible for the formation of different type of the
soil. For example, weathering of mountains form large rocks and gravel.

ity
Soil colour: Soil may be of different colours. For example: black soil is black
rs
in colour, beach sand is light yellow in colour and normal soil is brown in
ve
colour.
Soil porosity: Porosity refers to the pores that exist in the soil. This also
ni

differs from soil to soil. Porosity impacts the movement of air and water into
U

the soil.
ge
id
br
am
C

318
 Answers

Chapter 9: Respiration
Worksheet 1
I. Fill in the blanks.
1. Fermentation 2. Aerobic
3.  respiratory system 4.  Nasal cavity
5. diaphragm
II. State whether the following statements are True or False.

s
1. True 2. False 3. True 4. True

es
5. False

Pr
III. Match the following.
1.  moistens the air 2.  helps us in breathing

ity
3.  tiny air sacs in lungs 4.  exchange of gases
rs
5.  tube like branches
ve
IV. Give two examples for each of the following:
1. a) Amoeba b) Euglena
ni

2.  a) cockroaches b) grasshopper

U

3.  a) fishes b) aquatic animals

ge

4.  a) leaves b) stems

id

5.  a) frog b) birds

br

V. Tick (✔) the correct answer.

am

1.  a) lenticels
2.  d) exhalation
C

3.  b) oxygen debt

4.  c) cilia
5.  a) pulmonary capillaries

Worksheet 2
I. Very Short Answer Questions.
1. Respiration is the process in which food is broken in the presence of oxygen
to release energy. The organs that work together to form the respiratory
system includes lungs, nose, mouth, skin, etc.

319
 2. Diaphragm is a muscle that separates the chest cavity from the abdominal
cavity. It is a dome-shaped muscle and is located at the bottom side of the
lungs. It controls the process of respiration.
3. The process of respiration when takes place in the presence of oxygen is
known as aerobic respiration.
4. The equation for anaerobic respiration in animals is:

C6H12O6 ➝ 2C3H6O3 + Energy

Glucose Lactic Acid

5. The air from the nose passes through the pharynx to the trachea. Trachea is
also known as windpipe. It acts like a sieve to filter the fresh air.
6. The drawing in of air (or other gases) as in breathing is referred to as

s
inhalation. During inhalation, the diaphragm shrinks and moves inwards.

es
7. In costal breathing, costal means ‘relating to the ribs’, so costal breathing

Pr
would suggest breathing using the ribs.
II. Short Answer Questions.

ity
1. In humans, respiration starts from the nose when humans breathe oxygen
rs
from the atmosphere. There are different organs involved in the process of
ve
respiration called respiratory organs.
The path of air in the respiratory system is shown here:
ni
U

Nostrils Pharynx Trachea Lungs Bronchi Bronchioles Alveoli

ge

2. The steps involved in respiration are external and internal respiration.

External Respiration or Breathing: It is the process in which oxygen in taken
id

in and carbon dioxide is given out.

br

Internal or Cellular Respiration: It is the process in which exchange of gases

am

takes place in the cells of the body. The food is broken down in the cells in
the presence of oxygen to release energy along with water vapour, in the
C

cells. Since the process takes place inside the cells, it is also called internal
respiration.
3. Equation for aerobic respiration:

C6H12O6 + 6O2 ➝ 6CO2 + 6H2O + Energy

Glucose Oxygen Carbon Water
dioxide

Equation for fermentation process:

C12H22O11 + 2C2H5OH ➝ 2CO2 + Energy

Glucose Ethanol Carbon dioxide

320
 4. Tidal breathing:
• It is an unconscious activity.
• It refers to inhalation and exhalation during restful breathing.
Speech breathing:
• It is a conscious activity.
• It requires more muscular effort.
5. Respiration Through Skin: Some organisms such as Amoeba, Euglena and
Paramecium breathe through their skin. The exchange of air takes place from
their outer cell membrane or skin. Frog, earthworm and leech also breathe
through their skin. These animals have moist skin which helps them in breathing.
Respiration Through Gills: Fishes and other aquatic animals respire through

s
gills. Gills are covered by an opening called operculum. Operculum lets the

es
water in to pass through the gills. The gills absorb oxygen from the water.
The filaments in the gills contain blood capillaries that help in the exchange

Pr
of gases.

ity
6. While breathing, oxygen is taken in through the opening called nostrils.
The nostrils have hair that filter the air and trap any dust particles of foreign
rs
material before letting air inside the body. The slimy substance, called
ve

mucous, moistens the air and the circulating blood warms up the air. This
ni

air is then passed through the nasal cavity. Nasal cavity is the cavity through
which the air is passed from the nostrils.
U

7. The respiratory system basically means a set of organs that help in breathing
ge

and breakdown of food to release energy along with water vapour. Many
id

organs in the living organisms work together to form the respiratory system
and fulfil the need of energy in the body. These organs include lungs, nose,
br

mouth, skin, etc. Among these, lungs are the most important organs through
am

which the exchange of gases occur.

III. Long Answer Questions.
C

1. Plants also need to respire to live. They also exchange gases like human
beings to gain energy for their growth. However, they do not have special
organs for respiration. As plants do not have specific organs for breathing,
the exchange of gases takes place through different body parts such as leaves,
stems and roots.
Exchanges of gases in the leaves takes place through the opening in the leaves
and stem called stomata (singular stoma). If we look at the plant leaf, we
find that it contains lots of small holes inside it. These holes are known as
stomata. Stomata looks like opening and are made up of two cells. These
cells are known as guard cells. It is due to the expansion and contraction of

321
 guard cells that exchange of gases takes place in the leaves. These guard cells
look like kidney beans. When guard cells shrink, carbon dioxide gas (fresh
air) enters into it, and when guard cells expand, oxygen gas comes out. The
exchange of gases takes place through diffusion.
Stems in the plants have pores which are known as lenticels. Lenticels allow
fresh air which is rich in carbon dioxide to reach the inner tissues and oxygen
comes out through these lenticels. In contrast to human beings, plants inhale
carbon dioxide and exhale oxygen. Root hair present in the roots also helps
the plants to respire through diffusion. (Refer textbook for the diagram)
2. Trachea: The air from the nose passes through the pharynx to the trachea.
Trachea is also known as windpipe. It acts like a sieve to filter the fresh air.
Trachea is guarded by an opening called glottis, which has a covering called

s
epiglottis that closes when we eat or drink something. Trachea is divided

es
into tube-like branches known as bronchi (singular: bronchus). After nose
or mouth, the air enters into the trachea and bronchi. The inner layer of

Pr
the bronchi has tiny hair-like structures known as cilia. These hairs show
outward and inward movements. The bronchi are filled with a liquid known

ity
as mucus which enters into the lungs. (Refer textbook for the diagram)
rs
Alveoli: Alveoli have tiny blood vessels which are known as pulmonary
ve
capillaries. Alveoli are the main area where exchange of oxygen and carbon
dioxide gases takes place through the pulmonary capillaries. (Refer textbook
ni

for the diagram)

U

Because of the change in partial pressure from the alveoli (high concentration)
ge

to the capillaries (low concentration), the oxygen is driven into the tissue,
while the carbon dioxide is driven into the blood (high concentration) from the
id

tissues (low concentration), which is then returned to the lungs and exhaled.
br

 nce in the blood of the capillaries, the O2 binds to the haemoglobin (a

• O
am

red coloured pigment in the blood) to form oxyhaemoglobin in red blood

cells which carry it to the tissues where it dissociates to enter the cells of
C

the tissues.
• T
 he lungs never fully deflate, so air that is inhaled mixes with the residual
air left from the previous respiration, resulting in a lower partial pressure
of oxygen within the alveoli.
3. Respiration process involves the exchange of gases in the environment. If we
look around us, we can see a variety of animals with a variety of body organs
which helps them in respiring. For example, some animals respire through
their skin, some organisms use gills for this purpose and other use lungs, etc.
Respiration Through Skin: Some organisms such as Amoeba, Euglena and
Paramecium breathe through their skin. The exchange of air takes place from
their outer cell membrane or skin. Frog, earthworm and leech also breathe

322
 through their skin. These animals have moist skin which helps them in
breathing.
Respiration Through Gills: Fishes and other aquatic animals respire through
gills. Gills are covered by an opening called operculum. Operculum lets the
water in to pass through the gills. The gills absorb oxygen from the water.
The filaments in the gills contain blood capillaries that help in the exchange
of gases. (Refer textbook for the diagram)
Respiration Through Lungs: Animals such as frogs breathe through the lungs
present in their body. Although tadpoles breathe through gills when in water.
Frogs also breathe through their moist skin just like an earthworm and leech.
Birds and other mammals also breathe through lungs.
Respiration Through Air Holes: Insects breathe through the long tube-

s
like structures called tracheal system. Each trachea has openings called

es
spiracles that allow the exchange of gases. Insects such as cockroaches and

Pr
grasshoppers breathe through air holes.

ity
rs
ve
ni
U
ge
id
br
am
C

323
 Answers

Chapter 10: Transportation in Plants and Animals

Worksheet 1
I. Fill in the blanks.
1. soil 2. photosynthesis
3. Xylem 4. capillaries
5. 120/80
II. State whether the following statements are True or False.

s
1. True 2. True 3. True 4. True

es
5. True

Pr
III. Match the following.
1. Fluid tissue 2. Haemoglobin 3. Nitrogenous 4. Blood cells
5.  Upper chambers of the human heart
ity
rs
IV. Unscramble the letters to find the answers.
ve

1. PLASMA 2. VENTRICLE 3. PLATELETS

ni

4. UREA 5. EXCRETION
U

V. Tick (✔) the correct answer.

ge

1. d) 72–80 2. b) Osmosis 3. d) Transpiration

4. b) Veins 5. c) Cardiovascular
id
br

Worksheet 2
am

I. Very Short Answer Questions.

1. The blood circulates throughout the body through a network of tubes called
C

the blood vessels. The blood vessels are of three types—arteries, veins and
capillaries.
2. Plasma is the yellowish liquid part of the blood. It forms the major part of the
blood. The plasma is pale yellowish in colour and consists of 90% of water. It
has food, wastes and enzymes dissolved in it.
3. The lungs are organs of breathing. They help in removing the carbon dioxide
and water, in the form of water vapours, from the body.
4. The sweat glands are present in the skin of the humans. These glands help
in removal of excess water along with some dissolved salts in form of sweat
from the body.

324
 5. Egestion involves the excretion of undigested waste from the body through
the anus.
6. The blood vessels that carry blood away from the heart are called arteries. As
the heart pumps blood into the arteries, the blood flows rapidly with a high
pressure. Arteries have thick walls. They carry blood with oxygen to other
parts of the body.
7. Xylem is a vascular tissue that is responsible for the conduction of water and
minerals in a plant. Xylem, thus transports water and minerals from the roots
to the leaves.
II. Short Answer Questions.
1. White blood cells are generally bigger than the red blood cells. They are lesser
in number. They are of various shapes and they generally help in destroying

s
the foreign particles and various harmful microbes. They help in building the

es
immune system of the body by fighting with various diseases. They are able

Pr
to move on their own and that is how they go through the blood vessels and
reach the infected parts of the body.

ity
2. The platelets are responsible for the clotting of the blood. In case of an injury,
the platelets clot the blood and prevent the loss of blood from the body. This
rs
clotting of blood works as a defence mechanism in the human body.
ve

3. Blood is the special kind of fluid tissue that floats in the blood vessels. It
ni

transports substances to different parts of the body. It transports the digestive

U

food from the small intestine to all parts of the body. Oxygen from the lungs
to the body cells. Liquid wastes generated in the body to the kidneys for their
ge

removal.
id

4. In humans, the circulation of nutrients, oxygen, water and other substances

take place by circulatory system. The circulatory system is also called
br

cardiovascular system. The term cardiovascular system is form with two

am

words cardio and vascular. Cardio is originated from the Greek word kardia,
means ‘heart’, and vasculum from a Latin word, which means ‘Small vessel’.
C

5. During the process of photosynthesis, roots absorb a lot of water from the
soil. After the process of photosynthesis is over in plants the excess water
escapes as water vapour majorly from the stomata present in the leaves.
The process by which plants lose excess water from their leaves is called
transpiration. The process of transpiration produces cooling effect in plants. It
also helps to transport water and minerals to the top of the plant by creating
a suction pull. Due to this suction pull, the water is drawn from the roots to
the upper parts of the plant. Transpiration provides rigidity to the plant body.
6. The kidneys in the excretory system work in pair. There are some medical
cases where one kidney stops functioning. It is still possible to live with one

325
 functioning kidney, but in case both the kidneys get damaged or stop working
then the person needs artificial means to get rid of the liquid waste from the
body. In case of failure of both the kidneys, either the person needs to go for
kidney transplant or survive on dialysis for excretion.
7. The food we eat is not completely digested by our digestive system. The
undigested part of the food is called the waste. This waste needs to be
removed from the body at regular intervals of time. The process of removal
of waste from the human body is called excretion. The organs that help in
the process of excretion are called excretory organs. The waste excreted
from the body can be divided into: Nitrogenous waste: is the urea, ammonia
and uric acid in human beings. Non-nitrogenous waste: is the gaseous waste
material—carbon dioxide; liquid waste material—water; and solid waste
materials unabsorbed food, fibres and salt.

s
es
III. Long Answer Questions.

Pr
1. The kidneys are the main part of the excretory system. They are in the shape
of a bean. They are located in the abdominal region. They are one on each

ity
side of the backbone. They control the water and minerals absorbed by the
body. They work like filters for the body. The blood along with the waste
rs
materials enters the kidneys. In kidneys, blood is filtered and purified. The
ve
waste remains in the kidneys while the purified blood is sent to the other
parts of the body. The waste and other materials are then sent to the urinary
ni

track though the ureters. The ureters contain the urine. The urine is made of
U

95% of water, 2.5% of urea and 2.5% of other wastes. (Refer textbook for
ge

the diagram)
2. The contraction of auricle and ventricle creates a sound which is called the
id

heartbeat. One can feel this contraction if one holds their wrist with their
br

thumb, there is a throbbing feeling of the artery near the wrist which is called
am

the pulse. Normal human pulse rate is 72–80 beats per minute. The blood
pressure happens to be the pressure created by pumping of the heart. The
C

average human blood pressure is 120/80. (Refer textbook for the diagram)
3. Nephrons are the functional units present in kidneys that filter the excess
waste, urea, water and water from the blood. When the blood passes
through the nephrons, it gets cleaned and filtered in the nephrons. The useful
components, such as sugars, salts and amino acids are sent back to the
kidneys for reabsorption. Sometimes the urine shows presence of abnormal
constituents. This indicates that the person may be suffering from some
disease or infection. The disease in such cases can be identified through some
medical examinations or urine tests. Sometimes blood appears in the blood
which indicates severe infection or even kidney damage. (Refer textbook for
the diagram)

326
 Answers

Chapter 11: Reproduction in Plants

Worksheet 1
I. Fill in the blanks.
1. 
Bryophyllum 2.  Ferns and mosses
3. stigma 4. Mushroom farming
5.  unicellular and bisexual
II. State whether the following statements are True or False.

s
1. False 2. True 3. True 4. False 5. True

es
III. Match the following.

Pr
1. mango 2. algae 3. bulb 4. anther
IV. Complete the crossword using the given clue.

ity r
1
rs
a
ve

g
ni

c
2
m
U

3
n o t c h e s
ge

t n
r
4
o
5
o t s t
id

v o a
br

u n t
am

m i
o
C

n
Across
3. Bryophyllum leaves have (notches)
4. Onion grows from (roots)
Down
1. Spirogyra reproduces by (fragmentation)
2. Seeds dispersed by wind (cotton)
5. Female egg cell (ovum)

327
 V. Tick (✔) the correct answer.
1.  c) rose 2.  a) wind 3.  b) roots 4.  b) stamen
5.  d) coconut

Worksheet 2
I. Very Short Answer Questions.
1. A rhizome is a stem that grows horizontally in the soil. Examples: ginger and
garlic. It is irregular in shape and is swollen with stored food.
2. The transfer of pollen grains from the anther to the stigma of the flower is
called pollination.
3. The two types of pollination are self-pollination and cross-pollination.

s
4. Mango and lemon plants grow by grafting method.

es
5. Some organisms split into fragments while growing and each fragment

Pr
develops into a new individual. This process is called fragmentation.
6. The fusion of male and female egg cell unites and fuse together forming a

ity
fertilised cell called the zygote. rs
7. In budding a small outgrown part appears on the plant this outgrowth
ve
is called the bud. These buds grow slowly and detach from the parent
reproduction in plants body to continue to grow independently. Sometimes
ni

the bud does not get detached and continues to live by itself.
U

II. Short Answer Questions.

ge

1. Advantages and Disadvantages of Vegetative Propagation

Advantages:
id

Reproduction through vegetative propagation is useful because:

br

a. It allows reproduction of plants that do not have seeds. They regenerate
am

only through vegetative propagation.

b. This is a much faster process of regeneration, since it does not involve
C

waiting for the seeds to grow. Using plants part take less time for the
plants to grow.
c. The new plants formed from the vegetative propagation are exactly like
the parent plant and possess the same characteristics as their parent plant.
d. Plants of different and new varieties can be produced by these methods.
e. Plants grown by these methods do not need much care and attention as
compared to plants grown asexually.

328
 Disadvantages:
There are certain disadvantages too. Since the plants grow with the same
characteristics as the parent plant, there are chances that some undesirable
characteristics are also passed on to the new plant.
2. Spore Formation:
Ferns and mosses reproduce by the process of spore formation. Spores are
present in sori. Spores are tiny microscopic bodies which have a covering of a
protective hard coat. These take care of them under the difficult environmental
conditions like high temperatures and lack of food and water. When the
favourable conditions return, each spore gives rise to new individuals.
Mushroom farming is done with the help of spawn which contains spores.
3. Refer textbook for the answer.

s
es
4. Cutting:
In this method, a small cutting of the stem of plant is cut and put into the soil.

Pr
The stem eventually develops its own roots and grows into a new plant. Rose
plant can be reproduced using stem cutting.
Layering:
ity
rs
In layering, the lower branch of the plant is bent down and the tip is pushed
ve
into the ground and covered with soil. After some time, the roots develop and
the plant grows into a new plant. Jasmine and Bougainvillea plants are grown
ni

by this method.
U

5. Formation of a Seed and Fruit

ge

After the fertilisation takes place, the ovule forms into a zygote which
id

is a single cell structure. The zygote then begins to divide and forms a
multicellular structure called the embryo. The embryo is surrounded by one
br

or two cotyledons which stores food for the growing seedlings. Meanwhile,
am

the walls of the ovule develop tough layers and form seeds. Thus, we can say
that a seed is a fertilised. This a tough outer coat develops around the seed
C

and simultaneously the flower also goes through some changes. For example,
the petals and stamens fall, and the style and stigma wither away. Gradually,
the ovary changes into a fruit. The fruit develops from the ovary and contains
seed or seeds in it. The fruits can either be dry or soft and juicy. The soft and
juicy fruits contain the seeds inside a woody skin, like in peaches and cherry.
They can even have smaller seeds like in tomato or orange.
6. The dispersal of seeds takes place through different mechanisms. They are:
Wind: Many seeds get dispersed by the blowing wind. They develop hair-like
structures that offer resistance to air and get carried to long distances by the
wind before falling on the ground. Cotton and dandelion seeds are light and
are dispersed by wind.

329
 Water: Sometimes seeds are carried away by water. Seeds of water plants such
as lily, lotus and coconut are dispersed by water. These seeds develop spongy
outer coat that allows the seeds to float in water and carried to different
other places.
Animals: Many times the seeds stick to the body of the animals passing or on
their coats and hence travel long distances with them. The animals also help
in dispersal of seeds by eating the fruits and the undigested part of the fruits
come out as excreta and gets deposited in the soil.
Explosion: Sometimes the seeds get dispersed by explosive mechanism of the
plant itself. In plants like the peas, jasmine and more, the pods split open due
to unequal drying and the seeds are thrown out. There is an internal pressure
which is exerted by the plant and the fruit bursts open dispersing the seeds on

s
the ground.

es
7. Tissue culture is process where small plantlets are grown from a single cell

Pr
of a plant. This is usually done in the laboratory conditions where the cell
or tissue is allowed to grow in a medium under controlled conditions. The

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medium contains growth hormones that helps in growth and multiplication
of the cells. This method is used to do research or to propagate new plants
rs
which otherwise cannot be grown. These are done under careful conditions
ve
and when the plant starts to develop it is put in the soil to grow normally.
ni

III. Long Answer Questions.

U

1. The transfer of pollen grains from the anther to the stigma of the flower is
called pollination. It is important for the pollen grains to reach the stigma of
ge

the flower for reproduction. The pollen grains contain the male gamete or a
cell inside them. They are packed in a strong and protective covering inside
id

the pollen grains so that they do not get damaged before reaching the female
br

egg cell. The flowers cannot move by themselves, so an external agent is

am

required for the pollen grains to reach the stigma of the flower. These external
agents can be wind, insect or butterfly.
C

The pollen grains can reach the stigma of the same flower or to the different
flower of the same kind. On this basis, pollination can be of two types—self-
pollination and cross-pollination. In the case pollen grains reach the stigma of
the same flower then it is called self-pollination. Self-pollination takes place in
only bisexual flowers. Whereas if pollens reach the stigma of another flower
of the same kind, it is called cross-pollination. Cross-pollination can take
place in both unicellular and bisexual flowers.
Cross-pollination can take place when pollens from one flower are
transferred to the other flower. This can be done by insects, wind or water.
These are called agents of pollination. Insects such as bees feed on the nectar
of the flowers. As they sit on the flower, pollens from the anther stick to their

330
 bodies and get carried away as they fly. As soon as they sit on another flower,
the pollens get transferred and initiate the process of cross-pollination. This is
also called insect pollination.
Pollens from one flower are often carried to the other flower by blowing
wind. The flowers whose anthers are more exposed to air and have short
petals such as maize, wheat and grasses are pollinated with this method. This
method is also known as wind pollination.
Pollens from aquatic plants such as Vallisneria get transferred through water.
As these are aquatic plants, they release pollens in the water. The flowing
water carries the pollens to the other plants and helps in pollination.
2. In this method, a stem is cut from the parent plant and put into the soil. This
stem slowly develops new roots and grows into a new plant. The stem of

s
some plants given below are good means of vegetative propagation:

es
Sub-aerial stems like runners, suckers and stolon have buds that grow as

Pr
plantlets on plants such as common grass and chrysanthemum.
Some underground stems are:

ity
• T
 uber: These are underground stems and are oval and round in shape
rs
storing food. These are also called stem tuber such as potato. Potato is an
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underground stem that has ‘eyes’ through which buds emerge and new
plant grows.
ni

• B
 ulb: Bulbs are short underground stems such as onions, which are
U

enclosed by thick fleshy scaly leaves which look like a bulb. These scaly
ge

leaves store food in them.

• R
 hizome: It is a stem that grows horizontally in the soil such as ginger and
id

garlic. It is irregular in shape and is swollen with stored food.

br

• C
 orm: This is a short oval thick stem that has many buds that can give
am

rise to new plants when they are separated and grown independently.
Gladiolus grows from corm.
C

3. The development of a seed into a new plant is called germination. Most of the
seeds do not germinate or grow after their formation. They remain dormant
or inactive for some time and start growing only under favourable conditions.
They need moisture, oxygen and warmth for germinating. When all these
conditions are favourable then the seed germinates. There are different stages
of germination for the seed.
• W
 hen the seeds are sown in the soil they absorb water from the soil. This
helps the enzymes to become active in the seed. The enzymes digest the
stored food in the cotyledons and make it soluble. The soluble food then
diffuses in the embryo. This allows the radicle and the plumule to grow.

331
 • T
 he radicle grows first and comes out of the seed. It grows inward into the
soil and it starts to absorb water and minerals from the soil.
• T
 he plumule comes out of the plant later. It comes out of the seed and
grows upwards into shoots and leaves.
Till now, the embryo was dependent on the food stored in the cotyledons.
Once the process of germination is over and the seedling gets formed, it uses
photosynthesis to create its own food. Soon it grows into a whole new plant.
(Refer textbook for the diagram)

s
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Pr
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ge
id
br
am
C

332
 Answers

Chapter 12: Motion and Time

Worksheet 1
I. Fill in the blanks.
1.  Sundials 2.  frequency of oscillation
3. Rectilinear motion 4. speed
5.  periodic motion
II. State whether the following statements are True or False.

s
1. False 2. True 3. False 4. True

es
5. True

Pr
III. Match the following.
1.  10 m 2.  Litres 3.  Hertz 4.  Blades of a fan
5.  100 m
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rs
IV. Unscramble the letters to find the answers
ve

1. 
Cubit 2. 
Metre 3. 
Speedometer 4. Graph
ni

5. 
Speed
U

V. Tick (✔) the correct answer.

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1.  b) Romans 2.  a) Metre

3.  b) Periodic 4.  c) Speed = Distance/Time
id

5.  b) Speedometer
br
am

Worksheet 2
I. Very Short Answer Questions.
C

1. The different types of clocks such as sand clocks, oil lamps, hour glass and
water clocks were used in olden days.
2. The sand clock is a basically a device that helps in measuring the time
through the movement of sand.
3. The number of oscillations made by the pendulum in one second is called the
frequency of oscillation.
Hertz (Hz) is the SI unit of frequency.

333
 4. There are majorly three different types of motion—rectilinear motion,
circular motion and periodic motion.
5. In non-uniform motion or speed, an object covers unequal distances in equal
intervals or equal distances in unequal intervals of time.
6. The two main characteristics of speed are:
a. Speed is calculated using the following expression:
Speed = Distance/Time
b. Speed is a scalar quantity.
7. A graph has two axes—one horizontal axis, called the X-axis and one
perpendicular axis, called the Y-axis.
8. When an object repeats its motion after a fixed interval of time is called

s
oscillatory motion.

es
II. Short Answer Questions.

Pr
1. Motion
A body is said to be in motion when it changes its position with time, with

ity
respect to an observer or a reference point.
rs
For example: a moving car is said to be in motion with respect to a stationary
ve
man or tree. Thus, if a body changes its place with respect to a reference
point, then it is said to be in motion.
ni

2. The time period of a simple pendulum depends upon the three given laws.
U

• According to the first law, the oscillation of a simple pendulum of a uniform

ge

length does not depend on its amplitude, if the amplitude is small.

• The second law tells us that the time period of oscillation of a given
id

pendulum of uniform length does not depend on the size, weight, shape, or
br

material of the bob.

am

• The third law tells that for a given place, the time period of oscillation of
any pendulum is directly proportional to the square root of its length.
C

3. Uniform motion:
Example: If a train covers a distance of 100 km every hour, its uniform speed
is 100 km/hour. Thus, after 3 hours, the train will cover a 300 kilometres
distance. Lifts in tall buildings and hotels have uniform motion. Escalators in
metro stations and malls also have uniform motion.
Non-uniform motion:
Example: If a train covers 100 km in its first hour of its journey and 80 km in
the second hour of the journey, it is said to be moving at non-uniform speeds.
Speed of trains, buses, cars, aeroplanes keeps changing during their journey.
All these bodies thus have non-uniform motion.

334
 4. Solution:
Speed at which Rohan is skating = 12 km/hr
Distance to be travelled = 96 km
Speed = Distance/ Time
Time = Distance/Speed
So, time taken by Rohan = 96 km/12 km/hr = 8hr
5. Amplitude: The maximum displacement of a pendulum, which is actually
the displacement between the mean position and the extreme position of a
pendulum, is known as its amplitude.
Time period: The time taken by an oscillating pendulum to complete one
oscillation is its time period.

s
6. Relation between time and distance covered by the motion of a body

es
Time (in minutes) Distance covered (in kilometres)

Pr
0 0
5 2
10
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15 6
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20 8
ni

25 10
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30 12
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7. Average speed: Speed of a vehicle may change over a period of time due to
many factors such as traffic jam, heavy traffic and traffic signals. Therefore,
id

to calculate speed of the vehicle average speed is calculated. Average speed is

br

calculated by dividing the total distance covered by the total time taken by
the vehicle to cover that distance.
am

III. Long Answer Questions.

C

1. A simple pendulum is a small-sized metallic bob which is suspended by

light thread, which cannot be stretched and is of a definite length, from a
fixed point. This thread allows the bob to oscillate freely without any kind
of obstruction or friction. The pendulum bob moves to-and-fro following
the same path. This to-and-fro motion of the pendulum is called oscillatory
motion. Usually, the mechanical clocks use this kind of oscillatory motion to
measure the span of time.
The time taken for one complete oscillation is the time period of the
pendulum. Time period of a pendulum does not depend on the mass of the
bob. However, the time period increases with the increase in the length of
the string. Winding clocks and wristwatches were made by improvising and

335
 modifying the pendulum clock. You must know that a quartz clock is more
accurate than rest of the clocks due to its oscillations which are synchronised
by a quartz crystal.
The maximum displacement of a pendulum, which is actually the
displacement between the mean position and the extreme position of a
pendulum, is known as its amplitude. The time taken by an oscillating
pendulum to complete one oscillation is its time period. The number of
oscillations made by the pendulum in one second is called the frequency of
oscillation. Hertz (Hz) is the SI unit of frequency. (Refer textbook for the
diagram)
2. Solution:
Speed of the car = 80 km/hr

s
Time = 1hr 30 m,

es
As the time is given in hours and minutes, we can convert it into hours only.

Pr
So, time = 1.5 hrs

ity
We know, speed = Distance/Time
Therefore, distance = Speed × Time
rs
So, total distance covered by the car = 0 km/hr × 1.5 hr = 120 km.
ve

3. The steps for plotting a graph between two physical quantities namely
ni

distance and time.

U

Step 1: Collect the data to be plotted and arrange them in a tabular form as
shown below.
ge

Time (in minutes 0 5 10 20 25 30

id

Distance (in kilometre) 0 2 4 8 10 12

br

Draw X-axis and Y-axis on a graph.

am

Step 2: Choose the parameters to represent them along these axes. Let us
represent time along the X-axis and distance along the Y-axis.
C

Step 3: The next step is to mark the scales on the two axes. Let one division
of 1 cm size on the X-axis represent 5 minutes of time. Thus, on the time axis,
1 cm = 5 minutes. Similarly, let one division of 1 cm size on Y-axis represent 2
kilometres of distance. Thus, on the distance axis, 1 cm = 2 kilometres.
Step 3: Join all the data points and you will get a straight line representing the
distance-time line graph.

336
 Answers

Chapter 13: Electric Current and Its Effects

Worksheet 1
I. Fill in the blanks.
1. Nichrome 2. Electromagnet
3.  electric current 4.  Argon
5.  Coulomb (C)
II. State whether the following statements are True or False.

s
1. True 2. False 3. False 4. True

es
5. True

Pr
III. Match the following.
1.  Alloy of tin 2.  Hans Christian Oersted
3.  Used in doorbells
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4.  Make or break the circuit
rs
5.  Prevents from shock
ve

IV. Complete the crossword using the given clues.

ni

1
f
U

u e
2
ge

3
s o l e n o i d
e e
id

m
br

c
4
o p p e r
am

n
C

b
5
a t t e r y
Across
3. The iron nail around which the wire is wound (solenoid)
4. The wire is made of conducting material (copper)
5. A combination of two or more cells (battery)
Down
1. Safety device in an electric circuit (fuse)
2. The electric kettle-like appliances consist of an electric coil (element)

337
 V. Tick (✔) the correct answer.
1. a) insulators
2. b) voltmeter
3. d) all of these
4. c) Ampere (A)
5. a) Electric bulb

Worksheet 2
I. Very Short Answer Questions.
1. When the circuit is complete, and current flows through it, it is called a closed
circuit.

s
2. The SI unit of electric current is Ampere (A).

es
The SI unit of electric charge is Coulomb(C).

Pr
3. The different components of electric circuit are wires, switch, battery
and bulb.

ity
4. When the electric current flows through the wire, the wire starts acting like
rs
magnet. This is called the magnetic effect of electric current.
ve
5. Refer textbook for the answer.
ni

6. An ammeter is a device that is connected in a circuit to know the amount of

U

current flowing through the circuit.

7. An example for electromagnetic used in everyday appliances are doorbells,
ge

hard drives, speakers and even eye specialists use it for taking out particles
id

from eyes.
br

8. The two types of terminals in a cell are positive terminal and negative
terminal.
am

II. Short Answer Questions.

C

1. When the switch is in OFF position, the circuit breaks and the current stops
flowing through it. This is called open circuit. (Refer textbook for the diagram.)
2. When current flows through an electric circuit in it produces heat. During
the process, the electric current is converted into heat energy. In this process,
when the electric current flows through the conducting wire, the temperature
of wire increases and it becomes hot. This is called the heating effect of
electric current.
Ammeter: An ammeter is a device that is connected in a circuit to know the
3.
amount of current flowing through the circuit. The current flows from the
positive to the negative terminal of the battery.

338
 Potential difference: The difference in potential between the two terminals is
called potential difference.
Electric fuse: An electric fuse is a safety device used in electric circuits that
protects the electric appliances from catching fire when overheated.
4. When there is low resistance connection between the two conductors
supplying electrical power to any circuit, then it results in short circuit.
Sometimes, when there is a wrong connection or an abnormal connection
between two points of an electric circuit intended for two different voltages,
then it will lead to excess overheating of the system and crash the system.
This can sometimes lead to a fire or even an explosion.
5. Refer textbook for the answer.
6. The electric current flows from positive terminal of the battery to the negative

s
terminal of the battery through wire. This path followed by electric charges is

es
called an electric circuit. In other words, it is the way the electricity moves on

Pr
a defined path.
III. Long Answer Questions.

ity
1. Electric circuit has different components which have specific functions.
rs
• A
 source of electricity that can be an electric cell or battery is one of the
ve
important components of a circuit. A cell has two terminals—positive
and negative. When a cell is connected to a circuit, the current flows from
ni

positive terminal to the negative terminal of the cell and completes a

U

circuit. A combination of two or more cells is called a battery. In a battery,

ge

the positive terminal of one cell is connected to the negative terminal of

the second cell, the negative terminal of the second cell is connected to the
id

positive terminal of the third cell, and so on.

br

• A
 wire is generally made of conducting material such as copper. Wire
am

is made mostly of metals that offer little or no resistance to the flowing

electric current. Copper is said to offer minimum resistance to the current
C

hence it is the most common metal of which wires are made. On the other
hand, tungsten is a metal that offers high resistance to the current. It is
used to make filament of the electric bulbs.
• A
 switch is connected in a circuit that is used to make or break a circuit.
When the switch is in ON position, current in a circuit flows and it
completes the circuit. When the circuit is complete, and current flows
through it, it is called a closed circuit. When the switch is in OFF position,
the circuit breaks and the current stops flowing through it. This is called
open circuit.
• A
 n electric device such as a bulb is also connected to a circuit which
indicates whether the current is flowing through the circuit or not.

339
 An electric circuit can be defined as a continuous path consisting of a source
of current, wire and switch, through which electric current can pass.
Electric bell: An electric bell is made up of two rods of cast iron. The iron
2.
rods have a coil wrapped around it. Parallel to the coils is placed a metallic
strip. This strip has a hammer connected to it at one end. The other part of
the strip is connected with the circuit. A gong is placed in a position so that it
can be hit by the hammer. When current flows in the circuit, the cast iron rods
become charged with electromagnetic energy and attract the metallic strip.
The metallic hammer hits the gong because of that. The circuit breaks when
the metallic strip is pulled towards the electromagnet and gets disconnected
from the point. Since there is no magnetism left in the electromagnet, the
spring pulls the metallic strip back. This cycle is repeated again and again in
the electric bell which produces a ringing sound.

s
es
Solenoid: A solenoid is a long straight coiled wire which can be used
to generate magnetic field by running electric current through it. The

Pr
fields can be strengthened by adding an iron core to it. Its purpose is to
generate a controlled magnetic field and thus, solenoids often are used as

ity
electromagnets. They can also act as inductors for the electrical circuits and
rs
antennas. (Refer textbook for the diagram.)
ve
3. a) Electric fuse: When a large amount of electric current flows through an
electric circuit, the wires often get over-heated which may lead to fire.
ni

An electric fuse is a safety device used in electric circuits that protects

U

the electric appliances from catching fire when overheated. An electric

ge

fuse is made of an alloy of tin and lead that allows only a certain amount
of current to pass through. As and when the amount of current passing
id

through the wire increases, the wire melts down and breaks the circuit.
br

This way, the devices in which the electric fuse was fitted are prevented
am

from any damage. Electric fuses come in many sizes depending upon their
usage. Cartridge fuse is mostly seen fitted in the electrical appliances that
we use at home. Herein, the fuse wire is put inside a small tube of glass.
C

Miniature circuit breakers (MCBs) are made of porcelain socket consisting

of a fuse. Such fuses are found fitted in the main electrical circuits of
houses or buildings. MCBs contains a switch that automatically trips
when the amount of current flowing through a circuit exceeds, thereby
preventing short circuits.

340
 Electromagnet: When the electric current flows through a wire tied
b)
around an iron rod, the wire behaves like a magnet. This magnetic effect
of electric current has been used in making powerful electromagnets. The
iron nail around which the wire is wound around is called a solenoid.
When the wire is wrapped around the iron rod in many turns and electric
current is supplied to the wire, as long as the current is supplied, the iron
rod behaves like a magnet. The more the number of turns in the wire, the
stronger is the magnetic effect. Electromagnet is used in electric bells and
also in powerful cranes.

s
es
Pr
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rs
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ni
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C

341
 Answers

Chapter 14: Winds and Storms

Worksheet 1
I. Fill in the blanks.
1. air 2. troposphere 3. wind 4. Anemometer
5. eye
II. State whether the following statements are True or False.
1. True 2. False 3. True 4. True

s
5. False

es
III. Match the following.

Pr
1. hurricane 2. 300 km/hr 3. floods 4. tornado
5.  movements in the wind
IV. Give two examples for each of the following:
ity
rs
1.  a) cyclone b) storm
ve

2.  a) sea breeze b) land breeze

ni

3.  a) aeroplane b) bird

U

4.  a) heavy rain b) lightening

ge

5.  a) Philippines b) japan

V. Tick (✔) the correct answer.
id

1.  c) hurricane
br

2.  b) cyclone
am

3.  a) kite
C

4.  d) storm
5.  d) 10 to 15

Worksheet 2
I. Very Short Answer Questions.
1. The effects of a thunderstorm can be:
• Rainfall from thunderstorm causes floods.
• Lightning can cause sparks which may lead to forest fires.

342
 2. Tornadoes are the very fast moving funnel-shaped columns of wind.
3. An imaginary line around the Earth forming the great circle that is
equidistant from the North and South poles.
4. Atmosphere is the blanket of air surrounding the Earth’s surface.
5. As the area on which the pressure is being applied reduces, the wind speed
increases. In other words, the higher the speed of winds, lower is the air
pressure. It is because of this high speed that even a thatched roof gets
blown away.
6. Air blows due to uneven heating of the Earth’s surface.
II. Short Answer Questions.
Sea breeze: The land is warmer than the ocean surface. When warm air from
1.

s
the land rises up, it creates an area of low pressure near the ground. This

es
causes the wind to move from sea towards land, and the process continues
during the day.

Pr
2. When wind starts moving at a very strong and fast speed, it turns into

ity
a storm. Thus, storms can be defined as atmospheric disturbances or a
disturbed state of environment caused due to high speed winds. Storm is
rs
basically an extreme weather condition. It is often accompanied with heavy
ve
rains and lightning.
Thunderstorm is the storm that is characterised by thunder, lightning and
ni

heavy rain. It occurs in hot and humid tropical areas, such as India.
U

The warm air near the Earth’s surface rises up along with a lot of moisture.
ge

This movement of air causes strong winds..

id

3. As the area on which the pressure is being applied reduces, the wind speed
increases. In other words, the higher the speed of winds, lower is the air
br

pressure. High and speedy wind creates an area of low pressure around
am

the houses. Also, high speed winds even uproot the trees and electric poles
that are placed on the roads. Thus, increase in wind speed is associated by
C

decrease in air pressure. Another point to be noted here is that air always
travels from high pressure areas to lower pressure areas. That is, air from
high pressure zones rush towards the low pressure zones to fill the gap.
4. Tornadoes are the very fast moving funnel-shaped columns of wind. A
tornado may rise out of a cyclone due to the effect of low pressure in the eye
of the cyclone. Tornadoes keep rotating while maintaining contact with both
clouds and the surface of the Earth. Objects near the base of a tornado, such
as vehicles and even houses, are sucked into its funnel and thrown out at the
top. Tornadoes can attain a speed of 300 km/hr and are even more destructive
than cyclones.

343
 5. The precautions that should be taken during a tornado are:
• D
 uring the tornado, if you are indoor, go to the lowest level room like
basement and stay away from windows.
• I f you are outdoor, you should lie down near a depression and protect
yourself from debris.
• Avoid vehicles and do not stand near trees.
6. The precautions that should be taken during a tornado are:
• Keep a check for alert for cyclone forecast and warning.
• D
 o not go out, stay indoors especially in places where probability of
cyclones is high.
• A
 void drinking tap water, as it may be contaminated in places with high

s
cyclones.

es
• Do not touch power switches during a cyclone.

Pr
III. Long Answer Questions.
1. In case of a thunderstorm, cyclone or a tornado, following are the safety and

ity
weather precautions that should be taken on behalf of government
rs
and people:
ve
• G
 overnment should forecast cyclones 24 hours in advance, with the help
of satellites and radars.
ni

• T
 here should be shelters made for protecting people in the cyclone- and
U

tornado-prone areas. They should have underground rooms which are

ge

away from shores.

• A
 s an individual, when cyclone or a tornado strikes, one should take
id

shelter under the tables, bow down and protect their heads and necks
br

using their arms.

am

• I n case of a cyclone warning, necessary food items and medicines should

be stocked as much as possible.
C

• If possible, move to a safer place.

• Fishermen should not venture into the sea during a cyclone warning.
• K
 eep away from water in cyclone-hit areas as the water might be
contaminated.
• Stay inside houses.
• One should never ignore warnings from meteorological department.

344
 • Keep all the emergency numbers handy and in place.
• A
 void driving on roads full of water as the roads might be damaged or the
vehicle may get damaged with water going inside the machinery.
• K
 eep away from electricity poles as cyclones/tornados can cause damage
to electric poles and it may cause short circuit and electric shocks.
• Cooperate and help others.
• Help the rescue team.
2. Cyclone is movement of winds in anticlockwise or clockwise circulation
which creates an area of low pressure in the centre and keeps moving
inwards. Cyclones are often accompanied with heavy rain. Factors such as
wind direction, wind speed, humidity and temperature together create and
determine the level of a cyclone.

s
es
When water vapour in the clouds cools down, it releases heat. This heat
warms the air around the clouds resulting in the rising of warm air and

Pr
creating a low pressure zone which is filled in by the cooler air from the
surroundings. The wind from the surroundings moves in a circular fashion

ity
towards the centre and gives rise to cyclone.
rs
The centre of the cyclone is called eye. This centre area is calm in nature, but
ve
air around the eye moves in high speeds. Their speed may reach up to as high
as 150 to 250 km/h. The height of a cyclone can rise to be 10 to 15 km high.
ni

Cyclone is known by different names in different countries. Cyclone is known

U

as hurricane in the USA whereas it is known as typhoon in Philippines and

ge

Japan.
3. • S ea breeze: The land is warmer than the water surface during the day.
id

When warm air from the land rises, it creates an area of low pressure near
br

the ground. This causes the cool breeze to move from the sea towards
am

land, and the process continues during the day.

• L
 and breeze: During night, the land becomes cooler than the ocean
C

surface. The warmer air from the ocean surface rises up and creates an
area of low pressure near the surface. This causes the wind to move
from land towards sea, and the process continues during the night.
Thus, both the sea breeze and land breeze form different wind currents.
(Refer textbook for the diagram)

345
 Answers

Chapter 15: Light

Worksheet 1
I. Fill in the blanks.
1. plane mirror 2. optical 3. concave 4. transparent
5. Light
II. State whether the following statements are True or False.
1. False 2. False 3. True 4. False

s
5. True

es
III. Match the following.

Pr
1.  contact lens 2.  imaginary line
3. lens 4. myopia
5. spectrum
ity
rs
IV. Complete the crossword using the given clue.
ve

1
w
ni

h 2
a
U

i m
t b
ge

3
s p e c t r u m
id

u l
br

n a
am

n
c
C

t
4
e l e s c o p e
Across
3. Band of seven colours (spectrum)
4. Instrument used to view magnified images of celestial bodies (telescope)
Down
1. Newton disc when rotated it appears (white)
2. Lateral inversion is seen in an (ambulance)
3. A natural source of light (sun)

346
V. Tick (✔) the correct answer.
1.  b) seven 2.  d) straight
3.  c) principal axis 4.  c) real image
5.  b) much thinner at centre

Worksheet 2
I. Very Short Answer Questions.
1. The two types of mirrors are:
• Concave mirror
• Convex mirror
2. Lens is a transparent material bound by two surfaces, out of which one or

s
both surfaces may be spherical in shape.

es
3. An imaginary line passing through the two centres of curvature of a lens is

Pr
called its principal axis.
4. The rays of light, from a convex mirror, diverge into different directions,

ity
hence it is also called diverging mirror.
rs
5. White light consists of seven colours. The colours are violet, indigo, blue,
green, yellow, orange, red (VIBGYOR).
ve

6. A spherical mirror has a shining surface which is in a curved shape rather

ni

than a straight plane.

U

7. The image which cannot be obtained on a screen is called virtual image.

ge

8. When the rays of the sun pass through the water droplets, they refract and
reflect to form the rainbow.
id

II. Short Answer Questions.

br

1. Light always travels in a straight line and at a very fast speed. In other words,
am

it never curves along a path and only follows a straight line. This is called
rectilinear propagation of light. Light can pass through holes and can change
C

its direction (when passed through lens or mirror) but can never have a
curved path.
2. Uses of concave mirrors are:
• Concave mirrors are used by dentists to view teeth and in their treatment.
• These are used as shaving mirrors.
• T
 hey are used in solar heater where they reflect sun rays and generate
enough heat to cook food.
• They are used in telescopes to view magnified images of celestial bodies.

347
 Uses of convex mirrors are:
• T
 hey are used as a rear-view mirrors in vehicles so that the person driving
is able to see most of the traffic behind him.
• T
 hey are used in car parking lots to see any vehicle coming from the other
side.
3. Light travels in a straight line, but the direction of light can be changed by
reflection. The bouncing back of light when it strikes any polished surface is
called reflection of light. Light can be reflected easily by shinning surfaces like
mirror, stainless steel, etc.
Reflection of light can be of two types based on the surface from which it gets
reflected.
• Regular reflection: When the light reflects from a smooth polished surface.

s
es
• I rregular or diffused reflection: When the light reflects from a rough and
dull surface. (Refer textbook for the diagram.)

Pr
4. A plane mirror is a shiny and flat reflective surface. When the light from a

ity
particular direction falls on a plane mirror at an angle, it is reflected back at
the same angle in the same direction. rs
The following are some of the important characteristics of image formed by a
ve
plane mirror:
ni

• P
 lane mirrors form a virtual images because the reflection does not fall on
a surface, rather we see our reflection that appears on the mirror.
U

• T
 he image reflected through a plane mirror is of the same size as that of
ge

the object.
id

• W
 hen the image is reflected through a plane mirror, it is left-right inverted.
br

That is, in the reflection, the left side appears to be the right one and
the right side appears to be the left one. This is called lateral inversion.
am

AMBULANCE is written laterally inverted on the ambulances, so that the

drivers ahead of the ambulances can read it correctly in their rear mirrors
C

and pave the way.

5. The following are some important terms associated with lenses.
• C
 entre of curvature (C1 or C2): The centre of the sphere is called centre
of curvature of the lens. A lens has two centres of curvature, as it has two
surfaces.
• P
 rincipal axis: An imaginary line passing through the two centres of
curvature of a lens is called its principal axis.
• Optical centre (O): The central point of a lens is called its optical centre.

348
 • P
 rincipal Focus (F): It is the point on the principal axis, where a parallel
beam of light which is parallel to the principal axis, converges or diverges
after refraction.
• F
 ocal length (f): It is the distance of the principal focus from the optical
centre of the lens.
6. Light is a form of energy that enables to see things around us. There are two
sources of light they are natural and human-made. Sun and fire are examples
of natural sources of light. On the other hand, we have human-made sources
of light, such as bulbs and tubelights. These are the sources developed by
humans which help our eyes to see things.
7. Real and Virtual Images
The impression of the object formed by the mirror due to reflection of light is

s
called image of the object. The image which can be obtained on a surface or a

es
screen is called real image. The image which cannot be obtained on a screen is

Pr
called virtual image.
III. Long Answer Questions.

ity
Convex Lens: Convex lens is the lens which is thicker in the middle as
1. rs
compared to the outer edges. It is also called the converging lens as it
ve
converges the rays at a common point to form the image when the rays
pass through the lens. The image formed by convex lens is erect, virtual and
ni

magnified. It can form real images when the object is placed at a distance
U

from the lens. Such an image formed is diminished and inverted in nature.
These lenses are used in making magnifying glass, contact lens, etc.
ge

Concave Lens: Concave lens is the lens which is much thinner at the centre
id

as compared to the edges. It is also called the diverging lens as it diverges the
br

rays outwards when the rays are passed through the lens. The image formed
by the concave lens is upright, smaller and virtual. It cannot form the real
am

images. Concave lenses are used in treating people who have myopia or short-
sightedness. (Refer textbook for the diagram.)
C

The following are some important terms associated with mirrors:

• I ncident ray: It is the ray of light that falls on the surface of the mirror or
reflecting surface.
• P
 oint of incidence: The point at which the incident ray fall on the mirror
or the reflecting surface.
• R
 eflected ray: It is the ray of light that get reflected from the surface of the
mirror or reflecting surface.

349
 2. The light or rays emitted by the sun may appear white in colour but it
actually consists of seven colours. These colours are violet, indigo, blue, green,
yellow, orange, red (VIBGYOR). This band of seven colours is known as the
spectrum.
Isaac Newton showed that a prism can produce a spectrum from white light.
VIBGYOR together form the rainbow that we see in the sky. The rainbow
that we usually see during the rainy season appears because of the Sun’s rays
and the water droplets of the rain. When the rays of the sun passes through
the water droplets, the rays refract and reflect to form a rainbow. Thus, we
can say that the colours of the rainbow are in fact the colours emitted by the
sun and the water is the object which refracts light.
There are various other objects that can split this white light into individual

s
coloured rays. For example, a prism is a transparent optical object which

es
splits light. That is, when a white light is passed through a prism, it refracts
the light and splits it into seven colours.

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

350
 Answers

Chapter 16: Forests–Our Lifeline

Worksheet 1
I. Fill in the blanks.
1. flash floods 2. nutrients 3. understoreys 4. food and shelter
II. State whether the following statements are True or False.
1. True 2. False 3. True 4. False
5. False

s
III. Match the following.

es
1.  Plants having long lifespans 2.  Medicinal value

Pr
3.  Flesh-eating animals 4.  Cutting of forests
5.  Eating plants and flesh of animals
IV. Unjumble the following words.
ity
rs
a) PESTICIDES b) FOREST
ve

c)  ECOSYSTEM d) OMNIVORES

ni

e) BACTERIA
U

V. Tick (✔) the correct answer.

ge

1.  b) herbivores 2.  d) 21%

3.  a) forest layer 4.  c) afforestation
id

5.  d) timber
br
am

Worksheet 2
I. Very Short Answer Questions.
C

1. A food web is basically a number of food chains linked together in an

ecosystem.
2. The maintenance and upkeep of the forests is called conservation of the
forests.
3. Organisms that feed off decomposing organic material called decomposers. In
other words, the saprophytic organisms like fungi and bacteria that grow and
feed on the dead and decaying organic matter are called decomposers.
4. Examples of medicinal plants are neem, tulsi and Eucalyptus.

351
 5. The forests have different kinds of shrubs, grass, creepers, herbs and wide
variety of plants.
6. For protecting the forests and stopping the cutting of trees, the people of
Terai forest started a movement, named ‘Chipko movement’.
7. Food, clothes and shelter are the basic needs people get from forest.
II. Short Answer Questions.
1. The bigger animals feed on the dead animals and dispose the dead matter.
These animals are called scavengers. Therefore, we can say that decomposers
and scavengers help in cleaning the environment. After the decomposition of
dead bodies, the remaining matter adds to the soil as humus. The plants take
up nutrients from the soil and grow.
2. The three important benefits of forests are:

s
es
• P
 urify air: Plants help in purifying the air. They give out oxygen in the
process of photosynthesis that is used by living organisms for breathing.

Pr
In the process, they also absorb carbon dioxide from the atmosphere. This
purifies the air.
• P
ity
 rovide timber: The forests give us timber from trees such as sal, teak and
rs
pine. This timber is used to make furniture, railway sleepers, carts, boat,
ve
ships, sport goods and much more.
• P
 rovide other products: Along with wood, forests provide us with various
ni

other products such as gum, spices, resin, bamboo, lac, silk and honey.
U

3. All the plants and animals are interdependent on each other. Thus, if there
ge

were no grass or plants then the herbivorous animals would not survive.
Similarly, if there were no carnivorous animals, then all the herbivorous
id

animals would eat up all the plants and there would soon be shortage of
br

food. In the same way, if there were no decomposers then the dead remains of
am

the plants and animals would pollute the entire environment. Hence, we can
say that food chains and food webs are necessary to maintain a balance in
C

our ecosystem.
4. The plants having very long lifespans, varying from a decade to a few
hundred years are called perennials. Shrubs and herbs are perennials. In fact,
forests are the main reservoir of such plants.
5. The forests have dense growth of trees such that even the sun is unable to
penetrate through the leaves of the trees. Therefore, such places become a
habitat for mosses, lichens and other shade-loving plants and animals.
• T
 he conical shaped shaded cover, formed by the trees with the help of
their upper branches, is called a canopy.
• T
 he horizontal layers of plants below the canopy at different heights are
called the understoreys.

352
 The tall trees form the canopy and the smaller trees and shrubs form the
understoreys. Below the understoreys, are the ground flora and herbs which
form the lowest layer of the understorey.
6. The people should be made aware of the importance of forest in their lives.
There should be forest nurseries which give away plants free of cost to people,
for growing them near their houses. The existing laws for protecting the wild
life sanctuaries, and other wild-life reserves should be properly implemented.
The guidelines set by WWF and UNESCO for forest conservation should
be properly followed. The Van Mahotsava should be made more effective,
popular and meaningful.
III. Long Answer Questions.
1. Forest is a large area of land covered with trees, dense vegetation and is a

s
habitat for many plants and animals. The trees are the major part of the

es
forests and contribute to the Earth’s green belt. Forests are rich source of

Pr
wood which is further used to make fuels, timber, nuts, fruits, seeds and
medicinal plants. They are a common habitat for number of animals such as

ity
lions, tigers, elephants, monkeys, snakes, deer and many more.
• P
 rovide medicines: Forests provide a number of medicinal plants that are
rs
used to make different medicines. For example, the leaves of neem, tulsi
ve
and Eucalyptus are well known for their medicinal value. The Cinchona
ni

and Aloe vera plants are also known for their medicinal value.
U

• P
 revent soil erosion and floods: The trees in the forests have roots which
bind the soil particles together and prevent the soil from being eroded or
ge

blown away. This, therefore, prevents soil erosion and maintains fertility
of soil.
id

• I mprove the quality of soil: The dead leaves, twigs and shrubs decay
br

and form humus. Humus adds nutrients to the topsoil and improves the
am

fertility and the quality of the soil.

• R
 educe atmospheric pollution: The trees in the forest reduce the
C

atmospheric pollution by using up the carbon dioxide from the

atmosphere for photosynthesis. Thus, the trees help in checking the global
warming.
• C
 ontrol flow of water and floods: The thick foliage (humus and algae) on
the floor of the forests absorbs the water and holds the rainwater like a
sponge. The roots of the trees help in protecting the soil from the force of
rainwater and keep it intact. The trees also control the flow of water and
prevent flash floods. This also ensures a regular supply of water to the
streams, springs and wells.

353
 • P
 rovide fuel wood: The trees in the forest provide wood which is an
important fuel used for cooking in villages even today. The wood is used
for manufacturing various other products like paper, rubber, etc.
2. The different organisms in the forests along with plants and animals are all
interdependent on each other. They depend on each other for food, protection
and shelter. Hence, it is important to control this biodiversity by managing
the balance between the two.
Dependence of Animals on Plants
• F
 ood: All animals, directly or indirectly, depend on plants for their food.
For example, herbivores eat plants, and carnivores and omnivores feed on
herbivores.
• O
 xygen: The plants take in carbon dioxide for photosynthesis and give

s
out oxygen into the atmosphere. Animals take in this oxygen while

es
breathing.

Pr
• S helter: Some animals such as monkeys and birds, depend on plants
for shelter. Some animals make holes in the trees and live there. Birds

ity
build their nests on the trees. There are number of insects such as the
rs
grasshoppers, moths and ants that live in the trees.
ve
Dependence of Plants on Animals
• C
 arbon dioxide: Animals take in oxygen and release carbon dioxide while
ni

breathing. This carbon dioxide in turn is utilised by the plants in the

U

process of photosynthesis and oxygen is released.

ge

• P
 ollination: Animals help plants to reproduce through pollination.
Animals such as insects, birds and other animals help the plants by
id

carrying the pollen grains to various places for pollination.

br

• S eed dispersal: The animals help the plants with the process of seed
am

dispersal. The fruits are eaten by animals and birds. They then walk or
fly to distant places and spread the seeds which come out with their
C

droppings. Some seeds stick to the furs of the animals or birds and are
carried from one place to the other.
Ecosystem:
3.
The gamut of all the plants, animals and living organisms that live in a
particular habitat comprises ecosystem. All ecosystems are self-sustaining.
The green plants make their own food by the process of photosynthesis,
hence are called producers. The animals that feed on green plants are called
herbivores or primary consumers. The herbivores are then eaten by carnivores
or secondary consumers. The carnivores are then eaten by omnivores (feed
on flesh of animals and plants both). When the consumers die, their body
is decomposed by microorganisms and are hence called decomposers.

354
 Some bigger animals feed on the dead animals and dispose the dead matter.
These animals are called scavengers. Therefore, we can say that decomposers
and scavengers help in cleaning the environment. After the decomposition of
dead bodies, the remaining matter adds to the soil as humus. The plants take
up nutrients from the soil and grow.
Food Chain:
Food chain is a continuous cycle of food wherein the plants are eaten by
small animals and the small animals are eaten by the bigger ones. The
food chain gives us an idea about the transfer of food energies from the
herbivorous to the carnivorous animals. For example, in the food chain, the
grass is eaten by the grasshopper. The grasshopper is eaten by a rat. The rat
is eaten by a snake. The snake gets eaten by an eagle or vulture. An eagle or

s
vulture when dies is decomposed by the decomposers, such as mushrooms.

es
Food Web:

Pr
Food web is basically a number of food chains linked together in an
ecosystem. Each living organism in the ecosystem is part of a multiple

ity
different food chains. For instance, a grasshopper and giraffe are herbivores.
Similarly, different herbivores can be eaten by different carnivores. Thus, we
rs
see that there are a lot of food chains that prevail in an ecosystem which are
ve
interconnecting, overlapping and interdependent in nature. Hence, we can
ni

describe food web as a network of food chains that are linked together in one
form or the other. (Refer textbook for the diagram.)
U

4. Till now we have seen that forests are very essential for the ecosystem. But
ge

nowadays the forests are being cut down for various purposes. They are also
being cut at a large rate for creating agricultural lands, lands for buildings and
id

other industrialisation activities. This cutting of forests on a large scale is called

br

deforestation. The steps that can be taken to maintain and protect the forests are:
am

Afforestation
Planting more and more tress to renew plant cover on land is called
C

afforestation. People should grow more plants and forests wherever possible
such as along the highways, rivers, playgrounds and parks to maintain the
balance in our environment.
Planned Harvesting
The use of modern techniques for protecting the forests during harvesting or
cutting trees is called planned harvesting of the forest. The forests should be
cut in a planned way such that only the required number of forests are cut
down. Large scale of cutting down of forests trees should be stopped. If the
trees need to be cut, then equal number of plants or trees must be planted in
their place.

355
 Protection from Fire
The forest fires should be prevented. Every year fires destroy huge forest
areas. Fires are caused due to carelessness of the people or even through
natural methods. People should avoid smoking or cooking in the forest areas.
Protection from Overgrazing
The forests are also destroyed due to overgrazing of cattle, sheep horses and
goats. The forests should be protected from insects and pests. The infected
plants should be removed or treated with pesticides.
Protection from Insects and Pests
Insects and pests are one of the major causes that destroy plants. Proper
methods should be adopted to treat the infected trees and to prevent diseases
from spreading. Insecticides, pesticides and fungicides should be sprayed on

s
es
the plants to control any diseases and prevent destruction of trees.

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

356
 Answers

Chapter 17: Wise Use of Water

Worksheet 1
I. Fill in the blanks.
1. Water 2. Rainwater 3. evaporation 4. liquid
5.  water vapour
II. State whether the following statements are True or False.
1. True 2. False 3. False 4. True

s
5. False

es
III. Match the following.

Pr
1. Solid form 2. March 22 3. 2003 4. Underground water
IV. Give two examples for each of the following:
1.  a) Fog
ity
b) Clouds
rs
2.  a) Lakes b) River
ve

3.  a) Hand pumps b) Wells

ni

4.  a) Lands dry b) Crop fails

U

5.  a) Ganga b) Brahmaputra

ge

V. Tick (✔) the correct answer.

1.  b) Rainwater
id

2.  d) Freezing point

br

3.  c) Water cycle

am

4.  a) Surface water

C

Worksheet 2
I. Very Short Answer Questions.
1. Water is a natural resource that is found in abundance in nature. Water covers
more than three-fourth of the Earth’s surface.
2. Rainwater is considered to be the purest form of water, although it may
contain dust particles and dissolved gases. Rainwater seeps into the soil and
forms the underground water.

357
 3. Water delivered to homes is called public-supplied. Water that people supply
themselves is called self-supplied (withdrawn from groundwater or surface
water source).
4. Water is used for different purposes in all types of industries. Most of the
industries take out groundwater and surface water. The demand for water has
increased in recent years because of the rapid growth of industries.
5. Ground water, as the term denotes, is the water available under the ground or
under the surface of the Earth. It is also called subsoil water.
6. Surface water is the water that collects on the top layer or the surface of the
Earth. Surface water is a continuous source of water.
7. If water vapour is cooled down, it again forms water. This process is known
as condensation.

s
es
8. In nature, water can exist in free as well as in combined form. In free state,
water occurs as solid, liquid or gaseous forms.

Pr
II. Short Answer Questions.
1. Hydrological cycle:

ity
The continuous movement of water in the nature—on, above and below the
rs
Earth’s surface is called water cycle. It is also known as hydrological cycle.
ve

Water cycle:
ni

The interchange of the three different states of water also takes place in
U

nature, forming a cycle, known as the water cycle.

2. The main sources of water include rivers, lakes, oceans, streams, rainfalls, etc.
ge

We can broadly categorise the sources of water into two categories:

id

• surface water and

br

• underground water.
am

Precipitation: The water present in oceans, lakes and streams evaporates due
2.
to the sun’s heat and forms water vapour. The water vapour being lighter
C

rises up the atmosphere and condenses into millions of tiny droplets. These
droplets together form clouds. As and when the clouds get heavy and cannot
hold any more water droplets, they fall back on Earth in the form of rain,
snow, hail, sleet or mist. This is called precipitation.
Rivers, lakes, streams and ponds:
3.
Rivers, lakes, streams and ponds get water either from rain or from melted
snow on the mountains. Some rivers in India like Ganga, Brahmaputra
contain water throughout the year. On the other hand, some rivers that
depend on monsoon rain have very little water during the summer. They
become overflooded in the rainy season. Dams are constructed in these rivers
to prevent floods and to generate electricity.

358
 Factors that lead to water scarcity:
4.
• Increase in population
• Varying monsoons
• Increasing water pollution
• Over-exploitation of water resources
5. Liquid form of water:
Water is present in the nature in liquid form or a free-flowing form. The
water present in oceans, lakes, river, streams and even rain is the liquid form
of water.
Gas form of water:
The gas form of water is generally known as water vapour. It also exists in

s
the environment in the form of fog, steam and clouds.

es
III. Long Answer Questions.

Pr
Uses of water
1.
Water plays a vital role not only in the lives of humans but also for plants and

ity
animals. Water helps to regulate the life processes such as digestion of food,
rs
excretion of waste materials and transportation of nutrients. It also helps to
ve
control our body temperature by the process of sweating and evaporation.
In plants, water helps in the process of photosynthesis. Water also provides
ni

habitat to many aquatic plants and animals.

U

All living organisms contain large amount of water in their body. So, we can
ge

say that water is important for sustaining life. Water is used by humans for
different purposes such as in homes, agriculture and in industries.
id

Domestic Use
br

The water that we use at our homes for various purposes like cleaning,
am

washing, cooking and drinking is called domestic water. Water that is present
in different sources reaches our homes through a process where it undergoes
C

different purification processes, before it reaches our homes.

Agricultural Use
In India, one of the major occupations, agriculture, is dependent on water.
As the monsoon is unpredictable, the farmers mostly need to depend on the
artificial water supply systems like canals and tube wells.
Industrial Use
Water is used for different purposes in all types of industries. Most of the
industries take out groundwater and surface water. The demand for water has
increased in recent years because of the rapid growth of industries.

359
 Categories of sources of water:
2.
There are two categories of source of water—surface water and underground
water.
Surface Water: Surface water is the water that collects on the top layer or the
surface of the Earth. The water present in oceans, lakes, rivers and streams
are all forms of surface water. Surface water is an important and considered a
never ending source of water. This is because the snow which is found on the
mountains, melts down and flows down to join rivers and oceans. Also, the
condensed water in clouds precipitate and fall down in the form of rainfall
which finally joins the rivers and oceans to form surface water. Thus, we can
say that surface water is a continuous source of water. Surface water present
in different sources contains dissolved salts and suspended particles. Based on

s
this, surface water can be classified into two types.

es
 ivers, lakes, streams and ponds: Rivers, lakes, streams and ponds get
• R

Pr
water either from rain or from melted snow on the mountains. Some
rivers in India like Ganga, Brahmaputra contain water throughout the

ity
year. On the other hand, some rivers that depend on monsoon rain have
very little water in summer. They become overflooded in rainy season.
rs
Dams are constructed in these rivers to prevent floods and to generate
ve
electricity.
ni

• S eas and oceans: Rivers and streams ultimately flow into seas and oceans.
River waters add dissolved salts to the seawater. Therefore, seawater is
U

salty and not fit for drinking or agricultural use.

ge

Groundwater: Groundwater, as the term denotes, is the water available under

the ground or under the surface of the Earth. It is also called subsoil water
id

as it gets collected and stores up in the gaps between soil, sands, etc. It is also
br

found in various layers of the Earth’s crust and is extracted through pipes,
am

hand-pumps, tube-wells, wells and underground canals. After precipitation,

the water accumulates in the wells, rivers, etc., and infiltrates to the
C

underground and forms water table or aquifers. It acts as an important source

of water that is taken out through hand pumps or wells. However, it is on
the verge of extinction as over-exploitation of groundwater is leading to its
depletion. One of the factors leading to this depletion includes digging more
and more number of hand pumps and wells.
3. The water should be conserved and wastage should be avoided in the
following ways:
a. Close the tap while you brush your teeth, clean dishes or vegetables and
open it only when you are actually using the water.
b. Avoid any wastage of water while watering plants.
c. Take shorter baths and avoid extra wastage of water.

360
 d. Use the waste water left after cleaning utensils, washing or mopping, in
other activities like watering plants.
e. Use rainwater harvesting to save rainwater and use that water for cleaning
and other purposes. In this method, rainwater falling on roofs is allowed
to flow into a deep increases the level of groundwater. This stored water is
also used as a source of drinking and irrigation.
f. Always keep a check on leaks in the pipes and repair them as soon as
possible.
g. Avoid using hose, and clean your cars and driveways with broom.
h. In earlier times, structures called baolis were made to store water. The
rainwater was collected in the baolis and was also used to replenish
groundwater.

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i. Water your plants in the early dawn as watering them at noon leads to
evaporation and water loss.

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j. Farmers must use drip irrigation to irrigate their fields. This will save a lot
of water and avoid any wastage of water too.

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 Answers

Chapter 18: Waste Management

Worksheet 1
I. Fill in the blanks.
1. contaminants 2. eutrophication
3. Sanitation 4. Sewerage
5. sludge
II. State whether the following statements are True or False.

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1. True 2. True 3. False 4. True

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5. False

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III. Match the following.
1.  waste from kitchens 2.  found in aeroplanes and trains
3.  made up of brick and glass
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4.  hygienic conditions
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5.  sewage disposal
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IV. Complete the crossword using the given clues.

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1
b
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i 2
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3
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w a s t e w a t
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Across
2. The waste released from the toilets (foul)
4. Not clean and unhealthy to drink (wastewater)
Down
1. Collected and used as a biofuel for various purposes (biogas)
3. Used to kill the disease causing microbes and purify water (ozone)
5. Waste released by industries and commercial organisations (trade)

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V. Tick (✔) the correct answer.
1.  a) rainwater
2.  c) microbes
3.  d) all of these
4.  b) primary

Worksheet 2
I. Very Short Answer Questions.
1. Wastewater treatment plants play a very important role in cleaning the
harmful water and discharging it back to the waterbodies.
2. Rainwater carries harmful and toxic substances, such as pesticides and other

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agricultural waste, to the water bodies. Fertilisers promote the growth of

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algae in the water and induce algal growth. The decomposition of the plants

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depletes the supply of oxygen, leading to the death of animal life. This is
called eutrophication.

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3. Sullage water is the waste released from kitchens, consisting of contaminants
like mild detergents, particles of food, oil, etc.
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4. Sewage or wastewater is mostly discharged from our home sinks, showers,
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washrooms, laundries, etc. Industries also discharge a lot of wastewater and

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chemicals that ultimately lead to water pollution.

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5. Addition of undesirable substances to water that makes it unfit for drinking

and other activities is called water pollution. These undesirable substances are
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called pollutants.
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6. The wastewater from different sources is discharged through pipes of small

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and big sizes called sewers.

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7. The step-by-step process of wastewater treatment plant is primary, secondary

and tertiary process.
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8. These aerobic bacteria remove the organic impurities or unwanted substances

such as human waste, food particles, soap and oil, called sludge.
II. Short Answer Questions.
Chemical toilets: These kinds of sewage disposal systems are mostly found
1.
in aeroplanes and trains. They are used in the transport vehicles as they
disinfect the human waste chemically and remove the bad odour. These toilets
are advantageous as they do not require water. However, these toilets are
costly and use toxic and harmful chemicals which can be harmful for the
environment.
2. The main factors that cause eutrophication are heavy use of nitrogen
fertilisers on agricultural land and the increased discharge of phosphates from

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 sewage treatment plant discharges. Rapid eutrophication has occurred in
many lakes such as the Baltic, Mediterranean and the Black sea.
3. The sources of wastewater are:
• W
 astes from industries such as canaries, sugar factories, milk dairies and
fertiliser factories.
• D
 rainage of substances such as oil and residues of rubber from ships in
the sea.
• Human activities such as washing clothes; and bathing in water bodies.
• Liquid and solid wastes from houses, industries, hospitals and offices.
4. Wastewater is the dirty water that is left after activities such as washing,
cleaning, domestic and industrial usage. Wastewater is not clean and

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unhealthy to drink. Wastewater not only contains the waste visible to our

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eyes, but it also contains impurities that are not visible to our eyes such as
harmful germs.

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5. The effects of improper sewage management are:

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• Water and soil pollution is caused by open defecation.
• W
 astewater and sewage enables the growth of bacteria and other insects
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to grow on a large scale.
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• T
 he contaminated groundwater leads to water-borne diseases such as
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cholera, typhoid, diarrhoea, polio, meningitis and dysentery.

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• B
 ad odour and gases released from the open drains can have a negative
effect on the respiratory system of human beings.
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• T
 he unclean water when reaches the ground, damages the soil as well as
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the vegetables and plants that grow on that soil.

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6. The benefits of drainage and sanitation:

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• M
 aintaining sanitation and proper drainage, helps in keeping our
surroundings clean and in maintaining a healthy environment.
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• I t reduces the harmful gases and bad odour that is produced by disposing
sewage and wastewater in open areas.
• I t helps to reduce the chances of diseases that can spread due to
wastewater, sewage and unclean water If the river water is clean, the
aquatic plants and animals can breathe in air.
• P
 roper sewage helps in reducing the number of flies and insects that breed
on contaminated water.
7. The wastewater from different sources is discharged through pipes of
small and big sizes called sewers. Together, the small and big pipes form a
network called sewerage. The sewer pipes are mostly made of PVC (polyvinyl
chloride). It is just like a system of transport that carries the wastewater

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 released to the point of its disposal. Mainly, this point of disposal is a water
treatment plant. From the water treatment plants, the cleaned or the treated
water is released to the natural water bodies like rivers or lakes. Wastewater
treatment plants play a very important role in cleaning the harmful water and
discharging it back to the water bodies.
III. Long Answer Questions.
1. Wastewater treatment plant is a group of machines that work at cleaning
the wastewater and removes all the impurities from it. This system of water
treatment follows a step-by-step process—primary, secondary and tertiary
process.
Primary treatment: It is the first stage that involves mechanical treatment of
wastewater. In this step, the wastewater is passed through big vertical bar

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screens. With the help of these screens, waste objects that are large in size

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such as rags, plastic bags and cans, etc. are removed. Then, the wastewater

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is allowed to move further slowly through the grit chamber. This slow
movement of water allows the dust, grit and pebbles to deposit down and

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the rest of the water passes through a huge tank. This tank is called the
sedimentation tank. rs
Secondary treatment: In this step, the water is passed to the aeration tanks
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where air is pumped into the water to allow the growth of microorganisms
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such as bacteria. These aerobic bacteria remove the organic impurities or

unwanted substances such as human waste, food particles, soap and oil called
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sludge. The bacteria grow by consuming the organic waste and the process
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is called digestion. Therefore, it is an important step to remove the biological

waste from the water. As a result of this, digestion of organic waste by the
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bacteria, biogas is produced. This biogas can be collected and used as a

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biofuel for various purposes.

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In the middle tank, the floating solids like oil and grease are also removed
from the water. After this stage, the water is called as clarified or treated
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water as most of its pollutants are removed. After this, the clarified water
is kept in a separate tank. After several hours, the water at the top becomes
95% purified. This water is then pushed further into the waterbodies and the
sludge or the suspended matter is used as a manure.
Tertiary treatment: In this step, the remaining water is purified by using
chemicals, mostly chlorine tablets. Chlorine tablets are added in measured
quantities in the water in order to remove germs. The chlorine tables disinfect
the water and make it clean enough to be released into the waterbodies.
Sometimes, ozone is also used to kill the disease-causing microbes and purify
water. This chemically treated water is then released into the waterbodies.
(Refer textbook for the diagram.)

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 Sanitation: Sanitation refers to clean and hygienic sanitary conditions. It is
2.
generally related with the safe disposal of urine and faeces. Maintenance of
sanitation is a challenge for populated countries such as India and China.
High population in these countries makes it difficult for the government to
provide proper sanitation facilities through underground drainage system.
However, it is necessary that the government and the individual households
ensure proper sewage management and sanitation to ensure a clean
environment.
Sulabh toilets are provided by the government to those people and areas that
do not have access to proper toilets. This facility is used by millions of people
every day. The waste generated from the toilets, flows through the drains that
are covered. Then, it is taken to the biogas plant. It helps in the generation
of bio-fertilisers and biogas. These toilets are based on twin-pit-pour-flush

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toilet system. They require less space, are cost effective, eliminate breeding of
the mosquitoes and they are also easy to clean and maintain. However, they

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need proper attention of the agencies of the government and require quality
maintenance.

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Treatment of the wastewater: It is very important to clean the wastewater
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released from the sewerage system before it gets mixed with any other water
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body. The wastewater is cleaned of all the impurities in huge water treatment
plants. All physical, chemical and biological impurities are removed from the
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liquid waste through this treatment and the toxicity of the pollutants and
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contaminants is reduced. (Refer textbook for the diagram.)

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3. The waste and litter worsen the hygienic conditions of our households.
This usually happens when the waste is not disposed off properly and
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the toilets and dustbins are unkempt. Thus, to keep a clean and healthy
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environment, it is necessary that we follow proper sanitation practices and

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keep our surroundings clean. The following are some of the sanitation and
housekeeping practices that one should follow:
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• Keep your house clean and tidy.

• T
 hrow the garbage, litter or any waste in the dustbin. Clean your dustbins
at regular intervals.
• D
 o not let the toilets or any pipes get clogged as this may lead to
accumulation of wastewater.
• Do not let any water accumulate in drains, holes or washrooms.
• Flush the toilet every time after use.
• F
 ood beverages or leftovers should not be thrown in the drain. Throw
them in the dustbin.

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 • D
 o not throw oils and fats down the drain as they harden due to
detergents and block the sewer pipes. In open drains, the oily substances
clog the pores of the soil and reduce the filtration capacity. Thus, they
should be thrown into the dustbins.
• Paints, insecticides, medicines, etc., should not be thrown into the drains.
• A
 ny kind of used materials such as tea leaves, toys, towels, napkins,
should be only thrown in the dustbin.
• Make people aware about the benefits of proper drainage and sanitation.

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