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/9781108654463

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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 978-1-108-65446-3
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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. Food and its 6 Periods •  Understand the importance of •  The students will
Sources food and nutrition in living things understand that we can
•  Identify food ingredients—types use plant and animal
of food, sources of food (plants products as food
and animals) and parts of plants •  The students will
as food classify animals into
•  Classification of animals based herbivores, carnivores
on food habits—herbivores, and omnivores

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carnivores, omnivores, parasites,

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scavengers and decomposers
2. Components of 6 Periods •  Understand the components of •  The students will

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Food food—carbohydrates, proteins, recognise different
fats, vitamins and minerals components of food

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•  Learn about other important •  They will relate its
substances such as roughage and
rs importance with human
water health/balanced diet
•  Understand the importance of a
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balanced diet •  The students will be able
to identify diseases and
•  Know about the diseases that
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disabilities due to food

are caused due to deficiencies of deficiencies
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certain components of food

3. Separation of 9 Periods •  Learn about the differences •  The students will
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Substances between pure substances and examine different

mixtures methods of separating
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•  Know about the different types substances

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of mixtures and the methods of

separating mixtures
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•  Understand the types of solutions,

the concept of solubility and the
importance of water as a solvent
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4. Fibre to Fabric 8 Periods •  Recall the brief history of clothing •  The students will
•  Understand the difference compare different types
between fibre and fabric of cloth materials
•  Understand the process of •  They will classify cloth
converting yarn to fabric materials into plant and
animal materials
•  Study the different types of fibres,
their sources, properties and uses
5. Sorting 6 Periods •  Know about matter and •  The students will be
Materials into composition of matter able to sort materials
Groups •  Identify the basis of classification on the basis of common
properties
•  Study the properties of materials

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 Overview
Chapter Chapter Time Objectives Outcomes
No. Name Allotted
(Approx.)
6. Changes 9 Periods •  Know what change is •  The students will be able
Around Us •  Identify the types of changes— to analyse that some
reversible, irreversible, physical changes can be reversed
and chemical while some cannot
•  Analyse what happens when we •  The students will also
heat or cool a material know about solubility
•  Understand how can physical
and chemical changes be brought

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about

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7. Things Around 8 Periods •  Understand biotic and abiotic •  The students will
Us components describe living and non-

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•  Study the characteristics of living living characteristics:
organisms habitat, biotic, abiotic

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•  Identify the differences between
living and non-living
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•  Learn about species
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8. Habitat of the 7 Periods •  Define a habitat •  The students will be able
Living •  Understand the different types to recognise variations in
habitat—aquatic, deserts,
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and components of a habitat—

biotic and abiotic mountains, etc.
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•  Evaluate adaptations and study •  The students will

the adaptive features of animals compare the adaptations
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and plants living in deserts, shown by animals and

mountains, grasslands, and fresh modifications shown by
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and marine water certain plants

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9. Plants—Form 9 Periods •  Understand the differences •  The students will discuss

and Function between herbs, shrubs and trees morphological structure
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•  Study the features and importance and parts of plants

of root, stem, leaf and flower— •  The students will also
their types, parts, functions and examine structure of the
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modifications flower, differences

10. Animals— 8 Periods •  Understand movement and •  The students will be able
Form and locomotion to differentiate structure
Movement •  Study movement in different and functions of the
animals animal body
•  Study movements in humans •  The students will
describe human skeletal
•  Analyse the human skeletal system and skeletal
system and its functions system of some other
•  Identify parts of the skeletal animals
system—skull, vertebral column,
rib cage, pectoral bones, pelvic
bones, bones of the limbs, and
joints and their types

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 Overview
Chapter Chapter Time Objectives Outcomes
No. Name Allotted
(Approx.)
11. Measurement 8 Periods •  Learn about physical quantities •  The students will
and Motion and measurement understand the need to
•  Know how people measured in measure distance.
ancient times •  The students will
•  Understand the need for standard understand motion as
units of measurement change in position with
time
•  Learn accuracy and estimation in
measurement

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•  Know about motion and its types

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•  Know about bodies undergoing

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different types of motion at the
same time
•  Learn about history of

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transportation
12. Fun with 8 Periods
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•  Understand magnets •  The students will identify
Magnets •  Learn the differences between different poles of a
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magnetic and non-magnetic magnet
substances •  The students will explain
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•  Study the poles of a magnet and the functioning of a

magnet
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magnetic field
•  Analyse the properties of a magnet •  The students will also
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justify why like poles

•  Study how magnets are made repel and unlike poles
•  Analyse how and where magnets attract each other
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are used
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13. Rain, Thunder 8 Periods •  Recall the three states of matter •  The students will
and Lightning •  Learn about interconversion of experiment evaporation
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states of matter and condensation, water

in different states
•  Know about thunder and
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lightning •  The students will relate

states of water with
water cycle
14. Light, Shadows 9 Periods •  Study light and its importance •  The students will be
and Reflection •  Analyse the sources of light able to classify various
materials in terms of
•  Understand rectilinear transparent, translucent
propagation of light and opaque
•  Study the formation of shadows
and eclipses •  The students will
understand how shadow
•  Observe reflection of light by a forms, and about
plane mirror reflecting surfaces
•  Understand the formation of
images

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 Overview

Chapter Chapter Time Objectives Outcomes

No. Name Allotted
(Approx.)
15. Electricity and 9 Periods •  Study electricity and its •  The students will know
Circuits importance about electric current,
•  Examine the working of an how it functions, electric
electric torch circuit, conductor and
insulator
•  Analyse electric cells
•  Understand electrical circuit and
its working

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•  Study the working of an electric

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bulb
•  Investigate conductors and

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insulators
16. Water and its 9 Periods •  Understand the importance of •  The students will
Importance water as a life-giving liquid understand importance

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•  Study the states of water of water, dependence of
the living on water
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•  List the sources of water
•  Study the water cycle and aspects •  The students will relate
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related to water pollution droughts and floods
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•  Understand the importance of

conservation of water
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17. Air Around Us 10 Periods •  Understand atmosphere and •  The students will identify
composition of air the uses of air and
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•  Study the uses of the various why we cannot survive

components of air without it
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•  Evaluate the fact that air supports

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life
•  Discuss and examine the oxygen
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cycle
18. Garbage In, 8 Periods •  Understand the types of •  The students will classify
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Garbage Out wastes—biodegradable and non- waste

biodegradable
•  They will also know
•  Reinforce the concept of the three about recycling of waste,
Rs—Reduce, Reuse and Recycle things that rot and those
•  Understand the methods of that do not
reducing waste
•  The students will come
•  Study the importance of recycling to the conclusion that
plastic and paper rotting is supported by
•  Analyse the procedure involved in animals/animal and plant
composting and land filling products

vii
 Contents

Graphic Lesson Plans 1

Detailed Lesson Plans 39

Textbook Answers 149

Additional Worksheets 251

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Worksheets’ Answers  292

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Graphic Lesson Plans
Chapter

1 Food and its Sources

Learning Objectives
●●To discuss the differences between eating habits of carnivores,
herbivores, omnivores, scavengers and decomposers 1
●●To recognise the importance of food in our lives

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●●To describe the food chain and its relevance

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Graphic

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Warm Up
Ask the students about their favourite food. Write the names of
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the different types of food as told by students on the board. Add a
few more to the list. For example: 1. Beans 2. Egg 3. Roti 4. Dal
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5. Chicken
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Now ask the students:
●● What makes food essential part of our survival?
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●● What are the different categories of food?

How do eating habits affect the survival of another organism?
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In order to understand different categories of food, students can

do the warm up as given on page 2 of the student book. Introduce
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the topic food by defining food. Talk about different varieties

of food. Discuss the eating habits of students. Let the students
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come to the conclusion that different types of food are eaten by

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different people.

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Teaching Aids
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●●PowerPoint slides
●●Actual food samples
●●Charts on food chain
●●Internet
●●Food sample, Benedict’s solution,
test tube, Bunsen burner
●●Sugar sample
●●Moong or chana (gram) seeds

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 Ideas for Homework
7 Let the students find out about ‘Mid day meal scheme’
using the Internet. Make a healthy diet chart.

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Project Idea

Lesson Plan 6

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●●Write a research report on ‘Green Revolution’.
●●To classify animals based on their feeding habits. Classify the
following animals into: Herbivores, Carnivores or Omnivores:

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Camel, Elephant, Spider, Rabbit, Crocodile, Peacock, Giraffe,
Mosquito, Hen, Lizard, Owl, Ant.
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Also, find their pictures and paste them in your scrapbook.
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Activities

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The following activities can be performed by the students:

Activity 1
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Aim: To classify animals into Herbivores, Carnivores or Omnivores.

Materials required: pictures of different animals
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Activity 2
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Aim: To sprout some seeds.

4 Materials required: whole moong or whole chana (gram) seeds

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Concept Development
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Explain the functions of food.

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Make the students aware that the different types of food we eat perform
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certain basic functions in our body.

Ask the students to name the two major sources of food.
●●

Discuss the different parts of plants which are edible.

●●

Discuss food sources from animals.

●●

Discuss healthy eating habits and what kind of food will make a healthy
●●

meal.
Discuss the five categories of animals divided based on their eating habits.
●●

Discuss simple food chains.

●●

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Chapter

2 Components of Food

Learning Objectives
To discuss balanced diet
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●●To differentiate between the different food components

●●To differentiate between healthy and junk food
●●To identify the causes of certain diseases related to

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deficiency of nutrients

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Graphic

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Warm Up
Introduce the lesson by showing a food chart to the students. Let

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them analyse the food chart and list healthy and unhealthy food items
in their notebooks. Let the students make a table in their notebooks
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and divide it in two columns namely—benefits of healthy food and
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harmful effects of unhealthy food. Ask some key questions:
●●What makes a food healthy?
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●●Are there any special components that make a food healthy?

How do you differentiate between a healthy and unhealthy food?
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●●

●●Have you wondered why we eat a variety of food?

Let the students come to the conclusion that different foods contain
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different components which play a specific role in maintaining our

health. Unhealthy food affects our health in such a way that we get
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prone to catching diseases. Focus on terms like nutrients, healthy

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and diet.
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Teaching Aids
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●●Food sample, iodine solution, test tube

●●Benedict’s solution
●●A sheet of white paper
●●Egg white, copper sulphate solution,
sodium hydroxide solution (known as
caustic soda), test tube
●●PowerPoint Presentation

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 Ideas for Homework

7 Assess your diet for about a week. Assess, by comparing it

with a food pyramid, whether you are eating a healthy diet or
not. Always consult a doctor before following a diet chart.

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Project Idea

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6 ●●This person was a Scottish physician. By conducting the
first-ever clinical trial, he put forth the theory that citrus fruits
Lesson Plan

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cure scurvy. His name is J __ __ __ __ L __ __ __. Find more
information about him along with his picture and prepare a

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report on his findings.
●●He was an Indian biochemist. He is credited with the first
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synthesis of vitamin B (folic acid). His name starts with the
letter ‘S’. He is ......................
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Find more information about him along with his picture and
prepare a report on his findings.
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Activities
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The following activities can be performed by the students:

Activity 1
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Aim: To test the presence of sugar in a food item.

Materials required: food sample, Benedict’s solution, test tube, Bunsen burner
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Activity 2
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Aim: To test the presence of starch in a food item.

Materials required: food sample, iodine solution, test tube
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Concept Development
Make the students understand about a
●●

balanced diet.
Let the students write what they eat in a day
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and analyse if their diet is balanced or not.

Explain that inadequate balanced diet
●●

results in deficiency diseases.

Talk to the students about nourishment and
●●

under-nourishment.
Ask the students what they understand by
●●

the term ‘malnutrition’.

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Chapter

3 Separation of Substances

Learning Objectives
●●

●●
To identify the process of purification of water
To identify miscible and immiscible liquids 1
●●To explain pure substances and mixtures

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Warm Up

Graphic

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Give a mixture of stones and kidney beans to the students and ask
them to separate the stones from kidney beans.
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Now ask the students:
●●Can you name the sample given to you? rs
●●What did you do to the mixture of stones and kidney beans?
Why did you separate stones from kidney beans?
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●●

●●Which are the unwanted particles in the above mixture?

Which are the useful particles in the above mixture?
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●●

So, sometimes we want to separate unwanted particles from a

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mixture so that we can purify the mixture. In everyday life, we need

to separate one substance from another in many situations. A few
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examples are as follows:

●●Separating butter from milk
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●●Separating small bits of unwanted leaves from a bunch of spinach

Separating tiny stones from rice or pulses
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●●Purifying drinking water

Ask the students, ‘Why is separation of substances necessary?’
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Explain that this is because substances are not pure and often mixed
with undesirable things. So, they need to be cleaned before use. Teaching Aids
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Sometimes, separation is done to obtain another useful substance, ●●Muddy water (mixture of mud
such as butter or cream from milk. in water), an empty flask,
In this chapter, we are going to study about different methods of funnel, glass rod, stand and
separation of mixtures and purification of water. filter paper
●●Handful of mud, a beaker
filled with water and an empty
beaker
●●Plate, beaker filled with water,
loose jeera
●●Saltwater, kettle, burner, metal
plate and an empty container
●●A mixture of kidney beans
and stones

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 Ideas for Homework
7 Ask the students to do an Internet search on
‘Filtration and purification of water’.

Project Idea

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Collect fifteen solid substances from your household. You may
collect substances like talcum powder, turmeric powder, coffee

Lesson Plan

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powder, glucose powder, iron filings, washing powder and ash.
Take water in a beaker and a stirrer. Find out whether each of the
substances you have collected is soluble or insoluble in water.

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Change the water of the beaker each time. Note down your
observations in a table.
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Activities

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The following activities can be performed by the students:

Activity 1
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Aim: To separate a mixture of mud and water by sedimentation and

decantation.
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Materials required: a handful of mud, a beaker half-filled with water and

an empty beaker
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Activity 2
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Aim: To separate a mixture of mud and water by filtration.

4 Materials required: muddy water (mixture of mud in water), an empty
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flask, funnel, glass rod, stand and filter paper.

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Concept Development
Explain that substances can be either pure or mixed.
●●

Define pure and mixed substances.

●●

Explain both types of mixtures using examples.

●●

Discuss the various methods of separation of mixtures in detail.

●●

Tell the difference between miscible and immiscible liquids with examples.
●●

Explain to the students the process of purification of water.

●●

Explain how a solution is formed.

●●

Explain the term ‘saturated solution’ and the factors on which solubility of
●●

a substance depends.

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Chapter

4 Fibre to Fabric

Learning Objectives
●●

●●
To describe the process of silk manufacture
To recognise natural and synthetic fibres 1
●●To discuss the steps involved in the production of cotton

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Graphic
Warm Up

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Ask the students: Do you wear clothes according to the seasons
and occasions?
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●●When do you wear cotton clothes?
When do you wear woollen clothes?
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●●When do you wear clothes made of silk?
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Different types of cloth fabrics are used to make different types
of clothes.
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Ask the students to get the following things from their homes:
Jute bag, cotton handkerchief, woollen cap, silk scarf
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●●Ask them to feel each of the given samples

Can you tell the names of the type of cloth used?
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●●Do you know why we need clothes?

Why do we wear specific type of clothes in a specific weather?
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Observe students’ responses. Let the students understand the

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importance of clothes/different type of fabric.

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Teaching Aids
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●●Different items made of cloth such

as cotton handkerchief, cotton towel,
nylon socks, silk scarf, denim pants
(jeans) and woollen cap
●●Chart papers of two different colours
●●Pencil, ruler, scissors and glue
●●Jute fibre

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 Ideas for Homework

7 Go to a nearby tailor’s shop and collect waste pieces of different

cloths. Identify the fabrics and categorise them as natural or
synthetic and paste them in your scrapbook.

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Project Idea
Lesson Plan 6

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Visit a cloth-manufacturing factory. Talk to the people working
there. Prepare a report on the same.

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Activities
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The following activities can be performed by the students:
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Aim: To learn basic weaving.

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Materials required: chart papers of two different colours, pencil,

ruler, scissors and glue
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Activity 2
Aim: To observe that different fabrics have different properties.
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Materials required: different items made of cloth, such as cotton

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handkerchief, cotton towel, nylon socks, silk scarf, denim pants
(jeans) and woollen cap
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Concept Development
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Show a video on history of clothing.

●●

Let the students know that clothes are made of fibre obtained
●●

from plant, animal and synthetic fibres.

Explain to the students that materials can be either natural or
●●

human-made.
Let the students investigate the two materials of clothes and
●●

write down their features in their notebooks.

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Chapter

5 Sorting Materials into Groups

Learning Objectives
To differentiate between conductors and insulators
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●●

●●To differentiate between miscible and immiscible liquids

●●To recognise the need of grouping substances
●●To explain transparent, translucent and opaque objects

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with examples

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●●To explain magnetic property with examples

Graphic

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Warm Up rs
List the following things on the board: Medicines, bottle, plate,
antiseptic, toothbrush, paste, soap, scissors, bandage, spoons.
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You can add a few more things to the list. Now, ask the students
to broadly classify the above-mentioned things on their own
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criteria. Observe their classification. Note if the students are able to

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classify the things under bathroom, kitchen and medicinal supplies.

Elaborate if students are able to classify the above-mentioned
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things in another way. Get the students to discuss the importance of

classification and how it is helpful for us.
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Teaching Aids
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●●Cotton roll, steel spoon, wooden roller pin,

glass bowl, earthen pot
●●Metal coin and sheet of paper
●●Lemon juice, honey, milk, mustard oil,
coconut oil, ink and a beaker
●●Ice cube, mustard oil, eraser, coin, feather
●●Wax candle, plastic cup, wooden spoon and
a bucket of water

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 Ideas for Homework
We know that the solubility of a substance is its ability to

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dissolve in a given solvent. Ask the students to test the solubility
of different substances. Take water in a transparent glass. Now,
check the solubility of the following substances in water, one by
one, by dissolving them in water:
Chalk powder, sand, salt, sugar, mud, Bournvita

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Write your observations in your notebooks.

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Lesson Plan Project Idea

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There are different types of paper. Some of them are kite paper,
sandpaper, glossy paper, tracing paper, cardboard paper and tissue

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paper. Collect ten types of paper. Make a chart by pasting samples
of each type of paper and writing the properties that you notice.
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Activities

5
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The following activities can be performed by the students:

Activity 1
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Aim: To investigate the properties of common materials.

Materials required: common materials such as cotton roll, steel spoon,
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wooden roller pin, glass bowl, earthen pot, metal coin and sheet of paper
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Activity 2
Aim: To test the miscibility of common liquids.
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4 Materials required: common liquids such as lemon juice, honey, milk,

mustard oil, coconut oil, ink and a beaker
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Concept Development
Ask the students, ‘Does the property of the substance play
●●

a role in classifying it?’

Ask the students, ‘What is matter made up of?’
●●

Discuss the composition of matter by explaining terms

●●

like atom, element and compound.

Inform the students about properties like lustre, hardness
●●

and roughness.
Explain the property of flotation by demonstration.
●●

Brief the students about the properties of conduction of

●●

heat and electricity.

Explain the magnetic property by demonstrating it in class
●●

using a magnet and an iron nail.

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Chapter

6 Changes Around Us

Learning Objectives
To discuss the differences between chemical and
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●●

physical changes
●●To explain expansion and contraction
●●To describe the functioning of mercury thermometer

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To explain the process of riveting

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●●

●●To recognise physical and chemical changes

Graphic

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Warm Up rs
Show the picture of a seed growing into a plant. Ask the
following key questions:
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●● What do you see in the picture?
Can the plant change back into seed? 2
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●●

●● Can the seed grow into a plant without water and warmth?
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Observe students’ response. Let them come to the conclusion

that living things change with time. Plants grow under
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adequate conditions. You can also ask students to ponder upon

a thought: ‘The only constant thing in the universe is change’.
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Have a discussion around this.

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Teaching Aids
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●●A raw egg, ice cubes, an incense

stick, bean seeds
●●A sheet of paper, a magnet, a few
iron nails
●●Sponge, water, mustard seeds,
mortar and pestle
●●Soap solution, turmeric solution,
water, balloon
●●A bottle, a wide bowl and a burner

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 Ideas for Homework

7
Use the Internet and find out about corrosion of metal surfaces
by moist air. Also, search for methods used to prevent corrosion.
Analyse and tell whether corrosion is an example of a desirable
change or an undesirable change. Prepare a report on your findings.

s
es
Project Idea

Lesson Plan 6

Pr
Design an experiment to show physical and chemical
changes in our everyday life.

ity
rs
Activities
5
ve
The following activities can be performed by the students:
Activity 1
ni

Aim: To observe changes and classify them as reversible/irreversible

U

and physical/chemical.
Materials required: a raw egg, ice cubes, an incense stick, bean seeds,
ge

a sheet of paper, a magnet, a few iron nails, a pencil, an eraser, sponge,

water, mustard seeds, mortar and pestle, soap solution, turmeric solution
id

Activity 2
br

4
Aim: To investigate expansion and contraction in a gas.
Materials required: water, a balloon, a bottle, a wide bowl and a burner
am

Concept Development
C

Ask the students to list down a few changes which they see and
●●

experience in their daily lives.

Make the students understand the types of changes—reversible,
●●

irreversible, physical and chemical.

Discuss expansion and contraction.
●●

Ask the students if heat or cold has to play a role in expansion

●●

and contraction.

13
Chapter

7 Things Around Us

Learning Objectives
●●

●●

●●
To differentiate between respiration and breathing
To describe the structural organisation of living things
To explain the process of respiration and excretion in
1
living things

s
To differentiate between unicellular and multicellular

es
●●

animals

Graphic

Pr
ity
Warm Up
Get the students to list as many things as they see around
rs
them. Have them classify those things into living and non-

2
ve
living. Ask the following questions:
●● What is environment?
ni

●● What makes our environment?

Are the things in our environment interrelated?
U

●●

Let the students come to the conclusion that living and

ge

non-living things make up our environment and all these are

interrelated. Explain to the students that living components
of our environment make ‘biotic’ components, while non-
id

living components make ‘abiotic’ components.

br

3
am

Teaching Aids
C

●●Pictures with biotic and abiotic components

●●Internet
●●PowerPoint slides and flowchart

14
 Ideas for Homework

7
Prepare a PowerPoint presentation on the abiotic components
of the environment and also depict how human activities are
damaging these components of the environment. Also, suggest a
few ways to preserve our environment.

s
es
Lesson Plan

Pr
6 Project Idea
Make a model showing cellular organisation in living organisms.

ity
rs
ve
Activities
5 The following activities can be performed by the students:
ni

Activity 1
U

Aim: To observe germination of seeds (in warm and cold

conditions).
ge

Materials required: moong or chana (gram) seeds

Activity 2
id

Aim: To categorise animals as primary and secondary consumers.

Materials required: pictures of herbivores, carnivores, omnivores
br

4 and scavengers
am

Concept Development
C

Explain to the students that all living things have some common
●●

characteristics.
Make the students understand that food and nutrition are required
●●

for our survival.

Talk about structural organisation in living things.
●●

Ask the students how they think plants and animals are
●●

interdependent upon each other.

Discuss the biotic and abiotic components of the environment.
●●

Explain the importance of abiotic components of the environment.

●●

15
Chapter

8 Habitat of the Living

Learning Objectives
To describe the characteristics of animals and plants living
1
●●

in different habitats
●●To explain the features of grasslands, forest, deserts
●●To distinguish between temperate and tropical rainforests

s
●●To state the different adaptations in plants and animals for

es
survival

Graphic

Pr
Warm Up

ity
Take two charts. On one chart, paste the pictures of some land
rs
animals, while on the other chart paste the pictures of some water
animals. Let the students observe both the charts.
2
ve
Now ask the students:
What do you see in the first chart?
ni

●●

●●Where do these animals live?

U

●●What is common about the animals in the second chart?

Let the students come to the conclusion that the first chart shows
ge

land animals while the second chart shows water animals. There
are a variety of living beings on Earth. Now, introduce the term
id

‘biodiversity’. Let the students think over the term and come
up with their own definitions for this term. Correct the students
br

wherever required. Focus on students’ vocabulary, such as habitat,

3
am

ecosystem, organisms and variation. Let the students come to the

conclusion that biological diversity encompasses microorganisms,
plants, animals and ecosystems such as coral reefs, forests and Teaching Aids
C

deserts. ●●PowerPoint slides

●●Internet
●●Charts showing different
habitats
●●Dried leaves of different
plants

16
 Ideas for Homework

7
Use the Internet to research about any one habitat of your
choice and prepare a report.
Follow the guidelines given below:
Type of climate

s
●●

Type of animals and plants found

es
●●

●●Adaptations shown by plants and animals

Lesson Plan

Pr
ity
Project Idea
6 Make a report on ‘Major depleting habitats of the world due
rs
to human encroachment’.
ve
ni
U

Activity

5 The following activity can be performed by the students:

ge

Aim: To make a herbarium file.

Materials required: leaves of different plants and trees
id
br

4
am

Concept Development
C

Explain that living organisms cannot live in isolation.

●●

Living organisms are also dependent on the abiotic world

●●

for their survival.

Tell the students about the different types of habitats with
●●

the help of a chart.

Brief the students about biomes by telling them that the
●●

world has been grouped into different biomes.

17
Chapter

9 Plants — Form and Function

Learning Objectives
To understand the importance of pollination
1
●●

●●To describe the structure of a flower

●●To explain the functions of the root, stem and flower
●●To distinguish between fibrous and tap roots

s
●●To describe the different parts of a leaf

es
Graphic

Pr
Warm Up
Ask the students the following questions:

ity 2
●● What did you have for dinner and lunch yesterday? rs
●● Where does food come from?
Which gas do you breathe in?
ve
●●

●● Where does it come from?

On what do you write?
ni

●●

●● Where does it come from?

U

Let the students come to the conclusion that we eat food that
comes from plants, we breathe oxygen that comes from plants and
ge

we write on paper that is also a plant product. Plants are a vital part
of the living world. Plants differ widely in terms of appearance,
id

size, structure and habitat.

Ask the students: Can you recall the terms—herbs, shrubs,
br

3
trees, climbers and creepers? Let the students explain the above-
mentioned terms after discussion.
am

Teaching Aids
C

●●PowerPoint slides
●●Charts
●●Alcohol
●●Iodine
●●Water
●●Ivy or coleus leaves
●●Microscope

18
 Ideas for Homework
Fruits may contain one seed, a few seeds or many seeds. Collect

7 seeds of different fruits and vegetables available. Categorise the

fruits based on the number of seeds. Dry them in the Sun and put
them in small transparent plastic packets. Staple these packets in

s
your scrapbook and label them.

es
Lesson Plan

Pr
Project Idea
6 Make an observation report on seven different types of plants

ity
in your neighbourhood.
rs
ve
Activities

5 The following activities can be performed by the students:

ni

Activity 1
U

Aim: To observe tap root and fibrous root.

Materials required: a grass plant and a mustard plant (or a
ge

sunflower plant)
Activity 2
id

Aim: To observe the parts of a flower.

br

4
Materials required: a flower
am

Concept Development
C

Display a chart showing the different parts of the plant.

●●

Explain the root system in detail by telling the students about the tap root
●●

and fibrous roots.

Explain the shoot system.
●●

Brief the students about the functions and modifications of the stem in detail.
●●

Tell the students that plants are autotrophs.

●●

Inform the students about the leaf modifications.

●●

Discuss reproduction methods in plants.

●●

Discuss the functions of flowers, fruits and seeds with the help of
●●

pictures and diagrams.

19
Chapter

10 Animals — Form and

Movement

Learning Objectives

1
●●To understand the movement of earthworm
●●To classify animals in terms of size, shape, structure
and habits
To interpret the movement in snails, fish

s
●●

To explain the functions of fins in fish

es
●●

●●To describe the function of tendons and ligaments

Graphic

Pr
ity
Warm Up
Show the pictures of cheetah, shark and kangaroo to the students.

2
Now ask them:
rs
What can you see in the picture?
ve
●●

●● Do these animals move in the same way?

How is the movement of a kangaroo different from that of fish?
ni

●●

So we see that walking, jumping, running, hopping, swimming, and

U

so on, are only a few ways in which animals move. But why are there
differences in their movements. The world of animals is extremely
ge

vast. According to scientists, there are more than 5 million species of

animals on our planet. Animals differ widely in terms of size, shape,
id

structure and habits. They are found in almost all kinds of habitats.
Let us learn about some characteristics of animals.
br

3
am

Teaching Aids
C

●●PowerPoint slides
●●Charts
●●Pictures
●●Models of human body parts

20
 Ideas for Homework
Use the Internet and find more about the
movement of the following animals.
7 ●●

●●
Land animals
Aquatic animals
●●Aerial animals

s
Identify their body parts which help them in

es
movement and prepare a report.

Lesson Plan

Pr
6
ity
Project Idea
Make a model on ‘locomotion in animals’.
rs
ve
ni

Activity
U

5 The following activity can be demonstrated by the students:

ge

Aim: To study bones and joints through X-ray images.

Materials required: X-ray films of different body parts
id
br

4
am

Concept Development
C

Explain to the students that despite the differences in their size, shape
●●

and structure, all animals have some common characteristics.

Tell the students that animals on the Earth are broadly divided into two
●●

categories—vertebrates and invertebrates.

Discuss the movement in earthworm in detail with the help of a video.
●●

Explain the movement in a snail, cockroach and fish.

●●

Tell the students that most birds can fly but some are flightless.
●●

Brief the students about the human skeleton system.

●●

Discuss joints and movement.

●●

21
Chapter

11 Measurement and Motion

Learning Objectives

1
●●To understand the conversion of smaller units into
bigger ones and vice versa
●●To differentiate between different types of motions
To explain the history of transport

s
●●

es
Graphic

Pr
Warm Up
Ask the following questions:
Name the instrument used to measure time.
2
ity
●●

●● Ria has three things in her bag. rs

1. Ruler   2. Measuring jar   3. Clock
a) What will she use to know time?
ve
b) Which thing will she use to measure the length of her pencil?
Let the students engage in discussion and come to the conclusion
ni

that we use different ways and different instruments to measure

U

things. Measurement is a part of our daily life. When we read a

clock, we measure time. When we buy vegetables, we measure
ge

weight. When we travel from one place to another, we measure the

distance, that is, the length of the path travelled. While cooking
id

also, we do some sort of measurement to add the oil, spices and

water to the dish being cooked. Most commonly, we measure
br

length, weight, capacity, time and temperature.

3
am

Teaching Aids
C

●●Handspan and footspan

●●Cloth piece
●●Pencil box
●●PowerPoint slides
●●Internet for videos
●●Charts to show different physical
quantities and their units

22
 Ideas for Homework

7 Use the Internet to research about the types of motion of

different heavenly bodies. Write a report on this in about
300 words.

s
es
Lesson Plan

Pr
Project Idea
6
ity
Using the Internet, find out some details on architectural
marvels around the world. For example, the pyramid of Giza.
rs
ve
ni

Activity
U

5 The following activity can be performed by the students:

ge

Aim: To measure the length of common objects.

Materials required: ruler, measuring tape and metre scale
id
br

4
am
C

Concept Development
Brief the students about the history of transport.
●●

Inform the students that in ancient times, people used

●●

body parts to measure lengths.

Demonstrate the use of handspan and footspan to the
●●

students in class by measuring a piece of cloth.

Explain the need for standard units.
●●

Explain to the students the two methods of measuring

●●

curved lines.
Inform the students about the different types of motions.
●●

23
Chapter

12 Fun with Magnets

Learning Objectives

1
●●To understand the polarity of magnets
●●To differentiate between artificial and permanent magnets
●●To explain the strength of magnetic lines of force
To explain repulsion and attraction

s
●●

es
Graphic

Pr
Warm Up
If possible, bring a horseshoe and a bar magnet to the class. Now,

ity
collect a few things in your classroom. For example, plastic
scale, stainless steel scale, all pins, pens with metal caps, eraser,
2
rs
sharpener, lead pencil. Bring a magnet close to each thing and
ve
ask the students to observe carefully.
Ask some key questions:
ni

●● Name three objects that the magnet attracted.

Name three objects that the magnet did not attract.
U

●●

●● Why do you think that some objects did not get attracted by the
magnet?
ge

●● Why did some objects get attracted to the magnet?

Let the students name some properties of magnet. Magnets are
id

widely used in refrigerator doors, ATM cards and machines, hard

br

disks of computers, toys, speakers, microphones, electric motors

and medical equipment. 3
am

Teaching Aids
C

●●PowerPoint slides
●●Actual samples of
horseshoe and bar
magnets
●●Iron filings on a sheet
of paper
●●Iron needle

24
 Ideas for Homework
Magnets are also used as therapeutic stones. Alternative medical

7 practice uses static (unmoving) magnets to alleviate pain and

other health concerns. Carry out an Internet research and find
more about therapy through magnets. Prepare a PowerPoint
presentation on the same and present it in class.

s
es
Lesson Plan

Pr
Project Idea
6 Using the Internet, find out the role of a magnet in any of

ity
the latest technologies that we use in our everyday life.
rs
ve
Activities

5 The following activities can be performed by the students:

ni

Activity 1
U

Aim: To demonstrate that the regions of a magnet with strongest

magnetic power are its poles.
ge

Materials required: a bar magnet, iron filings and a sheet of white paper
Activity 2
id

Aim: To observe attraction and repulsion by magnets.

br

4 Materials required: two bar magnets, a stand and a string

am

Concept Development
C

Brief the students about the history of magnets and tell them that magnets
●●

can be natural or artificial.

Discuss the different shapes of magnets.
●●

Explain the two poles of a magnet.

●●

Tell the students that magnetic poles cannot be isolated from each other.
●●

Discuss the concept of attraction and repulsion of magnets in detail.

●●

Discuss in detail how a magnet is used to find direction.

●●

Explain to the students about permanent and temporary magnets.

●●

Inform the students about the uses of magnets in various fields.

●●

25
Chapter

13 Rain, Thunder and Lightning

Learning Objectives

1
●●To understand water cycle
●●To describe the process of interconversion of states of water
●●To differentiate between evaporation and boiling
To explain the terms sublimation, evaporation, condensation,

s
●●

transpiration, precipitation, freezing

es
Graphic

Pr
ity
Warm Up rs
Ask the students:
ve
Do you know how rivers, lakes and oceans get water?
2
●●

●●Why does water on the Earth not get finished?

ni

●●How much water is available for our daily use?

Let the students come to the conclusion that rain provides
U

us with water and it is the same water that falls down in the
form of rain undergoing a water cycle.
ge
id
br

3
am

Teaching Aids
C

●●Burner
●●Steel containers with equal amount of water
●●Charts showing diagrams and pictures
●●World Map
●●Cold drink plastic bottle

26
 Ideas for Homework

7
Floods and droughts are two natural disasters which
occur due to different conditions of rainfall. Collect
pictures and prepare a report on floods and droughts.
You can take the help of the Internet.

s
es
Lesson Plan
Project Idea

Pr
Make a project on acid rain by following the given guidelines:
6 What is acid rain?

ity
●●

●●What causes acid rain?

Why is acid rain harmful?
●●
rs
ve
ni

Activities

5
U

The following activities can be performed by the students:

Activity 1
ge

Aim: To draw a well-labelled diagram of water cycle

Materials required: a chart paper
id

Activity 2
br

Aim: To study evaporation.

4
Materials required: water in a bowl
am
C

Concept Development
Explain in detail the interconversion of states of water.
●●

Explain melting, freezing and vaporisation, condensation and sublimation.

●●

Show a video on water cycle.

●●

Explain percolation of water, formation of glaciers and underground water.

●●

Explain the precautions to be taken during a thunderstorm.

●●

27
Chapter

14 Light, Shadows and Reflection

Learning Objectives
To understand the working of a pinhole camera
1
●●

●●To distinguish between transparent, translucent

and opaque objects
●●To explain lateral inversion

s
To define luminous and non-luminous objects

es
●●

●●To explain reflection of light

To describe the formation of eclipses
Graphic

Pr
●●

ity
Warm Up rs
Ask the students:
ve
What will happen if they switch OFF all the lights of their
2
●●

room at night?
ni

●●Will they be able to see things around them?

Let the students come to the conclusion that light helps us to
U

see things. Divide the students in groups and let them design
an experiment to prove how light travels and how it helps us to
ge

see things. Assess students’ ability to identify that light travels

in a straight line and reaches our eyes. Hence, we are able to
id

see things.

3
br
am

Teaching Aids
C

●●A comb, plane mirror, torch and a white sheet of paper.

●●Three identical cardboards, a candle and three
mounting boards
●●Source of light and a screen
●●An opaque object and a screen
●●Handkerchief, coloured polythene bag, glass bottle,
paper, pencil, spectacle lenses, steel plate, mirror,
plastic cling film, aluminium foil and tempered glass

28
 Ideas for Homework

7 Collect different types of materials from your house. Prepare a

list of these materials and classify them as transparent, translucent
and opaque. Write this information in your notebook.

s
es
6 Project Idea

Lesson Plan

Pr
Using the objects in your surroundings, build a pinhole camera.

Activities
ity
rs
The following activities can be performed by the students:
ve

5 Activity 1
Aim: To classify objects as transparent, opaque or translucent.
ni

Materials required: handkerchief, coloured polythene bag,

glass bottle, paper, pencil, spectacle lenses, steel plate, mirror,
U

plastic cling film, aluminium foil and tempered glass

ge

Activity 2
Aim: To show that light travels in a straight line.
id

Materials required: three identical cardboards, a candle or a

laser light and three mounting boards
br

4
am

Concept Development
C

Explain to the students that materials can be classified into

●●

transparent, translucent and opaque depending upon how

much light can pass through them.
Tell the students that light travels at a very fast speed.
●●

Tell the students that in a given medium, light travels in a

●●

straight line.
Explain that a shadow is defined as a dark area formed when
●●

an opaque object obstructs the path of light.

Discuss the reflection of light in detail with ray diagrams.
●●

Discuss lateral inversion and the difference between shadow

●●

and reflection.

29
Chapter

15 Electricity and Circuits

Learning Objectives

1
●●To describe the construction of electric bulb
●●To explain the working of bulb
●●To understand the construction and functioning
of electric torch

s
es
Graphic

Pr
Warm Up

ity
Ask the students:
Tell the names of six devices in your home that work on
2
●●
rs
electricity.
ve
●● Can you imagine your life without electricity?
●● Apart from home, where is electricity used?
ni

Explain that electricity is essential not just for our home but
also for industries and factories where large machines are
U

powered by electricity. In satellite communication, electricity

is used for sending and receiving waves or signals. Therefore,
ge

electricity is considered to be the ‘backbone’ or the ‘pillar’ of

the modern industrial society,
id

3
br
am

Teaching Aids
C

●●Small bulb (LED)

●●Pencil cell
●●A switch
●●Connecting wires
●●Insulation tape
●●Pencil cell, two board pins, steel paper clip
●●2-inch square of thermocol
●●Batteries (two), cylindrical cardboard tube, paper cup

30
 Ideas for Homework
7 Make a list of ten major power plants in India and their
locations. Mark them on a physical map of India.

s
es
Lesson Plan 6 Project Idea

Pr
Make a poster on ‘Electric safety’.

ity
Activities
rs
The following activities can be performed by the students:
ve

5 Activity 1
ni

Aim: To make an electric circuit and study open and closed circuits.
Materials required: small bulb (LED), pencil cell, a switch,
U

connecting wires and insulation tape

ge

Activity 2
Aim: To make an electric switch.
id

Materials required: small bulb, pencil cell, two board pins, steel
paper clip, 2-inch square of thermocol and connecting wires
br

4
am

Concept Development
C

Explain to the students that electric current is the flow of electric

●●

charges through a path.

Describe the construction and working of an electric bulb.
●●

Explain to the students the sources of electric current.

●●

Explain a cell and a battery in detail.

●●

Brief the students about electric circuits.

●●

Explain conductors and insulators in detail.

●●

Explain some safety rules to ensure the safety of students.

●●

31
Chapter

16 Water and its Importance

Learning Objectives
●●

●●

●●
To describe water cycle
To distinguish between groundwater and surface water
To explain rainwater harvesting
1

s
es
Graphic

Pr
Warm Up
Introduce the lesson by telling: Apart from drinking, water is

ity
used for various activities in our day-to-day life.
Ask the students, ‘Why do you think life became possible
2
on the Earth?’
rs
Tell the students that life originated on the Earth in the water
ve
in the form of unicellular organisms and gradually developed
into complex living beings like human beings.
ni

All the materials present around us, which make life possible
U

on the Earth are called resources. The resources which exist

naturally on the Earth are called natural resources such as
ge

water, air, animals and plants.

In this lesson we are going to study about water. Water is one
id

of the most important natural resources. It is the most essential

resource that supports all forms of life.
3
br
am

Teaching Aids
C

●●Internet
●●PowerPoint slides
●●World Map
●●Pictures and charts
containing diagrams

32
 Ideas for Homework

7 Make an attractive poster on the topic ‘Save Water’.

Also, write a slogan for it. Display it on the notice
board of your class.

s
es
Lesson Plan

Pr
6 Project Idea

ity
Make a report on floods in the past 25 years in India.
rs
ve
ni

Activity
U

5 As an activity, the teacher can take the student to visit a

hydropower station to see how electricity is generated by
ge

water, and the students can prepare a report.

id
br

4
am

Concept Development
C

Explain that about 97 per cent of water is present in oceans.

●●

Explain the importance of water.

●●

Explain the sources of water in detail.

●●

Describe the water cycle in detail using a video or a presentation.

●●

Describe droughts and floods.

●●

Inform the students that the level of the groundwater is decreasing

●●

drastically.
Discuss conservation of water.
●●

33
Chapter

17 Air Around Us

Learning Objectives

1
●●To understand the importance of air
●●To explain the importance of ozone layer
●●To define air pollution
To explain the use of carbon dioxide in extinguishing fire

s
●●

es
Graphic

Pr
Warm Up
Ask the students if they know why flags flutter. Tell them that

ity
flags flutter because of the movement of air.
Again, ask the students:
●● Can you see the air?
Can you smell it?
rs 2
ve
●●

●● Can you feel it?

Air is present everywhere around us. We can feel it when it
ni

moves. Moving air is called wind. Wind has many uses. Wind
U

helps windmills to rotate, kites to fly, hot-air balloons to move

and sailboats to sail in water. It is essential for the survival of
ge

living things because they breathe in air. In this lesson we are

going to study about our atmosphere, the composition of air, its
id

importance and air pollution.

3
br
am

Teaching Aids
C

●●Identical candles,
●●Wide tumblers, glasses
of similar width but
different heights
●●Empty bottle
●●Water trough

34
 Ideas for Homework

7 Air pollution has become one of the major concerns for our
planet Earth. To create awareness among others, make an
attractive poster with slogans on ‘Control of air pollution’.

s
es
Lesson Plan
Project Idea

Pr
6 What can you do to save the Earth? Make your everyday
action plan and share it with your classmates.

ity
rs
ve
Activities

5 The following activities can be performed by the students:

ni

Activity 1
U

Aim: To show that air contains oxygen and that it supports burning.
Materials required: two identical candles, wide glass trays, glasses of
ge

similar width but different heights

Activity 2
id

Aim: To show that an ‘empty’ bottle contains air and air occupies space.
Materials required: an empty plastic bottle, a transparent container, water
br

4
am

Concept Development
C

Tell the students that air is essential for the survival of living
●●

things because they breathe in air.

Explain the properties of air.
●●

Discuss the components of air in detail.

●●

Explain the term ‘humidity’.

●●

Brief the students about the ozone layer and explain that the
●●

ozone layer present in the upper atmosphere absorbs most of

the harmful ultraviolet rays of the Sun.
Talk about air pollution and ways to reduce it in detail.
●●

Sensitise the students about saving the Earth.

●●

35
Chapter

18 Garbage In, Garbage Out

Learning Objectives
To understand the need for waste management
1
●●

●●To define vermicomposting, composting, landfills

●●To differentiate between biodegradable and non-
biodegradable wastes

s
●●To explain the process of incineration

es
Graphic

Pr
Warm Up
Show pictures of the following things using PowerPoint slides:

ity
Tell the students to observe the slides carefully.
1. Banana 2. Ice-cream cone 3. Tetrapak of juice 4. Apple
2
rs
Now ask the students, ‘Which of the following things will
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produce waste?’
Then, explain that every day, our household produces waste or
ni

garbage. Most of this waste is kitchen waste.

Ask the students, ‘Can you list out some wastes produced in
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kitchens?’
Old newspapers, clothes and metal cans also constitute
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household waste. Not just by our houses, but a huge amount

of waste is generated by factories. Factory waste includes ash,
id

paints, paper and metals. Waste such as husks of grains and

3
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stalks of plants is agricultural waste.

The amount of waste produced from various sources is extremely
am

huge. Therefore, it is essential to dispose it properly so that it

causes minimum damage to our environment. Teaching Aids
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In this lesson we will learn about waste management.

●●PowerPoint slides
●●Newspapers
●●Polythene bags
●●Wood pieces
●●Orange peel
●●Plastic bottle

36
 Ideas for Homework
Help your parents to segregate the waste generated in your house
7 into two bins:
1. Blue bin for non-biodegradable
2. Green bin for biodegradable

s
Prepare a report on how you practise waste management at home.

es
Lesson Plan

Pr
Project Idea
6
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Make a research report on ‘alternative options for
street vendor/shopkeepers against polythene bags’.
rs
ve
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Activity
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5
The following activity can be performed by the students:
Aim: To make recycled paper.
ge

Materials required: old newspapers and magazines, tub,

warm water, roller pin, fine wire mesh and metal plate
id
br

4
am

Concept Development
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Discuss the types of wastes.

●●

Define the terms biodegradable and non-biodegradable.

●●

Discuss with the students the need for segregation of waste.

●●

Explain about waste management.

●●

Discuss landfill, composting, vermicomposting and incineration.

●●

Tell them the importance of 3Rs of waste management.

●●

Discuss the recycling of plastic and paper and also create awareness in
●●

the students to use paper judiciously.

37
C
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Pr
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DETAILED Lesson Plans
Chapter

1 Food and its Sources

Learning Objectives

s
Knowledge Application

es
• recall the functions of food • classify the food chain

Pr
• list different sources of food • implement a healthy diet

ity
Understanding Analysis
rs
• discuss the differences between • examine the components of food
ve
eating habits of carnivores, • differentiate animals into
herbivores, omnivores, scavengers
ni

carnivores, herbivores, omnivores,

and decomposers scavengers and decomposers
U

• recognise the importance of food • relate food from different sources

ge

in our lives (plant and animals)

• describe the food chain and its
id

relevance
br
am
C

Warm Up
Ask the students about their favourite food. Write the names of the different types
of food as told by students on the board. Add a few more to the list. For example: 1.
Beans 2. Egg 3. Roti 4. Dal 5. Chicken
Now ask:
• What makes food essential part of our survival?
• What are the different categories of food?
• How do eating habits affect the survival of another organism?

40
In order to understand different categories of food, students can do the warm up as given
on page 2 of the student book. Introduce the topic food by defining food. Talk about
different varieties of food. Discuss the eating habits of the students. Let the students come
to the conclusion that different types of food are eaten by different people.

TEACHING AIDS
• PowerPoint slides
• Actual food samples
• Charts on food chain
• Internet

s
• Food sample, Benedict’s solution, test tube, Bunsen burner

es
• Sugar sample

Pr
• Moong or chana (gram) seeds

Concept Development
ity
rs
ve
Introduce the chapter by discussing food habits of students. Observe students’
responses. Ask the following key questions:
ni

• Does eating less food help us to reduce weight?

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• What kind of food, in particular, helps us gain weight?

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• What should healthy diet be like?

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• Do you think food helps us to grow?

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• What kind of food helps us to grow in a healthy way?

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Get to the conclusion that we eat varieties of food. In India, the kind of food people
eat varies from place to place. Make the students aware of the functions performed
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by food by telling them whatever may be the type of food we eat, it performs certain
basic functions in our body. It also carries an impact on our health. Then explain the
functions of food.
Ask the students:
• Can you name the things required to make tea?
• Yes, we need water, milk, tea leaves and sugar.
• What are these things called?
These are called ingredients. Then, explain the term ‘ingredients’ in detail, citing
examples.

41
 Ask the students to name the two major sources of food. Let them come to the
conclusion that plants and animals are two main sources of food.
Write a list of different food items like broccoli, onion, turnip, potato, lettuce,
Amaranthus, tomato, pomegranate, beans, peas, brinjal, carrot, radish and sugar cane.
Now, ask the students to classify these food items under different parts of the plant.
Let the students brainstorm and classify the food items on their own. Look for the
vocabulary: flowers, seeds, fruits, stems, leaves and roots. Let the students come to the
conclusion that these are the different parts of plants which are edible.
Next, discuss about food sources from animals. Ask the students to enlist different
food items from animal sources and categorise them.
Get the students to discuss about healthy eating habits and what kind of food will

s
make a healthy meal.

es
Now, engage the students in discussion about eating habits of various animals.

Pr
Key questions:

ity
• What kind of eating habit does a lion possess?
• What kind of food does a rabbit eat?
rs
• What kind of an animal is a bear?
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• What kind of food is eaten by a vulture?

ni

Now, if the students have to connect all the above-mentioned animals in a chain, which
U

animal would be placed where? Let the students come to the conclusion that based
on their eating habits, animals can be divided into herbivores, carnivores, omnivores,
ge

scavengers and decomposers.

id

Divide the students in groups of five and give one category of animal to each group.
br

Let them discuss among themselves, search the Internet and note down at least eight
am

interesting facts about the category of animals.

At last, explain who scavengers and decomposers are and why they are important. Also
C

discuss simple food chains.

Building Concept Through Questions

1. Why are plants called autotrophs?
2. Why are scavengers and decomposers extremely important for the environment?
3. Why are the teeth of carnivores different from that of herbivores?
4. Can we live without food? Give reasons.

42
Activity Corner
1. Ask the students to form four groups. Each group has to make a PowerPoint
presentation. They can select from the following topics: 1. Green Revolution
2. Aquatic Food Chains 3. Food and Festivities 4. Food habits of animals
2. Ask the students to find out the names of at least five spices that can be used as
medicine. Also, write their healing effects.
3. Ask students to find out the varieties of food eaten by us. They will ask their
friends or family members staying in different states about the food they eat during
a day. They will collect information of at least 10 different states. Then ask the
students to list the information in Microsoft Excel or on a sheet of paper. Take

s
print out and paste it in their Science notebook. Use the following heads: Name of

es
the friend/family member, State, Food items eaten in a day.

Pr
4. Ask the students to prepare sprouts by referring the activity given in the textbook.

ity
Challenges rs
1. Some plants like Venus flytrap and pitcher plant are known as ‘insectivorous
ve
plants’. Why are they called so? Do they perform photosynthesis? If yes, then why
ni

do they have such a name? Are they autotrophs or heterotrophs?

U

2. A mosquito does not have teeth. Why?

3. Suppose all the caterpillars die in the food chain: Leaf—Caterpillar—Chameleon—
ge

Snake. Will it make any difference?

id
br

Assessment
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A. Choose the correct answer.

C

1. Which of these foods is obtained from animals?

a. Coffee b. Butter c. Spices d. Wheat
2. Which part of the coriander plant is eaten?
a. Leaves b. Seeds c. Roots d. Both a and b
3. Which of the following animals is a carnivore?
a. Hyena b. Gorilla c. Kangaroo d. Sheep

43
 4. If the first organism in a food chain is grass, what will be the third organism?
a. Bear b. Tiger c. Deer d. None of these
5. Which of the following is neither from plants nor from animals?
a. Salt b. Butter c. Cheese d. Green chilli

B. State whether the following statements are true or false.

1. Scavengers are also carnivores.
2. All food chains end with plants.
3. A food chain can start with a carnivore or an omnivore.
4. Cereals are obtained from the seeds of certain plants.

s
C. Fill in the blanks.

es
1. The process by which our body takes in food and uses it for growth and

Pr
development is called .........................
2. Food may include one or more items called .........................

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3. ......................... is obtained from tea leaves.
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4. ......................... is a sweet liquid made by bees from the nectar of flowers.
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D. Answer the following.

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1. What are the functions of food?

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2. Which parts of plants are eaten by us? Explain with examples.

3. How do animals serve as the source of food for us?
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4. How are scavengers and decomposers useful for our environment?

br

5. What is a food chain? Explain with the help of an example.

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Project Idea
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• Write a research report on ‘Green Revolution’.

• To classify animals based on their feeding habits. Classify the following animals
into: Herbivores, Carnivores or Omnivores.
Camel, Elephant, Spider, Rabbit, Crocodile, Peacock, Giraffe, Mosquito, Hen,
Lizard, Owl, Ant.
Also, find their pictures and paste them in your scrapbook.

44
What have you learnt?
1. Understand the importance of food and nutrition in living things
2. Identify food ingredients—types of food, sources of food (plants and animals) and
parts of plants as food
3. Classify animals based on food habits—herbivores, carnivores, omnivores,
parasites, scavengers and decomposers

Ideas for homework

Let the students find out about ‘Mid day meal scheme’ using the Internet.

s
Make a healthy diet chart.

es
Pr
ity
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45
Chapter

2 Components of Food

s
Learning Objectives

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Knowledge Application

Pr
• memorise the different • implement a healthy diet

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components of food • use roughage-rich diet and drink
rs
• state the role played by different plenty of water
components of food
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• use their knowledge to prepare a
• define different types of vitamins balanced diet chart
ni

and minerals • execute some activities to test the

U

presence of sugar, fat, starch or

ge

Understanding protein in food

• discuss balanced diet
id

• differentiate between the different

Analysis
br

food components • relate the various food

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• differentiate between healthy and components in their diet

junk food • differentiate food into energy-
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• identify the causes of certain giving, body-building or

diseases related to deficiency of protective food
nutrients • examine the causes of deficiency
diseases

46
Warm Up
Introduce the lesson by showing a food chart to the students. Let them analyse the
food chart and list healthy and unhealthy food items in their notebooks. Let the
students make a table in their notebooks and divide it in two columns, namely—
benefits of healthy food and harmful effects of unhealthy food. Ask some key
questions:
• What makes a food healthy?
• Are there any special components that make a food healthy?
• How do you differentiate between healthy and unhealthy food?

s
• Have you wondered why we eat a variety of food?

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Let the students come to the conclusion that different foods contain different

Pr
components which play a specific role in maintaining our health. Unhealthy food
affects our health in such a way that we become prone to catching diseases. Focus on

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terms like nutrients, healthy, diet.
rs
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TEACHING AIDS
ni

• Food sample, iodine solution, test tube

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• Benedict’s solution
• A sheet of white paper
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• Egg white, copper sulphate solution, sodium hydroxide solution (known as caustic
id

soda), test tube

br

• PowerPoint presentation
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Concept Development
C

Draw a table as shown below on the board. Initially, write only components of food,
that is, carbohydrates, proteins, vitamins and minerals. Let the students brainstorm and
speak about the role of each of these components of food. Notice if any student is able
to talk about energy-giving, body-building and protective components. Then, fill in the
second row of the table.

Components of food
Carbohydrates Proteins Vitamins and minerals
Energy-giving Body-building Protective

47
 Now, write different food items under each column, that is, energy-giving, body-
building and protective. Get the students to discuss why it is important to include
proportions of these food items in our everyday diet.
Discuss the below-mentioned case study with the students.
Mantu, a young man, aspired to be a wrestler. To build his body, he ate more of
potatoes and rice. He also ate excess of meat, fish and pulses. After a few days,
he started falling ill, often. Why do you think this happened? What kind of food
component was missing from Mantu’s diet?
Let the students understand that we should include all types of food in our diet. Get
them to understand that such a diet is called balanced diet. Let the students write what
they eat in a day and analyse whether their diet is balanced or not.

s
Get the students to discuss what might happen if their diet lacks adequate proteins,

es
vitamins or carbohydrates.

Pr
Explain to the students that inadequate balanced diet results in deficiency diseases.
Talk to students about nourishment and under-nourishment. Ask the students what

ity
they understand by the term ‘malnutrition’. rs
Building Concept Through Questions
ve

1. People in western countries suffer more from constipation than people living in
ni

other parts of the world. Why?

U

2. People with fractures are advised to drink a lot of milk. Why?

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3. Salts available in the market often contain added iodine in them. Why?
4. Which is healthier—fried food or steamed food? Give reasons.
id
br

Activity Corner
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1. Suppose you are a dietician. Make a healthy diet chart for a person suffering from
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weak bones, unhealthy skin and digestives disorders. Let your peer assess your diet
chart.
2. Using the Internet, find out about ‘malnutrition in children in India and the steps
taken by government to combat the same.
3. Make a chart of ‘food pyramid’. Discuss the chart with your peers. Also, see if you
follow the food pyramid or not.

Challenges
1. An athlete needs more carbohydrates than a banker. Why?
2. Rohan is 7 years old. He is suffering from decaying teeth. Also, he feels that he
is unable to play outdoor games because of weak bones. His height is less as
48
 compared to the other children of his age group. Which disease do you think he is
suffering from?
3. A girl was suffering from weakness, vomiting and diarrhoea for a few weeks. After
a few days, she started facing difficulty in breathing and a little muscle pain.
a. What disease do you think she must be suffering from?
b. Why is this deficiency disease caused?

Assessment
A. Choose the correct answer.
1. The deficiency of which nutrient may lead to rickets?

s
es
a.  Iron b.  Vitamin C c.  Phosphorus d.  Vitamin B1
2. PEM stands for:

Pr
a.  Protein Energy Marasmus

ity
b.  Protein Energy Minerals
c.  Protein Energy Malnutrition
rs
d.  Protein Energy Matter
ve

3. Which of the following foods is rich in proteins?

ni

a. Cabbage b. Fish c. Broccoli d. Butter

U

4. Which vitamin is needed for the formation of red blood cells?

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a.  Vitamin B1 b.  Vitamin C c.  Vitamin K d.  Vitamin B12

id

B. State whether the following statements are true or false.

br

1. Our skin makes vitamins C and D when exposed to sunlight.

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2. Deficiency of iodine in our diet can cause goitre.

C

3. In our body, sugar is converted to starch.

4. Fats provide more energy than the same amount of carbohydrates.
5. Proteins are obtained only from animal sources.

C. Fill in the blanks.

1. The process by which our body takes in food, and uses it for growth and
development is called ........................... .
2. Rickets is caused due to the deficiency of ...........................
3. Animals that eat plants as well as other animals are called ........................... .
4. ........................... are referred to as body-building foods.

49
 5. Organisms that break down dead and decaying plants and animals are called
...........................

D. Answer the following.

1. Why does our body need proteins? Name three good sources of proteins.
2. Roughage is indigestible, yet it should be present in our diet. Why?
3. What are the functions of water in our body?
4. Is balanced diet the same for all the people? Explain giving reasons.
5. Name three ways by which we can retain the nutritional value of foods.

Project Idea

s
es
• This person was a Scottish physician. By conducting the first ever clinical trial, he put
forth the theory that citrus fruits cure scurvy. His name is J __ __ __ __ L __ __ __ .

Pr
Find more information about him along with his picture and prepare a report on his
findings.

ity
• He was an Indian biochemist. He is credited with the first synthesis of vitamin B
rs
(folic acid). His name starts with the letter ‘S’. He is ........................... . Find more
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information about him along with his picture and prepare a report on his findings.
ni

What have you learnt?

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1. Learn about the components of food—carbohydrates, proteins, fats, vitamins and

ge

minerals
id

2. Learn about other important substances such as roughage and water

br

3. Understand the importance of a balanced diet

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4. Know about the diseases that are caused due to deficiencies of certain components
of food
C

Ideas for homework

Assess your diet for about a week. Assess it by comparing it with a food pyramid,
whether you are eating a healthy diet or not. Always consult a doctor before following
a diet chart.

50
Chapter

3 Separation of Substances

s
Learning Objectives

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Knowledge Application

Pr
• define different methods of • separate a mixture of salt and

ity
separation of mixtures rs water by evaporation and
• state the properties of mixtures condensation
• demonstrate different types of
ve
• define terms like sedimentation,
decantation, loading, chlorination, mixtures
ni

distillation • sketch a schematic diagram

U

• list a few miscible and immiscible to show the steps involved in

purification of water
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liquids
id

Understanding Analysis
br

• identify the process of purification • identify the method required to

am

of water separate a given mixture

• identify miscible and immiscible • examine residue and filtrate in a
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liquids given solution

• explain pure substances and • question the need for separation
mixtures of substances

Warm Up
Give a mixture of stones and kidney beans to students and ask them to separate the
stones from kidney beans.

51
 Now ask the students:
• Can you name the sample given to you?
• What did you do to the mixture of stones and kidney beans?
• Why did you separate stones from kidney beans?
• Which are the unwanted particles in the above mixture?
• Which are the useful particles in the above mixture?
So, sometimes we want to separate unwanted particles from a mixture so that we can
purify the mixture. In everyday life, we need to separate one substance from another in
many situations. A few examples are as follows:
• Separating butter from milk
• Separating small bits of unwanted leaves from a bunch of spinach

s
• Separating tiny stones from rice or pulses

es
• Purifying drinking water

Pr
Ask the students:

ity
• Why is separation of substances necessary?
Explain that this is because substances are not pure and often mixed with undesirable
rs
things. So, they need to be cleaned before use. Sometimes, separation is done to obtain
ve
another useful substance, such as butter or cream from milk.
ni

In this chapter, we are going to study about different methods of separation of mixtures
U

and purification of water.

ge

TEACHING AIDS
id

• Muddy water (mixture of mud in water), an empty flask, funnel, glass rod, stand
br

and filter paper

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• Handful of mud, a beaker filled with water and an empty beaker

• Plate, beaker filled with water, loose jeera
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• Saltwater, kettle, burner, metal plate and an empty container

• A mixture of kidney beans and stones

Concept Development
Introduce the chapter by explaining the classification of substances through a flow chart:

Substances

Pure substances Impure substances (mixtures)

52
Explain that substances can be pure. Then, define a pure substance:
A pure substance is made up of only one kind of particles. For example, diamond,
oxygen, glucose and gold are pure substances.
Now, explain mixtures and define it:
Mixtures are formed when two or more substances are mixed together in any
ratio. These different substances that make up a mixture are called components or
constituents. Mixtures are of two types: 1. Homogeneous and 2. Heterogeneous
Explain both types of mixtures using examples. After this, explain the properties of
mixtures in detail.
Ask the students: Why do we need to separate substances?

s
Then explain:

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Substances need to be separated from their mixtures for the following reasons:

Pr
1. To remove undesirable or harmful constituents

ity
2. To obtain useful constituents
3. To obtain pure substances
rs
Discuss the various methods of separation of mixtures in detail in the following
ve

manner:
ni

Separating Solids from Solids

U

A few common methods which are used to separate solids from solids—threshing,
ge

winnowing, hand-picking, sieving and magnetic separation. Explain each method using
a PowerPoint presentation.
id
br

Separating Insoluble Solids from Liquids

am

Such insoluble mixtures are separated using the following methods—sedimentation

and decantation, filtration and condensation. Explain each method using a PowerPoint
C

presentation.
Separating Soluble Solids from Liquids
Such mixtures are separated by evaporation and condensation. Explain each method
using a PowerPoint presentation.
Separating Soluble Liquids from their Solutions
First tell the difference between miscible and immiscible liquids with examples. Then
explain the separation methods in detail using a PowerPoint presentation.
• Separation of two miscible liquids: The method of separating two miscible liquids
from their mixture is called distillation.

53
 • Separation of two immiscible liquids: Immiscible liquids can be separated easily
using a separating funnel.
Tell the students:
Many a time, a single method cannot separate the constituents of a mixture. In such
cases, more than one method has to be applied.
After this, brief the students about the process of purification of water in detail using
step by step procedure.
After this, ask the students:
• Is chalk soluble in water?
• Is sugar soluble in water?
Then, explain how a solution is formed.

s
es
Sugar and salt are soluble whereas sand and chalk powder are insoluble. What
happens when salt is added to water and stirred? It dissolves in water or mixes

Pr
completely with water. The substance that dissolves is called the solute. Here, salt
is the solute. The substance in which the solute dissolves is called the solvent. Here,

ity
water is the solvent. A solute and a solvent mixed together form a solution. Also tell
rs
the students that water is capable of dissolving many different substances. It can
dissolve more substances than any other liquid. For this reason, water is called the
ve

universal solvent.
ni

At the end, explain the term saturated solution and the factors on which solubility of a
U

substance depends.
ge

Building Concept Through Questions

id
br

1. What is the difference between distilled water and mineral water?

am

2. Like solids and liquids, gases are also soluble in water. Name the gas that gets
dissolved in water and supports aquatic life.
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3. What is the difference between filtrate and residue?

4. How are pure substances different from mixtures?

Activity Corner
1. Design an experiment to separate salt from water.
2. Can we separate sugar mixed in wheat flour? How? Design an activity to prove this.

54
Challenges
1. Both river and seawater contain mud, sand and unwanted materials, but only river
water is considered suitable for drinking. Why?
2. Jisha poured chilled juice into a glass. After a while, she observed water droplets on
the surface of the glass. Why?
3. Make a fine powder of chalk pieces and mix it with flour. Can we separate them by
sieving? Why or why not?

Assessment
A. Choose the correct answer.

s
es
1. Which of the following methods is used to separate dissolved sugar
from water?

Pr
a. Evaporation b. Condensation

ity
c. Filtration d. Loading

rs
2. Which property of substances is used for separation by sieving?
ve
a.  Difference in colour b.  Difference in size
c.  Difference in taste d.  Difference in solubility
ni

3. The sedimentation of mud mixed with water can be speeded up by adding:

U

a. iron b. salt c. alum d. chlorine

ge

4. While making sweet lemonade, why do we stir it with a spoon?

id

a.  to mix the ingredients properly b. to heat the lemonade

br

c.  to dissolve the sugar faster d.  so that the sugar dissolves slowly
am

B. State whether the following statements are true or false.

C

1. A pure substance is made up of different kind of particles.

2. Solids can be separated from other solids by threshing, winnowing, hand-
picking and sieving.
3. Soluble solids can be separated from liquids by sedimentation, decantation
and filtration.
4. Soluble solids can be separated from liquids by evaporation.

C. Fill in the blanks.

1. The process of adding chlorine to water to kill germs is called ....................... .
2. The solubility of most solids in water ....................... with temperature.

55
 3. In plants, the prepared food is transported to various parts as .......................
in water.
4. Air is a ....................... of several gases.
5. Threshing is done using a large machine called ....................... .

D. Answer the following.

1. Explain the steps involved in the purification of water.
2. Water is an important solvent for living organisms. Explain this statement.
3. Describe the steps used to separate a mixture of
i.  chalk powder and water ii.  sand and rice grains
iii.  sugar and wheat flour iv. paper bits, salt and water

s
es
4. Distinguish between:
a.  Distillation and Filtration b.  Winnowing and Threshing

Pr
Project Idea
ity
rs
Collect fifteen solid substances from your household. You may collect substances like
talcum powder, turmeric powder, coffee powder, glucose powder, iron filings, washing
ve

powder and ash. Take water in a beaker and a stirrer. Find out whether each of the
ni

substances you have collected is soluble or insoluble in water. Change the water of the
U

beaker each time. Note down your observations in a table.

ge

What have you learnt?

id

1. Learn about the differences between pure substances and mixtures

br

2. Know about the different types of mixtures and the methods of separating
am

mixtures
3. Understand the types of solutions, the concept of solubility and the importance of
C

water as a solvent

Ideas for homework

Get the students to do an Internet search on ‘Filtration and purification of water’.

56
Chapter

4 Fibre to Fabric

Learning Objectives

s
es
Knowledge Application
• state different types of fibres • demonstrate different cloth

Pr
• memorise the names of natural patterns

ity
and synthetic fibres • apply the knowledge of fibres in
• know the history of cloth making selecting different fabrics for their
rs
dress
• list the products made from
ve

different types of fibres

ni

Analysis
U

Understanding • differentiate the types of fibres

ge

• describe the process of silk • test the uses of different fibres

manufacture
id

• recognize natural and synthetic

br

fibers
am

• discuss the steps involved in the

production of cotton
C

Warm Up
Ask the students:
Do you wear clothes according to the seasons and occasions?
• When do you wear cotton clothes?
• When do you wear woollen clothes?
• When do you wear clothes made of silk?

57
 Different types of cloth fabrics are used to make different types of clothes.
Ask the students to get the following things from their homes:
Jute bag, cotton handkerchief, woollen cap, silk scarf
• Ask them to feel each of the given samples.
• Can you tell the names of the type of cloth used?
• Do you know why we need clothes?
• Why do we wear specific type of clothes in a specific weather?
Observe students’ responses. Let the students understand the importance of clothes/
different types of fabric.

s
TEACHING AIDS

es
• Different items made of cloth such as cotton handkerchief, cotton towel, nylon

Pr
socks, silk scarf, denim pants (jeans) and woollen cap
• Chart papers of two different colours
• Pencil, ruler, scissors and glue
ity
rs
• Jute fibre
ve
ni

Concept Development
U

In order to get students interested in the topic, you can start by showing a video on the
ge

history of clothing.
id

Bring a waste piece of cloth. Gently pull out a thread from the cloth. Let the students
br

take the cloth in their hands and observe it. Ask the students:
am

• What kind of fibre is the cloth made of?

• Which process must have been used to weave this cloth?
C

• Does the material belong to plant or animal fibre?

Observe students’ responses. Let them come to the conclusion that clothes are made of
fibres obtained from plant, animal or synthetic fibre. Clothes are made using proper
techniques and machines.
Bring two different types of cloth materials in class—natural (can be jute bag or
a woollen sweater) and synthetic (synthetic or polyester jacket). Let the students
investigate the two materials and write down their features in their notebooks. Let
the students peer review each other’s observations. The idea is that students get the
understanding that materials can be either natural or human-made.
If possible, show students a video on machines used for making fibres into fabrics.

58
Building Concept Through Questions
1. How is fibre converted to fabric?
2. How are natural fibres different from synthetic fibres?
3. Why do we need clothes?
4. What are the steps involved in the manufacture of cotton fibre?

Activity Corner
1. Prepare a pot hanger using different coloured beads and jute rope.
2. Make an attractive poster on natural fibres. Write their advantages and paste

s
pictures of products made from natural fibres. Put it up on the display board.

es
3. Use the Internet and find more about the manufacture of synthetic fibres. Write

Pr
about the manufacturing process in about 100 words.
4. Get the students to draw a graphic organiser on natural and man-made fibres.

ity
5. Bring in different materials of fibres and divide the class in groups. Let the students
rs
observe the fibres and identify them. Also, let the students give a small presentation
on how that fibre is made into fabric.
ve
ni

Challenges
U

1. What is the difference between fibre and fabric?

ge

2. How can you identify difference between natural and human-made fibre?
id

3. List three benefits of synthetic fibres.

br
am

Assessment
C

A. Choose the correct answer.

1. This is used to make coir.
a. Pineapple b. Banana c. Coconut d. Papaya
2. This is a plant part extracted from the stems of the hemp plant.
a. Hemp b. Coconut c. Husk d. None of these
3. This fibre does not allow body heat to escape.
a.  Wool b.  Cotton c.  Silk d.  Rayon
4. This fibre has less absorption capacity.
a. Synthetic b. Cotton c. Silk d. Wool

59
 5. This is a synthetic fibre.
a. Terrycot b. Wool c. Jute d. Silk

B. State whether the following statements are true or false.

1. We wear clothes only to look good.
2. Spinning is a process in which fibres are twisted to produce continuous
threads.
3. Kabir Das belonged to a family of weavers.
4. Flax is a synthetic fibre.
5. Coir is used for making beautiful and delicate dresses.

s
Project Idea

es
Visit a cloth manufacturing factory. Talk to the people working there. Prepare a report

Pr
on the same.

What have you learnt?

ity
rs
ve
1. Recall the brief history of clothing
2. Understand the difference between fibre and fabric
ni

3. Understand the process of converting yarn to fabric

U

4. Study the different types of fibres, their sources, properties and uses
ge
id

Ideas for homework

br
am

Go to a nearby tailor’s shop and collect waste pieces of different cloths. Identify the
fabrics and categorise them as natural or synthetic and paste them in your scrapbook.
C

60
Chapter

5 Sorting Materials
into Groups

Learning Objectives

s
es
Knowledge Application
• state different properties of • classify substances on the basis of

Pr
substances solubility

ity
• know about solubility • categorise substances on the basis
• define conduction of heat and of flotation
rs
electricity • demonstrate that some substances
ve

have magnetic property

ni

Understanding
U

Analysis
• differentiate between conductors
ge

and insulators • analyse the importance of

• differentiate between miscible and grouping in our daily lives
id

immiscible liquids • identify the state of a substance

br

• recognise the need of grouping • identify elements and compounds

am

substances by looking at their chemical

• explain transparent, translucent formula
C

and opaque objects with examples

• explain magnetic property with
examples

Warm Up
List the following things on the board: Medicines, bottle, plate, antiseptic, toothbrush,
paste, soap, scissors, bandage, spoons. You can add few more things. Now, ask the

61
 students to broadly classify the given things on their own criteria. Observe their
classification. Note if the students are able to classify the things under bathroom,
kitchen and medicinal supplies. Elaborate if students are able to classify the above-
mentioned things in another way. Make the students discuss the importance of
classification and how it is helpful for us.

TEACHING AIDS
• Cotton roll, steel spoon, wooden roller pin, glass bowl, earthen pot
• Metal coin and sheet of paper
• Lemon juice, honey, milk, mustard oil, coconut oil, ink and a beaker
• Ice cube, mustard oil, eraser, coin, feather

s
• Wax candle, plastic cup, wooden spoon and a bucket of water

es
Pr
Concept Development

ity
Ask the students: On what criteria did you classify the above-mentioned things? Does
rs
the property of the substance play a role in classifying it? How? The idea is that the
students come to the conclusion that different materials have different properties and
ve

they can be easily grouped based on their similar properties. Have the students carry
ni

out activity 1 from the student book. Focus on the vocabulary used, such as lustre,
U

shiny, hard, rough and soft.

Have the students reflect their previous understanding of matter by letting them write
ge

about the following:

id

What is matter? State three examples of matter and two examples of non-matter.
br

Now, provide the students with a few things and ask them if they think these things are
am

matter or not. Let them list these things under the headings: Matter, non-matter, not
sure. Students can challenge each other’s thinking by cross-questioning and discussions.
C

While this is happening, ask the students to reason out why they categorised things
in that particular manner. The idea is that students understand how to create an
argument and defend the same.
Write students’ responses about characteristics of matter and non-matter on board.
Ask them questions based on their information. Encourage them to question one another.
Now, ask the students what matter is made up of. Gather their responses. If none
of the students is able to answer, draw only the structure of atom on the board. Let
the students guess what it is. Let the students come to the conclusion that matter is
made of the smallest indivisible particle called an atom. Show a video to students to
understand how atom forms matter.

62
Now, discuss the composition of matter by explaining terms like atom, element and
compound.
Inform the students about properties like lustre, hardness and roughness.
Provide the students with three substances each being transparent, translucent and
opaque things. Let the students identify one basic difference between all these things. The
students should come to the conclusion that substances can be transparent, translucent
and opaque. Divide the students in groups and ask each group to dissolve the following:
• Salt in water
• Sugar in water
• Oil in water
• Pebbles in water

s
• Milk in water

es
• Honey in water

Pr
Now, ask the students the following questions:

ity
• Why did certain things mix while others did not?
• How is the property of a substance altered upon mixing?
rs
• Why is oil floating on the surface of water?
ve

Explain that liquids that can be mixed well with each other are called miscible liquids.
ni

Milk, honey, orange juice and alcohol are miscible in water. Liquids that do not mix
U

with each other are called immiscible liquids. Petrol, kerosene and coconut oil are
immiscible in water. The property associated with mixing of liquids is referred to as
ge

miscibility.
id

After this, explain the property of flotation by demonstration.

br

Demonstrate: Take two beakers filled with water. Drop a piece of iron nail in one and
am

paper pieces in the other and ask them to observe.

C

Also, define density and tell how it affects flotation.

Now, brief the students about the properties of conduction of heat and electricity. Also,
define insulators giving examples.
At the end, explain the magnetic property by demonstrating it in class using a magnet
and an iron nail.

Building Concept Through Questions

1. When does a material float on water?
2. Why is the body of a cooking utensil made of metal?
3. How does sugar dissolve in water?

63
 4. Distinguish between elements and compounds.
5. What is an element made up of?

Activity Corner
1. Look around in your surroundings. Write down different materials you see. Now,
categorise them according to the following:
• Materials made of wood
• Materials made of metal
• Materials made of fabric
• Materials made of plastic

s
es
• Materials made of glass
• Materials made of paper

Pr
2. Take a glass of water and observe the property of flotation and sinking of the

ity
following objects:

rs
Iron nail, piece of wood, paper, thermocol balls, stone, feather
ve
Write your conclusions on a sheet of paper.
ni

Challenges
U

1. How does grouping help in chemistry?

ge

2. If an atom is the smallest particle of a substance, what is a molecule?

id

3. Why does a ship not sink in the sea?

br

4. Why do electricians wear rubber footwear?

am
C

Assessment

A. Choose the correct answer.

1. Which of the following statements is true about solids?
a. They have a definite shape.
b. They have no definite volume.
c. Their particles are loosely packed.
d. They have no definite shape.

64
 2. …………………… is a lustrous metal.
a. Diamond b. Gold c. Carbon d. None of these
3. Grouping of objects does not:
a.  save our time b. make our work easier
c.  reduce the cost of objects d.  save our energy
4. Which of the following has lustre?
a. Paper b. Wood c. Silver d. Cement
5. Which of the following statements is not true?
a.  All matter is made of tiny particles.
b.  All matter occupies space.
c.  All matter has a definite volume.

s
es
d.  All matter has mass.
6. Which of the following is opaque?

Pr
a. Water b. Aluminium foil

ity
c.  Cellophane paper d.  Butter paper
rs
7. The symbol of copper is
ve
a.  Cl b.  C c. Cu d. Ca
8. Sponge, silk, modelling clay and potter’s clay are:
ni

a.  soft materials b.  hard materials

U

c.  rough materials d.  none of these

ge

9.  Some examples of hard materials are

id

a.  wood and brick b.  stone and iron

br

c.  silk and cotton d.  both a and b

am

10. Particles are loosely packed and move about freely. It has no definite shape or
definite volume. Which state of matter are we talking about?
C

a. Solid b. Gas c. Liquid d. Plasma

B. State whether the following statements are true or false.

1. When atoms combine together, they form compounds.
2. An element is a substance made of different types of atoms.
3. A compound is a substance made of different types of elements.
4. Density is defined as the mass per unit volume of a material.
5. NaCl is the formula for common salt.
6. Diamond is the softest known substance on the Earth.

65
 7. Sandpaper has smooth surfaces.
8. Plasma is found in electric sparks and in stars.
9. There are 181 different elements known so far.
10. Water is made of two elements—hydrogen (H) and oxygen (O).

C. Fill in the blanks.

1. Liquids that can be mixed in any ratio forming a solution are called
......................... liquids.
2. ......................... means the shine or gloss of a material.
3. An ......................... is the smallest indivisible particle of matter.
4. ......................... is the fourth state of matter.

s
es
D. Answer the following.

Pr
1. What is the difference between an element and a compound? Explain by
giving examples.

ity
2. Write the formula of a water molecule and tell its composition.
rs
3. Explain why windows are often made of glass.
ve
4. Why does an object float or sink in water?
ni

5. What is the difference between conductors and insulators. Explain with

examples.
U

6. What is magnetic property? Name three magnetic substances.

ge

Project Idea
id
br

Study of Properties—Types of Paper

am

There are different types of paper. Some of them are: kite paper, sandpaper, glossy paper,
tracing paper, cardboard paper and tissue paper. Collect ten types of paper. Make a chart
C

by pasting samples of each type of paper and writing the properties that you notice.

What have you learnt?

1. Learn about the different properties of substances
2. Know the meaning and importance of grouping different substances
3. Understand the different states of matter
4. Understand conduction of heat and electricity
5. Learn to identify transparent, translucent and opaque objects
6. Know about flotation and solubility of substances

66
 Ideas for homework
We know that the solubility of a substance is its ability to dissolve in a given solvent.
Ask the students to test the solubility of different substances.
Take water in a transparent glass. Now, check the solubility of the following
substances in water, one by one, by dissolving them in water.
Chalk powder, sand, salt, sugar, mud, Bournvita
Write your observations in your notebooks.

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

67
Chapter

6 Changes Around Us

s
Learning Objectives

es
Knowledge Application

Pr
• define chemical and physical • demonstrate activities related to

ity
changes physical changes like tearing paper
rs
• list the characteristics of chemical • perform activities related to
and physical changes chemical changes like cooking
ve

• state various changes taking place

ni

in everyday life Analysis

U

• define the uses of expansion and • examine the importance of

ge

contraction changes in our lives like changing

of milk into curd
id

Understanding • relate the role of expansion and

br

• discuss the difference between contraction in railway tracks,

am

chemical and physical changes fixing an iron rim onto a wooden

wheel, etc.
• explain expansion and
C

contraction • differentiate between reactants

and products in a chemical
• describe the functioning of a
reaction
mercury thermometer
• explain the process of riveting
• recognise physical and chemical
changes

68
Warm Up
Show the picture of a seed growing into a plant. Ask the following key questions:
• What do you see in the picture?
• Can the plant change back into the seed?
• Can the seed grow into a plant without water and warmth?
Observe students’ responses. Let them come to the conclusion that living things change
with time. Plants grow under adequate conditions. You can also ask the students to
ponder upon the thought: ‘The only constant thing in the universe is change.’ Have a
discussion on this.

s
es
TEACHING AIDS

Pr
• A raw egg, ice cubes, an incense stick, bean seeds

ity
• A sheet of paper, a magnet, a few iron nails rs
• Sponge, water, mustard seeds, mortar and pestle
ve
• Soap solution, turmeric solution water, a balloon
• A bottle, a wide bowl and a burner
ni
U

Concept Development
ge

Ask the students to list down a few changes which they see and experience in their
id

daily lives. You can add on to that list:

br

Ice becomes water, baby becomes adult, hot becomes cold, bud changes into flower.
am

Now ask the students:

C

• Are all these changes permanent?

• Can they be reversed?
• Are these changes important?
The students can further categorise their list of changes into different groups.
For example, Group A: Getting old; Group B: Young to old, Good to bad. The idea
is that students understand the types of changes. Some changes can be reversed while
some are irreversible. Also, some changes can bring about a physical change while
some bring about a chemical change.
Now, write these two terms on the board: Expansion, Contraction. Ask the students
about the first thought that comes to their mind when they hear these words. Observe
69
 students’ responses. Ask the students whether heat and cold play a role in expansion
and contraction.
You can show a video on expansion and contraction. Let the students observe it and
come up with their own understanding.

Building Concept Through Questions

1. Why is dissolving a reversible change?
2. Are physical changes always reversible? Give reasons for your answer.
3. Why is cooking of food a chemical change?
4. How are rivets fitted onto metal surfaces?
5. ‘Every change has a cause.’ Explain this statement.

s
6. ‘All physical changes are reversible.’ Give reasons.

es
Pr
Activity Corner

ity
1. Observe your surroundings and list down some common changes taking place in
rs
your day-to-day life. Categorise these changes into physical and chemical changes.
ve

2. Take a piece of paper and fold it. Now, take another piece of paper and burn it.
ni

Observe the products of both the changes and identify which is reversible and
which is irreversible.
U

3. Take water in a bowl. Observe its state. Now, keep it in the freezer for an hour.
ge

Again observe it. What changes do you see? How can you reverse this change?
id

4. Take a candle and note its size. Now, light it and let it burn for some time. Notice
br

that the size of the candle becomes small. Analyse whether it is a physical change
or a chemical change.
am

Challenges
C

1. Does a chemical change always bring about a physical change? Why or why not?
2. Why is salt dissolving a reversible change?
3. Why do cables at poles tend to contract only in winters?

Assessment
A. Choose the correct answer.
1. Which of the following is not an example of a physical change?
a. Melting b. Evaporation c. Burning d. Freezing
70
 2. Growth is a characteristic of living organisms. Tell what kind of a change it is.
a. chemical b. reversible c. physical d. both b and c
3. Most materials expand (become bigger) when they are:
a. heated b. cooled c. burnt d. beaten
4. While constructing bridges and large machines, …………. is done to fix metal
plates together.
a. welding b. riveting c. heating d. none of these
5. Rusting of iron is an example of a:
a.  physical change b.  reversible change
c.  chemical change d.  all of these

s
B. State whether the following statements are true or false.

es
1. Cooking is only a physical change. Heating a raw egg to obtain a boiled egg is

Pr
a chemical change.
2. When lemon juice is added to aerated drinks, a hissing sound is heard and

ity
bubbles of oxygen are seen rising in the mixture.
rs
3. Silver and copper articles do not corrode when exposed to air.
ve
4. During expansion of matter, the particles themselves do not expand or
become bigger, but the volume they occupy increases.
ni
U

C. Fill in the blanks.

ge

1. Chemical changes are ......................... in nature.

id

2. A ......................... is a chemical substance which does not undergo any

br

change by itself but accelerates a chemical change.

am

3. The gas or vapour of the substance formed during evaporation can be

changed back to liquid by .........................
C

4. ......................... of food is a change in which the food we eat is broken down

into simple substances and absorbed by our body.
5. When a substance burns, it chemically reacts with ......................... in the air.

D. Answer the following.

1. Explain the characteristics of physical changes.
2. Explain the phenomenon of anomalous expansion of water.
3. What is a catalyst? Give an example.
4. Define the terms reactants and products.

71
 5. What happens when we dissolve salt in water? What type of change is it?

Project Idea
Design an experiment to show physical and chemical changes in our everyday life.

What have you learnt?

1. Learn about chemical and physical changes, their characteristics and examples
2. Know reversible and irreversible changes
3. Understand the phenomena of expansion and contraction
4. Learn about the importance of various changes

s
5. Understand the applications of expansion and contraction in our daily life

es
Pr
Ideas for homework

ity
Use the Internet and find out about corrosion of metal surfaces by moist air.
rs
Also, search for methods used to prevent corrosion. Analyse if corrosion is an example
ve

of a desirable change or an undesirable change.

ni

Prepare a report on your findings.

U
ge
id
br
am
C

72
Chapter

7 Things Around Us

Learning Objectives

s
es
Knowledge Application

Pr
• list the biotic and abiotic • draw the diagrams of Amoeba
components present in the and Paramecium

ity
surroundings • give examples of warm- and cold-
rs
• state the characteristics of biotic blooded animals
ve
components • draw a flow chart to explain the
• know about the abiotic formation of an organism from
ni

components a cell
U

• define stimuli, species, cold- • derive the food chain of

ge

blooded and warm-blooded, consumers and producers

temperature
id

Analysis
br

Understanding • distinguish between living and

am

• differentiate between respiration non-living components in the

and breathing surroundings
C

• describe the structural • examine the importance of

organisation of living things interdependence of biotic and
• explain the process of respiration abiotic components
and excretion in living things • test how some plants respond to
• differentiate between unicellular stimuli
and multicellular animals

73
 Warm Up
Get the students to list as many things as they see around them. Have them classify
those things into living and non-living. Ask the following questions:
• What is environment?
• What makes our environment?
• Are the things in our environment interrelated?
Let the students come to the conclusion that living and non-living things make
up our environment and all these are interrelated. Explain to the students that
living components of our environment make ‘biotic’ components, while non-living
components make ‘abiotic’ components.

s
es
TEACHING AIDS

Pr
• Pictures with biotic and abiotic components

ity
• Internet rs
• PowerPoint slides and flowchart
ve
ni

Concept Development
U

Introduce the lesson by starting a discussion on the following statement in class.

ge

All living things are natural, but all natural things cannot be living.
Show the students a picture having both biotic and abiotic components (can be
id

humans, animals, food, house, etc.). Ask the students:

br

• Name the abiotic components in the picture.

am

• Name the biotic components in the picture.

C

• Does the human in the picture need food?

• Do the animals shown in the picture need food?
• Does the tree need food?
• Does the house need food?
Now, explain that all living things have some common characteristics, and gradually
ask the students to list some characteristics of living things. The students can discuss
the following questions:
• Why do we need food?
• What happens after we eat food?
• Does food help in respiration?

74
Guide the students to come to the conclusion that food and nutrition are required for
our survival and food provides us nutrition. The food mixes with oxygen to give us
energy along with the release of carbon dioxide and water.
Talk about structural organisation in living things. Write the following words on the
board:
Organ, Cell, Organism, Liver, Tissue, Blood, Organ system
Now, make a boxed flowchart as given below. Ask the students to fill the boxes with
above-mentioned words.

Let the students peer review the filled-in flowchart and come to the conclusion that

s
cells form tissue, tissues form organs, organs form an organ system and an organ

es
system forms an organism.

Pr
Next, ask the students how they think plants and animals are interdependent upon
each other. Let the students come up with their thoughts. Observe the vocabulary used,

ity
such as consumer, producer, primary and secondary.
rs
Tell the students that plants and animals are dependent on each other in various ways.
ve
Plants provide food and shelter to animals. In turn, animals help plants in pollination,
dispersal of seeds, etc. Also, explain the terms producers and consumers.
ni

Now, discuss the abiotic components one by one in detail.

U

Now, ask the students to write one essential thing required for the survival of living
ge

organisms. Check if the students are able to write sunlight, air, water, soil and
id

temperature.
br

Now, divide the students in five groups and let them write a paragraph on each of the
am

above-mentioned words. Let each group choose its leader and the leader will come and
present what the group has written. Observe students’ observation and presentation
C

skills. The idea is that students understand the importance of abiotic components of the
environment. Now, ask the students to think on the following questions:
• Why is it that some animals differ from one another while some look alike?
• Why does a cat always breed with a cat and never with any other animal?
• What comes to your mind when you hear the word ‘species’?
Let the students come to the conclusion that a group of similar looking organisms
are capable of breeding among themselves to produce young ones and that group of
animals belong to a specific species.

75
 Building Concept Through Questions
1. How are biotic and abiotic components related?
2. Will living organisms survive if there are no abiotic components in the
environment?
3. Are there species in plants also?

Activity Corner
1. Prepare a chart showing pictures of plant and animal products.
2. Take a pledge to save the environment by planting saplings in and around school
and home.

s
es
3. Collect pictures of herbivores, carnivores, omnivores and scavengers. Categorise
them as primary and secondary consumers.

Pr
4. Different animals reproduce in different ways. Collect pictures of a few animals

ity
which lay eggs and of a few which give birth to their young ones. Paste the pictures
in notebooks.
rs
ve
Challenges
ni

1. All plants look the same. Why do plants have different species?
U

2. If we remove one abiotic component from the environment, say temperature, will
ge

we be able to survive?
3. How do plants absorb nutrients from soil?
id

4. How does soil receive nutrients present in it?

br
am

Assessment
C

A. Choose the correct answer.

1. Which of the following is a characteristic of living things?
a. Respiration b. Nutrition c. Irrigation d. Both a and b
2. Which of the following is a secondary consumer?
a. Lotus b. Tiger c. Deer d. None of these
3. Which of the following is an organ system?
a. Liver b. Tissue
c.  The digestive system d.  All of these

76
 4. Which of the following is not required by plants?
a.  Air b.  Water c.  Soil d.  None of these
5. Which of the following animals does not belong to the same species?
a. Tiger b. Lion c. Cat d. Dog
6. What is the life span of a tortoise?
a.  100–150 years b.  20 minutes
c.  10–14 years d.  15–20 years
7. How do we respond if we accidentally touch a hot kettle?
a.  We withdraw our hand b.  We keep our hand on the kettle
c.  We close our eyes d.  We close our ears
8. How do kangaroos move?

s
es
a. Hop b. Crawl c. Run d. Walk
9. Carnivores are called secondary consumers because they feed on:

Pr
a. plants b. herbivores c. dead plants d. none of these

ity
10. Plants absorb water from the soil through their:
rs
a. roots b. stems c. leaves d. seeds
ve

B. State whether the following statements are true or false.

ni

1. A cell is the smallest structural and functional unit of a non-living organism.

U

2. An organ system forms a tissue.

ge

3. Herbivores, called primary consumers, feed on plants.

id

4. Carnivores and decomposers feed on dead plants and animals.

br

5. ‘Abiotic’ component means ‘non-living’ component.

am

C. Fill in the blanks.

C

1. Organisms that cannot make their own food are called …….. .
2. The process of obtaining energy from food using oxygen is called ……. .
3. Organs that remove waste materials from the blood are called ……. organs.
4. ………… is the measure of warmth or coldness of a substance or environment.
5. ………….. is the natural home or environment of an organism.
6. The change in activity, behaviour or reaction of an organism caused due to a
stimulus is known as ……………. .
7. The process by which living organisms produce new individual organisms of
their own kind is called …………….. .

77
 8. The constant breaking down of substances in the body for the release of
energy or growth of the body is called ……………….. .
9. ………… is the top layer of the Earth’s surface in which plants grow.
10. Both plants and animals use ……………….. for respiration.

D. Answer the following.

1. Explain the formation of an organism from cells through structural
organisation with the help of a flowchart.
2. Differentiate between cold-blooded and warm-blooded animals with
examples.
3. Why does a garden snail shrink itself into its shell when touched?

s
4. What is phototropism? What is the opposite phenomenon of phototropism?

es
5. Name some waste products which are expelled out by plants.

Pr
Project Idea

ity
Make a model showing cellular organisation in living organisms.
rs
ve
What have you learnt?
ni

1. Learn about biotic and abiotic components of our environment

U

2. Understand certain common characteristics of living things, such as feeding

ge

and nutrition, respiration, growth and development, excretion, reproduction,

movement, response to stimuli, definite lifespan and structural organisation
id

3. Know about the abiotic components, such as water, air, soil and sunlight
br

4. Understand how the abiotic components are vital for life on the Earth
am
C

Ideas for homework

Prepare a PowerPoint presentation on the abiotic components of the environment and
also depict how human activities are damaging these components. Also suggest a few
ways to preserve our environment.

78
Chapter

8 Habitat of the Living

s
Learning Objectives

es
Knowledge Application

Pr
• define biodiversity • make a herbarium file by

ity
• list the different types of habitats rscollecting leaves of different
places
• define biome
• compare the characteristics of
ve
• understand the meaning of the
animals and plants in different
terms xerophytes and xerocoles
ni

habitats
• list down names of animals
U

and plants inhabiting different

Analysis
ge

habitats
• identify the pictures of different
id

Understanding types of habitats

br

• give reasons for the extinction of

• describe the characteristics of
am

some animals
animals and plants living in
different habitats • recognise the animals and plants
C

according to their habitats

• explain the features of grasslands,
forests, deserts
• distinguish between temperate
and tropical rainforests
• state the different adaptations in
plants and animals for survival

79
 Warm Up
Take two charts. On one chart, paste pictures of some land animals while on the other
chart paste pictures of some water animals. Let the students observe both the charts.
Now, ask the students:
• What do you see in the first chart?
• Where do these animals live?
• What is common about the animals in the second chart?
Let the students come to the conclusion that the first chart shows land animals while
the second chart shows water animals. There are a variety of living beings on the

s
Earth. Now, introduce the term ‘biodiversity’. Let the students think over the term

es
and come up with their own definitions for this term. Correct the students wherever

Pr
required. Focus on students’ vocabulary, such as habitat, ecosystem, organisms and
variation.

ity
Let the students come to the conclusion that biological diversity encompasses
rs
microorganisms, plants, animals and ecosystems such as coral reefs, forests and
ve
rainforests.
ni
U

TEACHING AIDS
ge

• PowerPoint slides
id

• Internet
br

• Charts showing different habitats

am

• Dried leaves of different plants

C

Concept Development
Introduce the lesson by starting a discussion on the topic:
‘We cannot live in isolation.’ Then, explain that living organisms cannot live in
isolation. All organisms interact with and depend upon one another. They are also
dependent on the abiotic world for their survival. The biodiversity of a region on the
Earth depends upon the heat, temperature, rainfall and humidity in it.

80
After this, tell the students about the different types of habitats with the help of the
following chart:
HABITATS
Forest

Desert

Aquatic

Grassland

Polar Regions or Tundra

s
Then brief the students about biomes by telling them that the world has been grouped

es
into different biomes. A biome is a region of the Earth’s surface and the particular

Pr
combination of climate, plants and animals that are found in it. It includes habitats of
various types of organisms dwelling in that region.

ity
You can show a presentation/video on biomes/habitats of the world. Divide the
rs
students in groups and let each group describe each habitat of the world.
ve

Building Concept Through Questions

ni

1. Why do conifers have needle-shaped leaves?

U

2. Why are lots of grazing animals found in grasslands?

ge

3. A camel stores its food in hump. Why?

id

4. Why do conifers have drooping branches?

br
am

Activity Corner
C

1. Suppose you are lost on an island. How will you adapt yourself to your
surroundings? Do a creative writing on ‘Adapting to my surroundings’.
2. Do some Internet research and find about the extinction of various animals.
Collect pictures of these animals and prepare a report on the same in about 250 words.
3. Make a herbarium file. Collect leaves of different plants and trees. Dry them in
between the pages of your book. Now paste them in a scrapbook.

81
 Challenges
1. What would happen if owls belonging to the taiga forest are left in temperate forests?
2. Why are tundra plants small?
3. Why does a camel have long eyelashes?
4. Name some adaptations in the yak.

Assessment
A. Choose the correct answer.
1. Taiga is also known as:

s
a.  boreal forest b.  snow forest c.  temperate forest d.  both a and b

es
2. Which statement is true about bamboo?

Pr
a.  Bamboo is the world’s largest grass.
b.  It is used as scaffolding to build skyscrapers.

ity
c.  It is used as a source of food as well as for construction and weaving.
rs
d.  All of these
ve
3. Which statement is not true about deserts?
ni

a. These are regions on the Earth’s surface which show extreme climatic
conditions.
U

b. These have extreme heat and dryness.

ge

c. These get a large amount of rainfall.

id

d. The days in a desert are hot while the nights are very cold.
br

4. Which of the following is / are found in deserts?

am

a.  Rattle snakes b.  Camels c.  Gila monsters d.  all of these
C

B. State whether the following statements are true or false.

1. Tropical rainforests have only two layers.
2. Animals living in deserts are called xerophytes.
3. Gila monsters are found in the desert.
4. Polar bears are found in the tundra.
5. Camels store fat in the hump for energy and not water.

C. Fill in the blanks.

1. ……………. animals have air-filled organs and bladders that make them
lighter and help them to remain afloat.

82
 2. Deciduous trees have ……………. leaves to capture energy from the Sun and
convert it to food by photosynthesis.
3. The climate in a tropical rainforest is hot and there is ……….. rainfall.
4. A …………….. has many epiphytes such as epiphytic orchids.
5. The Thar desert is in …………………..

D. Answer the following.

1. What are the adaptations shown by plants in the desert?
2. What are the major features of forests?
3. Name the different types of habitats.
4. Define habitat and biome.

s
5. Write short notes on animals found in the polar region.

es
Pr
Project Idea

ity
Make a report on ‘Major depleting habitats of the world due to human encroachment’.
rs
What have you learnt?
ve

1. Learn about biodiversity

ni

2. Learn about the meaning of habitats

U

3. Know the different types of habitats—Forests, deserts, aquatic, grasslands and

ge

polar regions are the five major habitats

id

4. Learn about different types of rainforests

br

5. Understand the meaning of biomes

am

6. Understand the characteristics of animals and plants living in different habitats

7. Know the adaptations in plants and animals
C

Ideas for homework

Use the Internet to research about any one habitat of your choice and prepare a report.
Follow the guidelines given below:
• Type of climate
• Type of animals and plants found
• Adaptations shown by plants and animals

83
Chapter

9 Plants—Form and
Function

Learning Objectives

s
es
Knowledge Application

Pr
• gain knowledge about the • draw and label a diagram of a
structure of plants plant showing the root and the

ity
• name the parts that make the root shoot systems
rs
system • draw and explain the structure of
ve
• name the parts that make the a flower
shoot system • perform experiments to show the
ni

• know the structure of flower presence of starch in leaves

U

• learn root and stem modifications

ge

Analysis
id

Understanding • identify the different types of

venation in leaves
br

• understand the importance of

• analyse the role of leaves in the
am

pollination
growth of plants
• describe the structure of flower
• identify the different whorls of
C

• explain the functions of the root,

the flower
stem and flower
• assess the importance of stomata
• distinguish between the fibrous
in transpiration
and tap root
• describe the different parts of leaf

84
Warm Up
Ask the students the following questions:
• What did you have for dinner and lunch yesterday?
• Where does food come from?
• Which gas do you breathe in?
• Where does it come from?
• On what do you write?
• Where does it come from?
Let the students come to the conclusion that we eat food that comes from plants, we

s
es
breathe oxygen that comes from plants and we write on paper that is also a plant
product. Plants are a vital part of the living world. Plants differ widely in terms of

Pr
appearance, size, structure and habitat.

ity
Ask the students:
• Can you recall the terms herbs, shrubs, trees, climbers and creepers? Let the
rs
students explain the terms after discussion.
ve
ni

TEACHING AIDS
U

• PowerPoint slides
ge

• Charts
id

• Alcohol
br

• Iodine
am

• Water
• Ivy or coleus leaves
C

• Microscope

Concept Development
If possible, bring a plant to the class. Let the students observe its different parts. See if
the students are able to label root or shoot. Let the students get into group discussions.
Display a chart showing the different parts of the plant.
After this, explain the root system in detail by telling the students about tap roots and
fibrous roots.

85
 Explain that in a tap root, a single, thick, main root grows from the base of the
stem. Smaller branch roots called lateral roots grow from the main root. Plants
with tap roots include carrot, beetroot, turnip, mango, neem, mustard, sunflower,
rose and tulsi.
Further, explain that in a fibrous root, a number of thin, hair-like roots grow from the
base of the stem. There is no main root. This type of root appears as a cluster of fibres.
Plants such as grass, maize, wheat, rice, sugar cane and onion have fibrous roots.
Show the students PowerPoint slides of the same. Now, explain the following functions
of roots in detail.
1. Anchorage of the plant
2. Absorption of water and minerals

s
3. Prevention of soil erosion

es
Tell the students about the following root modifications in detail:

Pr
1. To store extra food

ity
2. To provide extra support to the plant
3. To grow new plants
rs
4. For nutrition
ve

5. For climbing
ni

After this, explain the shoot system. Inform the students that the stem is a part of the
U

plant that grows above the ground and bears branches, leaves, flowers, buds and fruits.
Some plants such as neem and pine have thick and woody stems, while some plants
ge

such as lily and marigold have soft stems. The stem of a plant is divided into nodes and
id

internodes. Nodes are the positions at which leaves and buds are attached to the stem.
br

Internodes refer to the distance between two nodes.

am

Brief the students about the functions and modifications of stems in detail.
Ask the students: From where do plants get food? Tell the students that they are
C

autotrophs. They prepare their own food. Now, tell them about the leaf in detail.
Explain that the leaf is a thin, flattened, green part of a plant that is attached to the
stem or branch at a node. It is the centre for photosynthesis; that is why the leaf is
called the ‘kitchen or food factory of the plant’. Leaves of plants vary in shape, size
and, sometimes, colour. The underside of leaves contains tiny openings called stomata,
through which exchange of gases such as carbon dioxide, oxygen and water vapour
takes place.
With the help of a diagram, tell the students the different parts of a leaf. Talk about
reticulate and parallel venation in leaves and show them actual leaves of plants with

86
both types of venations. Also, explain the terms ‘stomata’ and ‘transpiration’ and how
they are related.
Inform the students about the leaf modifications.
After this, show a chart containing a well-labelled diagram of a flower and tell that a
flower has different parts arranged in whorls or rings. If possible, bring a fallen flower
to the class. Let the students label different parts of a flower.
Have the students discuss reproduction methods in plants.
At the end, discuss the functions of flowers, fruits and seeds with the help of pictures
and diagrams.

Building Concept Through Questions

s
es
1. How does the root of a plant help prevent soil erosion?

Pr
2. Why does the underside of leaves contain tiny openings?
3. Why are most flowers colourful and have a sweet scent?

ity
4. Why are seeds known as the reproductive units of plants?
rs
5. How do insects pollinate flowers?
ve
ni

Activity Corner
U
ge

1. Draw a chart depicting a well-labelled diagram of different parts of a plant.

2. With the help of a magnifying glass, observe the different types of venation in the
id

leaves of your garden.

br

3. Take a Hibiscus, lily or rose flower and try to identify their different parts.
am

Challenges
C

1. In botany, a fruit is a structure that develops from the flower. So, pumpkin and
tomato are ‘fruits’ of plants. Identify whether each of the following is a fruit or not:
Potato, Capsicum, Sugar cane, Lady’s finger, Bottle gourd
2. Anuj grew a cucumber plant in his garden. The plant looked healthy and bore
flowers. However, not a single cucumber grew on the plant. What could be the
reason?

87
 Assessment
A. Choose the correct answer.
1. Which of these plants has a tap root?
a. Maize b. Tulsi c. Sugar cane d. Bamboo
2. The tendril of a pea plant is actually a modified:
a. root b. stem c. flower d. bud
3. Which plant part carries out transpiration?
a. Leaf b. Root c. Flower d. Stem
4. Which part of the flower usually attracts the insects?

s
a. Ovary b. Petals c. Stamens d. All of these

es
5. Parallel venation is seen in:

Pr
a. rice b. wheat c. bamboo d. all of these
6. ……. are the positions at which leaves and buds are attached to the stem.
a. Internodes b. Nodes
ity
c. Roots d. Tendrils
rs
7. Which of the following plant has prop roots?
ve

a.  Peepal tree b.  Banyan tree c.  Mango tree d.  Neem tree
ni

8. Which part of plant binds the soil particles together?

U

a.  Root b.  Stem c.  Both a and b d.  None of these
ge

9. Which of the following are essential for photosynthesis?

a.  oxygen, water, sunlight
id

b.  oxygen, water, sunlight, carbon dioxide

br

c.  oxygen, water, sunlight, chlorophyll

am

d.  sunlight, water

C

10. ……….. is the smallest flowering plant on the Earth.

a. Rose b. Wolffia c.  Lily d. Hibiscus

B. State whether the following statements are true or false.

1. Plants are grouped into herbs, shrubs and trees based on their size and type of
stem.
2. A plant has broadly two parts—the root system and the shoot system.
3. The shoot attaches a plant to the soil for support and absorbs water and
minerals from the soil.
4. The root is a part of the plant that grows above the ground and bears
branches, leaves, flowers, buds and fruits.
88
 5. The flowers of plants perform photosynthesis and transpiration.
6. After pollination, a flower develops into fruits and the ovules become
the seeds.
7. Botany is the branch of science that deals with the study of animal life.
8. The carpel is the male reproductive structure of a flower.
9. The anther contains fine, powdery substance called the pollen or pollen
grains.
10. The first or outermost whorl of the flower is called the calyx.

C. Fill in the blanks.

1. The branch of science that deals with the study of plants is called …………. .

s
2. Prickles and thorns on certain plants are modified …………….. .

es
3. The thin stalk that attaches a leaf to the stem is called the ……………….. .

Pr
4. Onion plants have ………………… venation.
5. The stalk which joins a flower to the stem is called the ……………. .

ity
6. The innermost whorl of a flower consists of the …………….. .
rs
7. A flower having all the four whorls is called a ……………… flower.
ve

8. Insects are very important for ………………….. .

ni

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

called …………. .
10. The leaves of plants perform ………….. and ……………….. .
ge
id

D. Answer the following.

br

1. Write an activity to show that chlorophyll is necessary for plants to make food.
am

2. Define a. transpiration b. photosynthesis

3. What is venation? Explain the two types of venations.
C

4. What are stomata? What is their function?

Project Idea
Make an observation report on seven different types of plants in your local areas.

89
 What have you learnt?
1. Understand the differences between herbs, shrubs and trees
2. Study the features and importance of root, stem, leaf and flower—their types, parts,
functions and modifications
3. Learn about pollination

Ideas for homework

Fruits may contain one seed, a few seeds or many seeds. Collect seeds of different fruits
and vegetables available. Categorise the fruits based on the number of seeds. Dry them
in the Sun and put them in small transparent plastic packets. Staple these packets in

s
es
your scrap book and label them.

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

90
Chapter

10 Animals—Form and
Movement

s
Learning Objectives

es
Knowledge Application

Pr
• gain knowledge about the • locate four major types of joints

ity
movement of a cockroach and a rs in their own body—ball and
snake socket joint, pivot joint, hinge
• list some important parts of the joint and gliding joint
ve

human skeleton—skull, rib cage, • draw the human skeletal system

ni

vertebral column and pelvic bones • label the different parts of the
U

• state the uses of X-ray human skeletal system

ge

Understanding Analysis
id

• understand the movement of an • identify the different types of

br

earthworm joints in the human body

am

• classify animals in terms of size, • analyse the need and importance

shape, structure and habits of movement in animals and
C

• interpret the movement in snails humans

and fish
• explain the functions of fins
in fish
• describe the functions of tendons
and ligaments

91
 Warm Up
Show the pictures of a cheetah, a shark and a kangaroo to the students.
Now ask:
• What can you see in the picture?
• Are all the animals moving in the same way?
• How is the movement of a kangaroo different from that of a fish?
So we see that walking, jumping, running, hopping, swimming, and so on, are only a
few ways in which animals move. But why are there differences in their movements?

s
The world of animals is extremely vast. According to scientists, there are more than

es
5 million species of animals on our planet. Animals differ widely in terms of size, shape,
structure and habits. They are found in almost all kinds of habitats.

Pr
Let us learn about some characteristics of animals.

ity
rs
TEACHING AIDS
ve

• PowerPoint slides
ni

• Charts
U

• Pictures
ge

• Models of human body parts

id
br

Concept Development
am

Introduce the lesson by engaging the students in discussion:

• Why do animals have common characteristics despite differences in their shape,
C

size and structure?

• Why do animals have different type of movements?
• How would you divide animals in two broad categories?
Explain to the students that despite the differences in their size, shape and structure, all
animals have some common characteristics. Also, explain why animals move by telling
them that animals move in order to search for food, escape from enemies or predators
and find a new shelter.
Define the different categories of animals along with examples. Tell them that animals
on the Earth are broadly divided into two categories—vertebrates and invertebrates.
Vertebrates are animals that have a backbone or a vertebral column.
92
Let students give examples of vertebrates and invertebrates.
Discuss the movement in the earthworm in detail with the help of a video. Explain that
the earthworm’s skin releases a thick, slippery liquid which helps keep the skin moist
and also makes it easier to move through underground burrows. Show the students the
contractions during the movement of the earthworm through a diagram.
Divide the students in groups. Let each group search the Internet and explain the
movement in a snail, a cockroach and a fish.
The movement in birds can be discussed through a video showing different movements
of birds. Tell the students that most birds can fly but some are flightless, such as
penguin, ostrich, emu and kiwi.
Now, brief the students about the human skeleton system. Explain that human beings

s
are vertebrates.

es
(i) They have an advanced skeleton, the skeleton gives shape and support to the body.

Pr
(ii) The skeleton also protects the delicate, internal organs such as the brain, heart and
lungs. (iii) The bones of the skeleton, along with the muscles, enable movement of the

ity
various body parts. (iv) The interior of bones contains a substance called the bone
rs
marrow, which produces new blood cells.
ve
Also explain in detail the following parts:
ni

• Skull    • Rib cage    • Vertebral column    • Pelvis (hip)    • Femur

U

After this, discuss joints and movement. Explain that a joint is a place where two or
more bones meet. You can show the students the respective joints using models.
ge
id

Building Concept Through Questions

br

1. Why do animals show movement?

am

2. Mention the different ways in which animals move.

C

3. How does a cockroach move from one place to another?

4. Snakes do not have limbs. Does the absence of limbs restrict their movement? How
do they move?
5. What is a bone marrow? What is its function?

93
 Activity Corner
1. Go out in the open garden and carefully observe the movement of a bird. See how
it lifts its body up by downstroke and upstroke. Also, see how a butterfly moves.
2. Visit an aquarium and observe the movement in fish.
3. Stand in front of the mirror and analyse the different types of movements
performed by different joints in your body. For example, rotate your shoulder,
move your neck and move your elbow.

Challenges

s
1. How do bones heal during a fracture?

es
2. How do muscles help in moving our bones?

Pr
3. How are bones able to withstand jerk?

ity
Assessment
rs
ve
A. Choose the correct answer.
ni

1. Which of the following statements is not true about the skeleton system?
U

a. The skeleton gives shape and support to the body.

ge

b. The skeleton also protects the delicate internal organs.

c. The interior of bones contain a substance called the bone marrow.
id

d. None of these
br

2. The bones of the birds are hollow and filled with:

am

a. water b. flesh c. air d. bone marrow

C

3. …………… is not a flightless bird.

a. Penguin b. Ostrich c. Emu d. Pigeon
4. Which is the longest and the strongest bone in the human body?
a. Femur b. Pelvis c. Skull d. Rib cage

B. State whether the following statements are true or false.

1. All insects are invertebrates.
2. Earthworms have ten segments in their body.
3. The eyes of a snail are located on its foot.
4. The tail of a fish helps it to change direction in water.
94
 5. All joints of the human body are movable.
6. Teeth are not counted as bones.
7. X-rays cannot pass through our body.
8. The bone marrow produces new blood cells.
9. An adult human skeleton has 208 bones.
10. There are 33 individual bones or vertebrae in vertebral column.

C. Fill in the blanks.

1. The snail moves with the help of a muscular foot on a layer of …….. .
2. A ……….. moves by forwarding three legs at a time, forming a triangular
pattern.

s
3. The ……….. of a fish help it to move forward, change direction and balance

es
the body in water.

Pr
4. ……….. are limbless reptiles and move their body forward in a wave-like
manner.

ity
5. There are four major types of joints in the human body—ball and socket
rs
joint, ……. , hinge joint and ……... .
ve
6. Movement of a bone at a joint is possible because of the connected muscles,
called ……… and ……. .
ni

7. The ……….. protects the heart and lungs.

U

8. …………… joint is an example of gliding joint.

ge

9. At a joint, the bones are held together in proper position by tough and
id

flexible tissues called the ………….. .

br

10. The bone in the upper arm is called ……………. .

am

D. Answer the following.

C

1. How does a snail walk on rough and sharp surfaces without injuring itself?
2. Describe the features of a fish that helps it to move under water.
3. Explain the features of birds that help them to fly.
4. What are the functions of the human skeleton?
5. Differentiate between
a.  Vertebrates and Invertebrates b. Upstroke and Downstroke
6. How does an earthworm move?
7. Explain the contraction and relaxation of muscles of the arms.

95
 8. Describe the functions of the following:
a. tendons b. vertebral column c. femur
10. How are X-rays used for detecting health issues?

Project Idea
Make a model on ‘locomotion in animals’.

What have you learnt?

1. Understand movement and locomotion
2. Study movement in different animals

s
3. Study movements in humans

es
4. Analyse the human skeletal system and its functions

Pr
5. Identify parts of the skeletal system—skull, vertebral column, rib cage, pectoral
bones, pelvic bones, bones of the limbs, and joints and their types

ity
rs
ve
Ideas for homework
ni

Use the Internet and find more about the movement of the following animals:
U

• Land animals
ge

• Aquatic animals
• Aerial animals
id

Identify their body parts which help them in movement and prepare a report.
br
am
C

96
Chapter

11 Measurement and Motion

s
Learning Objectives

es
Knowledge Application

Pr
• gain knowledge about the SI units • convert a bigger unit to smaller

ity
of measurement rs unit and vice versa
• name the different body parts • solve numericals based on
used for measurement in earlier measurements
ve

days like handspan, footspan and • measure the length of objects

ni

cubit. using a ruler

U

• tell the definition of length and • show examples of different types

motion
ge

of motions taking place around

• know the precautions while them
id

taking measurement
br

Analysis
am

Understanding
• identify different types of motions
• understand the conversion of in their daily life
C

smaller units into bigger ones and • analyse the importance of need of
vice versa measurement in different fields
• differentiate between different
types of motions
• explain the history of transport

97
 Warm Up
Ask the following questions to the students:
• Name the instrument used to measure time.
• Ria has three things in her bag.
1. Ruler   2. Measuring jar   3. Clock
a) What will she use to know time?
b) Which thing will she use to measure the length of her pencil?
Let the students engage in discussion and come to the conclusion that we use different
ways and different instruments to measure things. Measurement is a part of our daily

s
life. When we read a clock, we measure time. When we buy vegetables, we measure

es
weight. When we travel from one place to another, we measure the distance, that is, the

Pr
length of the path travelled. While cooking also, some sort of measurement is needed to
add the oil, spices and water to the dish being cooked.

ity
Most commonly, we measure length, weight, capacity, time and temperature.
rs
ve
TEACHING AIDS
ni

• Handspan and footspan

U

• Cloth piece
ge

• Pencil box
• PowerPoint slides
id

• Internet for videos

br

• Charts to show different physical quantities and their units

am
C

Concept Development
Give a situation to the students by saying that:
Ria has to go to Mumbai from Delhi on Monday. She has two options.
a. 
Aeroplane b. Train
Ask the students:
• If you want to reach Mumbai in the shortest time, which mode of transport should
you select?
Now, explain if you travel by bus, you will reach Mumbai in about 35 hours. If you
take a train, you will get to your destination in 18–20 hours. If you take a flight, it will

98
take a little over 2 hours to reach Mumbai. Among the three modes of transport, the
bus has the lowest speed whereas the airplane has the highest speed.
After this, brief the students about the history of transport. Also tell them the story
behind the invention of steam engine by James watt.
Tell the students that in this chapter, we will focus on the measurement of lengths and
distances. Throughout the history of transport, measurement of distances remained vital.
Inform the students that in early times, people used body parts to measure lengths.
Various units such as cubit, handspan, armspan, footspan and pace (or stride) were
used for this purpose.
Demonstrate the use of handspan and footspan to the students in class by measuring a
piece of cloth.

s
es
Ask a student to measure the same piece of cloth.
Write down both the readings on the board.

Pr
Ask the students:

ity
• Can you compare both the readings? Are they the same?
rs
Now, explain that the units of length given above are non-standard, that is, they vary
ve
from person to person. For example, the handspan of one person may be different
from that of another person. Hence, these are not reliable units for measuring length.
ni
U

Then define the term ‘units’ by telling a unit is a fixed quantity that is used as a
standard of measurement. For example, minute is a unit of time and kilogram is a unit
ge

of weight.
id

Explain the need for standard units and tell the students that for this reason, there was
br

a need to develop standard units of measurement, which remained fixed or unchanged

from person to person.
am

Give the students information about the SI units. Explain that in International System
C

of Units, also called SI Units, SI stands for ‘Système international d’unitès’ in French.
Ask the students to look at the following table:

Physical Quantity SI Unit and Symbol

1. Length Metre (m)
2. Mass Kilogram (kg)
3. Time Second (s)

99
 Also inform about CGS system: centimetre (length), gram (mass), second (time) and
FPS system: foot (length), pound (mass), second (time)
Tell the students the names of instruments for measuring length are measuring tape,
ruler and metre scale.
After this first define length: The distance between any two points is defined as the
length. Then, explain the precautions they should take while measuring length.
Explain to the students the two methods of measuring curved lines. Tell them many
a time, we need to measure the length of curved lines, for example, the length of
boundary of a leaf or the circumference of a cylindrical bottle. These lengths cannot be
measured directly using a ruler. There are two methods to find these measurements.
1. Using a thread    and    2. Using a divider

s
es
After this discuss motion by telling that in Physics, an object is said to be in motion if it
changes its position with respect to its surroundings in a given time. Tell them further,

Pr
it should be noted that motion of an object is always considered with respect to or in
relation to another object.

ity
Give the following example to make the students understand the concept better:
rs
A mother is pushing the pram on the road. Here, the mother is in motion with respect
ve

to the road. The pram is in motion with respect to the road. The baby is in motion with
ni

respect to the road. However, the baby is at rest with respect to the pram.
U

Inform the students about the following different types of motions:

ge

Translatory, Rotational, Oscillatory, Periodic and Non-periodic, Random and Multiple

motions are different types of motions. Also, give examples of each type of motion
id

through demonstration and videos.

br
am

Building Concept Through Questions

C

1. Five friends have ribbons of the following lengths: Amisha—1 metre,

Jagdeep—88 centimetres, Monty—650 millimetres, Rashmi—45 inches,
Shekhar—7 decimetres. (i) Who has the longest ribbon amongst all? (ii) Who has
the shortest ribbon?
2. When is an object said to be at rest?
3. Why is measurement necessary in every sphere of life?
4. How many centimetres are there in half a kilometre?

100
Activity Corner
1. Take different measuring objects like ruler, measuring tape and meter scale.
Now measure the length of your table with them. Compare the lengths measured
by all instruments and write your conclusions.
2. Measure the length of your book with your handspan. Now ask your mother to
measure the length of the same book with her handspan. Compare the two lengths.
Are they the same?
3. Analyse different types of motions in your daily life. List them down in your
notebook. Now, categorise them into the following: translatory, rotatory,
oscillatory, etc.

s
es
Challenges

Pr
Give reasons.

ity
1. List any two occupations where estimation is an important part of the job.
rs
2. If you are standing still, what is your state of motion with respect to:
ve
a) Your teacher who is standing next to you.
b) Your friend who is going out of the class.
ni

3. What kind(s) of motion is shown by the following?

U

• An elevator going up
ge

• Moon going around the Earth

id

• A car taking a U-turn

br

• A butterfly moving in a garden

am

• A fish swimming in water

• A child going down a slide
C

4. Sonam is planning to go on a world tour. Why is it important for her to know the
distances between the cities she will be travelling to?

Assessment
A. Choose the correct answer.
1. The SI units of length, mass, time are:
a.  metre, kilogram, seconds b.  metre, gram, seconds
c.  centimetre, kilogram, second d.  metre, kilogram, minute

101
 2. Which of the following is not an example of rotational motion?
a.  a spinning top or potter’s wheel b  a train moving along a curved track
c.  a moving fan or windmill d.  a merry-go-round rotating
3. When we beat a drum, it moves to-and-fro very rapidly due to …………
motion.
a. translatory b. vibratory c. rotational d. all of these
4. An example of random motion is:
a.  a bird flying in the sky b. the rotation of the Earth
c.  moving of windmill d. apple falling down from a tree

B. State whether the following statements are true or false.

s
es
1. We can measure length, mass, time, capacity and temperature.

Pr
2. In the International System of Units (SI units), length is measured in
centimetres, mass in grams, and time in hours.

ity
3. The motion of an object is always considered with respect to or in relation to
another object.
rs
4. Rectilinear, curvilinear, oscillatory and random are different names of units of
ve

measurements.
ni

5. Motion is always periodic in nature.

U

6. A fixed quantity that is used as a standard of measurement is called unit of

measurement.
ge

7. A motion is said to be random when the direction and speed of the object
id

remain fixed.
br

8. Drawing of water from well using a pulley is an example of oscillatory motion.

am

9. The distance between any two points is defined as the length.

10. Inch, foot, yard and mile are standard or fixed units of time.
C

C. Fill in the blanks.

1. An object is said to be in motion if it changes its ………….. with respect to its
surroundings in a given time.
2. When an object moves along a straight line, it is said to be in …………………
motion.
3. The motion of a ball in a football match is an example of …………….
motion.
4. The wheel was invented around ………………… bc.

102
 D. Answer the following.
1. What is the need of standard units for measurement?
2. Distance between Shruti’s house and her school is 24000000 m. Calculate
the distance in km.
3. The distance between two cities is 240 km. Find the distance in metres.
4. What are the different motions which a moving bicycle shows?

Project Idea
Using the Internet, find out some details on architectural marvels around the world.
For example, the pyramid of Giza.

s
What have you learnt?

es
Pr
1. Learn about physical quantities and measurement
2. Know how people measured in ancient times

ity
3. Understand the need for standard units of measurement
rs
4. Learn accuracy and estimation in measurement
ve
5. Know about motion and its types
ni

6. Know about bodies undergoing different types of motion at the same time
U

7. Learn about history of transportation

ge
id

Ideas for homework

br

Use the Internet to research about the types of motion of different heavenly bodies.
am

Write a report on this in about 300 words.

C

103
Chapter

12 Fun with Magnets

s
Learning Objectives

es
Knowledge Application

Pr
• know the history of magnets • demonstrate that a magnet

ity
• define magnets and magnetism always suspends itself in North-
rs
South direction
• gain knowledge about the care of
• draw shapes of different magnets
ve
magnets
• learn about the different shapes of • create temporary magnets by
ni

magnets stroking method

U

• name artificial and natural

ge

magnets Analysis
• analyse the uses of magnets in
id

Understanding our daily life like motors, ATM,

br

credit cards, MRI.

• understand the polarity of
am

magnets • identify magnetic and non-

magnetic materials in the
• differentiate between artificial
C

surroundings
and permanent magnets
• explain the strength of magnetic
lines of force
• explain repulsion and attraction

104
Warm Up
If possible, bring a horseshoe and a bar magnet to the class.
Now, collect a few samples of things in your classroom.
For example: plastic scale, a stainless steel scale, all pins, pens with metal caps, eraser,
sharpener, lead pencil. Bring a magnet close to each thing and ask the students to
observe carefully.
Let the students observe. Ask some key questions:
• Name three objects that a magnet attracted.

s
• Name three objects that a magnet did not attract.

es
• Why do you think that some objects did not get attracted to a magnet?

Pr
• Why did some objects get attracted to the magnet?
Let the students name some properties of magnet. Magnets are widely used in

ity
refrigerator doors, ATM cards and machines, hard disks of computers, toys, speakers,
microphones, electric motors and medical equipment.
rs
ve

TEACHING AIDS
ni
U

• PowerPoint slides
ge

• Actual samples of horseshoe and bar magnets

• Iron filings on a sheet of paper
id

• Iron needle
br
am

Concept Development
C

Let the students observe the magnet and define it. Let them use it to attract various
objects. See if the students are able to observe that magnetic strength is maximum at
the poles.
Brief the students about the history of magnets and tell them that magnets can be
natural or artificial. Explain that lodestone or magnetite is a naturally-occurring
magnet or a natural magnet. There are also artificial magnets that are made from
magnetic materials by artificial means.
Discuss the different shapes of magnets by showing the students PowerPoint slides
of the pictures of magnet in different shapes, such as bar, ring, U-shaped, horseshoe,
circular and cylindrical.
105
 Now, explain the two Poles of a magnet by stating that: Every magnet has two poles—
the North Pole (N) and the South Pole (S). The poles are the regions of a magnet where
its magnetic power is the strongest.
Also tell that magnetic poles cannot be isolated from each other. If the two pieces are
further split into smaller pieces, each piece will become a separate, smaller magnet.
Discuss the concept of attraction and repulsion of magnets in detail.
• like poles repel each other N-N or S-S poles
• unlike poles attract each other N-S or S-N poles
Discuss in detail how a magnet is used to find direction. Also tell that our Earth
behaves like a huge bar magnet. The South Pole of this huge magnet lies close to the
Earth’s geographic North Pole and the North Pole of this magnet lies close to the

s
Earth’s geographic South Pole.

es
Now define magnetic compass: A magnetic compass is a small instrument having a

Pr
freely-rotating magnetised needle pivoted at its centre that indicates the direction of the
Earth’s magnetic poles.

ity
Explain to the students about permanent and temporary magnets and demonstrate
rs
through an activity the method of making temporary magnets.
ve

Discuss how demagnetisation is caused and the methods of taking care of magnets.
ni

Conclude the lesson by informing the students about the uses of magnets in various fields.
U

Let the students work in groups and list some uses of magnet.
ge
id

Building Concept Through Questions

br

1. What would happen to the poles if a magnet is broken into four pieces?
am

2. In what ways can a magnet get demagnetised?

3. A pencil sharpener is made of plastic. Even then it gets attracted towards the
C

magnet. Why?
4. Before the compass was invented, stars were used as the source to find directions
by the sailors. How is the compass better than stars to find directions?

Activity Corner
1. Observe the different shapes of magnets in the laboratory. Now draw each shape in
your notebook.
2. Take two bar magnets and try to experience the property of attraction and
repulsion by bringing different poles of the two magnets together.
106
3. Take a bar magnet and one iron nail. Gently strike the surface of the iron nail with
the bar magnet. Do it 30 to 40 times. On bringing a compass needle near the iron
nail, you will see deflection in it. This shows that the iron nail has been magnetised.
4. Use a compass needle to find the directions.

Challenges
1. Can you determine geographic east direction using a bar magnet? If yes, explain
how.
2. If a bar magnet is placed near a magnetic compass, will the compass needle still
show the correct geographic direction? Why or why not?
3. Rajeev says if we dig deep into the Earth, finally we will reach a huge solid magnet.

s
Is this true?

es
4. Mr Sharma, a tailor, was stitching a torn shirt. The needle fell from his hand onto

Pr
the floor. Is there any way he can find the needle easily?

Assessment
ity
rs
ve
A. Choose the correct answer.
ni

1. Which of the following is not a magnetic material?

U

a. Cobalt b. Aluminium c. Nickel d. Iron

2. If you bring a magnet close to a steel spoon, it will experience:
ge

a.  Attraction b.  Repulsion c.  Either (a) or (b) d.  No reaction
id

3. Which of the following can be used to find directions?

br

a.  Magnetic compass b.  Iron bar

am

c.  Bar magnet d.  Both (a) and (b)

4. Our Earth behaves like a huge:
C

a.  U-shaped magnet b.  ring magnet

c.  bar magnet d.  circular magnet
5. The magnetised needle of a magnetic compass:
a. is able to rotate freely about its centre.
b. is able to rotate partially about its centre.
c. cannot rotate at all.
d. can rotate only when there is no magnet nearby.
6. Which of the following is not a non-magnetic material?
a. plastic b. iron rod c. paper d. wood

107
 7. Lodestone or magnetite is a/an:
a.  artificial magnet b.  natural magnet
c.  non-magnetic substance d.  none of these
8. North poles and south poles are found in ………. magnets.
a.  U-shaped b.  ring-shaped c.  bar-shaped d.  all of these
9. Which combination will show repulsion?
a. S-S b. S-N c. N-N d. Both a and c
10. A freely suspended magnet always comes to rest in:
a.  the North-South direction b.  the South-South direction
c.  the North-North direction d.  Any of these

s
B. State whether the following statements are true or false.

es
1. The natural magnet lodestone was first discovered in India.

Pr
2. All artificial magnets have two similar poles.

ity
3. The magnetic power of a magnet is the maximum at its centre.

rs
4. The South Pole of a freely suspended magnet always points to the
geographic south.
ve

5. The North Pole of one magnet will push away the North Pole of another magnet.
ni

6. Bar magnets should never be stored in pairs.

U

7. The Earth’s magnetism is caused by water table present deep under its surface.
ge

8. A magnet should never be hammered with any hard object, else it will get
demagnetised.
id

9. MRI stands for Magnetic Resonance Imaging.

br

10. Magnetic poles always occur in pairs and can be isolated from each other.
am

C. Fill in the blanks.

C

1. The method of magnetising a steel bar using a bar magnet is called ……… .
2. ………………. is a naturally occurring magnet.
3. A magnet made using electric current is called a/an ………………… .
4. The property by which magnets move away from each other is known
as ………. .
5. …………….. is a magnetic material.
6. ………………… are used in electric bells.
7. Heating a magnet can also …………… it.

108
 8. The property of ………. is shown when the magnets move closer to each other.
9. In ancient times, people used lodestone to pull out ……… from enemy ships.
10. In ATM cards the black stripe of band is made of tiny …………… particles.
D. Answer the following.
1. How will you distinguish between two identical bars, one of which is a steel
bar and the other is a magnet?
2. You are given a bar magnet whose poles are not marked. How will you locate
the two poles correctly?
3. What is a magnetic compass? How is it used to locate geographic directions?
4. How will you magnetise an iron nail with the help of a bar magnet?
5. Write an activity to show that a freely suspended magnet comes to rest in a

s
es
particular direction.
6. What is the difference between a permanent and temporary magnet?

Pr
7. How will you take care of magnets?

ity
8. Give three applications of magnets.
9. Explain how our Earth behaves like a magnet.
rs
10. What happens to the poles of a magnet when the magnet is broken into pieces?
ve

Project Idea
ni
U

Using the Internet, find out the role of magnet in any of the latest technology that we
use in our everyday life.
ge

What have you learnt?

id
br

1. Understand magnets
am

2. Learn the differences between magnetic and non-magnetic substances

3. Study the poles of a magnet and magnetic field
C

4. Analyse the properties of a magnet

5. Study how magnets are made
6. Analyse how and where magnets are used

Ideas for homework

Magnets are also used as therapeutic stones. Alternative medical practice uses static
(unmoving) magnets to alleviate pain and other health concerns. Carry out an
Internet research and find more about therapy through magnets. Prepare PowerPoint
presentation on the same and present it in class.

109
Chapter

13 Rain, Thunder and

Lightning

s
Learning Objectives

es
Knowledge Application

Pr
• gain knowledge about different • draw a well-labelled diagram of

ity
states of water water cycle
rs
• know how water bodies get water • make a rain gauge
ve
• list a few uses of water • practise rainwater harvesting by
• know that not all water present collecting rainwater and using it
ni

on the Earth is suitable for

U

drinking Analysis
ge

• analyse the importance of water

Understanding cycle in nature
id

• understand water cycle • identify substances which

br

• describe the process of undergo sublimation

am

interconversion of states of water • give reason why ice floats on

• differentiate between evaporation water
C

and boiling
• explain the terms ‘sublimation’,
‘evaporation’, ‘condensation’,
‘transpiration’, ‘precipitation’,
‘freezing’

110
Warm Up
Ask the students:
• Do you know how rivers, lakes and oceans get water?
• Why does water from the world not get finished?
• How much water is available for our daily use?
Let the students come to the conclusion that rain provides us with water and it is the
same water that falls down in the form of rain undergoing a water cycle.

s
TEACHING AIDS

es
• Burner

Pr
• Steel containers with equal amount of water

ity
• Charts showing diagrams and pictures
• World Map
rs
• Cold drink plastic bottle
ve
ni
U

Concept Development
ge

Show the students the pictures of the following:

id

Ice cubes, water and steam coming out of boiling water

br

Now, ask the students to name the things shown in the given picture.
am

• What is ice made of?

C

• What is water vapour?

Yes, water vapour is also a form of water.
From these, let the students come to the conclusion that water exists in three forms
• Solid (as ice)
• Liquid (as water)
• Gas (as water vapour)
After this, explain in detail the interconversion of states of water.
Also, define and explain melting, freezing and vaporisation, condensation and
sublimation.

111
 Melting: The process in which a solid changes into liquid is called melting. Melting
point of ice is zero degrees.
Freezing: The process in which a liquid changes into solid is called freezing. Water
freezes at zero degrees.
Vaporisation: The process in which a liquid changes into gas is called vaporisation.
Condensation: The process in which a gas changes into liquid is called condensation.
Sublimation: The process in which a solid directly changes into gas without passing
through the liquid stage is called sublimation.
Tell the students that all these processes are physical changes and can be reversed.
Explain the unique property of water by telling the students that:

s
Water expands when it freezes. Frozen water or ice is lighter than water and hence ice

es
floats on water. Each day, a trillion tons of water is evaporated from the Earth’s surface

Pr
by the heat of the Sun.
Now, show a video on water cycle. The water cycle is a continuous cycle by which

ity
water circulates between the Earth’s oceans, atmosphere and land. It involves various
rs
processes such as evaporation, condensation, precipitation and transpiration.
ve
Also explain percolation of water, formation of glaciers and underground water.
ni

Ask the students: How many of you have experienced heavy rain accompanied with
U

strong winds?
ge

Tell the students that strong winds give rise to thunderstorms or thundershowers.
Thunder is the sound caused by lightning. Lightning is the sudden flow of electric
id

charges (electricity) between clouds or between a cloud and the ground. After this,
br

explain how one should take precautions during a thunderstorm.

am

Building Concept Through Questions

C

1. Explain how evaporation and condensation are responsible for different forms
of water.
2. Why does lightning occur? Why is it dangerous?
3. How does rain occur?
4. Why does a naphthalene ball become small by itself after some time?
5. Why does ice float on water?
6. Water cycle plays an important role in weather change. Do you agree? Give reasons.

112
Activity Corner
1. Draw a well-labelled diagram of water cycle on a chart paper.
2. Collect rainwater at your home and use it later to water plants.
3. Analyse the phenomenon of sublimation with the help of naphthalene balls. Keep a
few naphthalene balls in a bowl. Observe the size of the balls.
Check the naphthalene balls after one month and see their size.
4. Keep water in a bowl outside. After a few days see that the level of water has
reduced due to evaporation.

Challenges

s
es
1. Mop the floor. It dries after a few minutes. Why?

Pr
2. While cooking food in an open pan, do you see water vapour coming out?
3. How does this happen—washed clothes, when put out in the Sun-lit areas, dry

ity
within a few hours. How? rs
4. Water vapour is seen coming out from the freezer of a refrigerator. Is it evaporation?
ve
5. Coastal areas and marshy areas are usually very humid. Explain why.
ni
U

Assessment
ge

A. Choose the correct answer.

id

1. Plants also release huge amounts of water vapour in the air through:
br

a. transpiration b. photosynthesis
am

c.  precipitation d.  all of these

C

2. Freezing is the reverse process of:

a. melting b. boiling c. vaporisation d. sublimation
3. Huge deposits of snow gathered in layers throughout the year give rise to:
a. crystals b. glaciers c. rocks d. none of these
4. If a thunderstorm is forecasted by the weather department, what should we do?
a.  Not go outdoors b.  Avoid using electrical devices
c.  Stay away from water d.  All of these
6. Precipitation refers to any form of water such as:
a.  rain b.  snow c.  sleet d.  all of these

113
 B. State whether the following statements are true or false.
1. The freezing point of water and the melting point of ice are the same.
2. Precipitation always occurs as rain.
3. The water cycle goes on continuously on the Earth.
4. It is advised to stand under a tree during a thunderstorm.
5. 1% of the water on the Earth exists as glaciers in the form of ice.
6. The boiling point of water is 100 ˚C.
7. Melting and freezing are changes that cannot be reversed.
8. Water contracts on freezing.
9. Groundwater is drawn out using wells and electrical pumps.

s
10. Light travels faster than sound through air.

es
C. Fill in the blanks.

Pr
1. Nearly ……….. of the Earth’s surface is covered with water.

ity
2. Water on the Earth exists in ………… states.
rs
3. The states of water can be ……….. from one state to another.
ve
4. Water circulates through the Earth’s water bodies, atmosphere and land
through the …….. .
ni

5. ………………. involves various processes such as evaporation, condensation,

U

precipitation and transpiration.

ge

6. …………… refers to any form of water such as rain, snow, sleet or hail, which
falls to the Earth’s surface from the atmosphere.
id

7. Thunder is the sound caused by ………….. .

br

8. The process in which a liquid changes into gas is called …………… .

am

9. The process in which a gas changes into liquid is called ………. .

10 …………….. is a small piece formed when a substance turns into a solid and
C

has particles arranged in a regular pattern.

D. Answer the following.

1. Describe how the different states of water can be interchanged.
2. What is water cycle? Explain it in detail with the help of a diagram.
3. What are the three states of water?
4. What are the two ways in which vaporisation occurs? How are they different
from each other?
5. How are clouds formed?

114
 6. What is meant by boiling point?
7. What is sublimation? Give two examples of sublimable substances.
8. 71% of the Earth’s surface is covered with water. Why do we have scarcity of
drinking water?
9. Define the following:
a. condensation b. freezing
10. What is steam?

Project Idea
Make a project on acid rain by following the given guidelines:

s
What is What causes Why is acid What can be done to

es
acid rain? acid rain? rain harmful? prevent acid rain?

Pr
ity
What have you learnt? rs
1. Learn about the existence of water on the Earth, its states and importance
ve

2. Understand the interconversion of states of water and water cycle

ni

3. Know how boiling is different from evaporation

U

4. Know percolation and how it helps to form groundwater

ge

5. Understand the unique behaviour of water

6. Learn about thunder and lightning and precautions to protect ourselves from it
id
br
am

Ideas for homework

C

Floods and droughts are two natural disasters which occur due to different conditions
of rainfall. Collect pictures and prepare a report on floods and droughts. You can take
the help of the Internet.

115
Chapter

14 Light, Shadows and

Reflection

s
Learning Objectives

es
Knowledge Application

Pr
• gain knowledge about rectilinear • make a pinhole camera

ity
propagation of light • show the formation of shadows
rs
• learn the properties of light using opaque objects
ve
• know about different sources of • draw ray diagrams to show
light reflection of light
ni
U

Understanding Analysis
ge

• understand the working of a • identify transparent, translucent

pinhole camera and opaque objects
id

• distinguish between transparent, • give reason for the formation of

br

translucent and opaque objects shadows

am

• explain lateral inversion

• define luminous and non-
C

luminous objects
• explain reflection of light
• describe the formation of eclipses

116
Warm Up
Ask students:
• What will happen if they switch OFF all the lights of their room at night?
• Will they be able to see things around them?
Let the students come to the conclusion that light helps us to see things around us.
Divide the students in groups and let them design an experiment to prove how light
travels and how it helps us to see things. Assess students’ ability to identify that light
travels in a straight line and reaches our eyes. Hence, we are able to see things.

s
TEACHING AIDS

es
• A comb, plane mirror, torch and a white sheet of paper

Pr
• Three identical cardboards, a candle and three mounting boards
• Source of light and a screen
• Torch, an opaque object and a screen
ity
rs
• Plane mirror, torch
ve

• Handkerchief, coloured polythene bag, glass bottle, paper, pencil, spectacle lenses,
ni

steel plate, mirror, plastic cling film, aluminium foil and tempered glass
U
ge

Concept Development
id

Divide the board in two parts: Luminous and Non-luminous. Let the students identify
br

luminous and non-luminous objects from their surroundings and write the names of
these objects under correct category.
am

Then explain: Moon and the planets are also non-luminous objects as they do not
C

have light of their own. Non-luminous objects become visible to us because they
reflect the light that falls on them. Moon is visible in the dark sky as it reflects the
light of the Sun.
Ask the students:
• On what basis can we divide sources of light?
• Can you name some natural sources of light?
• Can you name some artificial sources of light?
Explain to the students that depending upon how much light can pass through
materials, they can be classified into transparent, translucent and opaque. Then define
transparent, translucent and opaque with examples.

117
 Tell the students that light travels at a very fast speed. In fact, it is the fastest thing
in the universe! Nothing can travel faster than light. In air, light moves about
3,00,000 km in just one second. Discuss how light travels.
Tell the students that in a given medium, light travels in a straight line. This is referred
to as rectilinear propagation of light.
Now, ask the students how shadows form. Observe their responses. Then explain how
shadows form by clarifying that the property of light travelling in straight lines is
responsible for the formation of shadows. A shadow is formed when an opaque object
comes in the path of light.
Explain that a shadow is defined as a dark area formed when an opaque object
obstructs the path of light. A transparent object will not cast any shadow, whereas a

s
translucent object will cast a faint shadow. Shadows are formed because light does not

es
bend while travelling through a given medium. For the formation of a shadow, three
things are essential:

Pr
(i)  A source of light,  (ii) An opaque object,  (iii) A screen or surface behind the object

ity
After this, discuss the characteristics of shadow in detail.
rs
Ask the students: Have you heard of a pinhole camera? Show a video on the working
ve
of a pinhole camera.
ni

After this, explain what eclipses are. Eclipses are of two types: 1. Solar and 2. Lunar
U

A solar eclipse occurs when the Sun, the moon and the Earth come in a straight line
such that the shadow of the moon falls on a part of the Earth. From that region, the
ge

Sun cannot be seen completely as it gets ‘eclipsed’ or ‘hidden’.

id

A lunar eclipse occurs when the Sun, the Earth and the moon come in a straight
br

line such that the shadow of the Earth falls on the moon. In this case, the moon gets
am

‘eclipsed’ or ‘hidden’.
Now, discuss the reflection of light in detail with ray diagrams. Tell the students that:
C

when light bounces off a surface, it is said to be reflected. It is because of reflected light
that we are able to ‘see’ the things around us. The process of bouncing back of light
rays after hitting a surface is known as reflection of light.
In the end, discuss lateral inversion and the difference between shadow
and reflection.

118
Building Concept Through Questions
1. Can an object have multiple shadows?
2. Is there any object that can have both circular and rectangular shadows?
3. What is meant by ‘rectilinear propagation’?

Activity Corner
1. See through the glass window, then see through a tracing paper and finally try to
see through a book.
• In which case were you able to see clearly?

s
• In which case were you not able to see at all?

es
2. Close the doors and windows of your bedroom so that it is completely dark. Now,

Pr
switch on a torch and try to make different types of creatures with the shadow of
your fingers and hand on any one wall of the room.

ity
3. Take two white sheets of paper. On the first write letter ‘A’ and on the second write
letter ‘D’. Now, see the reflection of these letters on the mirror.
rs
What difference do you see in both cases?
ve
ni

Challenges
U

1. Name two things in daily life that ‘act’ as mirrors.

ge

2. A transparent object does not form a shadow. Will it form an image?

id

3. Can you form the shadow and image of an object as the same time? Explain how.
br

4. Can you form two or more shadows of an object at the same time? If yes, how?
am

5. Raman placed an electric bulb in a closed box. The box has a small hole. Does this
arrangement act as a point source of light? Give reasons.
C

Assessment
A. Choose the correct answer.
1. Which of the following is not needed to form a shadow?
a. Screen b. Light source c. Opaque object d. Mirror
2. A translucent object will cast a .............. shadow.
a. no b. dark c. yellow d. faint

119
 3. Which of the following is not true about a shadow?
a.  It is always dark.
b.  It cannot be obtained without a screen.
c.  Its size remains the same.
d.  It does not show the details of the object.
4. Shadows are formed because:
a.  light is the fastest thing in the universe.
b.  light travels in straight lines.
c.  an object obstructs the path of light.
d.  the Sun is a giant source of light.
5. Reflection by which of these surfaces is regular reflection?

s
es
a.  Wall b.  Floor c.  Mirror d.  Frosted glass
6. ……………. is a luminous object.

Pr
a. Book b. Tree c. Star d. Planet

ity
7. Which of the following things is/are essential for the formation of a shadow?
rs
a.  A source of light
ve
b.  An opaque object
c.  A screen or surface behind the object
ni

d.  All of these

U

8. The size of the shadow depends on:

ge

a. the distance between the light source and the object

id

b. the distance between the object and the screen

br

c. Both a and b
am

d. none of these
9. The colour of the shadow is always:
C

a.  dark b. white c. light d. none of these

10. Which of the following is/are opaque and non-luminous heavenly bodies?
a. Stars b. Planets c. Sun d. all of these

B. State whether the following statements are true or false.

1. Objects in a room can be seen as they reflect the light from a source.
2. Through a transparent material, we can see the object on the other side but
not its details.
3. A lunar eclipse occurs when the shadow of the moon falls on the Earth.
4. A pinhole camera has three tiny holes on its sides.
120
 5. A shadow does not undergo lateral inversion.
6. On reflection, the length of the image and is different from the length of the
object.
7. The left-right reversal of an image is called lateral inversion.
8. Objects that emit light of their own are called non-luminous objects.
9. The dark area formed when an opaque object obstructs the path of light is
called a shadow.
10. A transparent object does not form a shadow.

C. Fill in the blanks.

1. A luminous object is also a source of …….. .

s
2. Sources of light can be ……… or artificial.

es
3. A shadow is formed when an ……… object comes in the path of light.

Pr
4. When light bounces off a surface, it is said to be ……… .
5. The image formed by a plane mirror is laterally ............ .

ity
6. The process of bouncing back of light rays after hitting a surface is known as
rs
……………. of light.
ve
7. An object that gives out light is called a ………… of light.
ni

8. A shadow cannot be obtained without a ……………. .

U

9. If the source of light is very small, it is called a …………. source.

10. …………. …………. of light is responsible for the formation of shadows.
ge
id

D. Answer the following.

br

1. Describe an experiment to show that light travels in straight lines.

am

2. Why does an opaque object cast a shadow while a transparent object does not?
C

3. Explain the construction and working of a pinhole camera with the help of
a diagram.
4. What are the characteristics of a shadow?
5. What is meant by diffused reflection? Draw a diagram for the same.
6. What is the difference between an image and a shadow?
7. Mention four objects which act as sources of light.
8. How are shadows formed?
9. What do you mean by rectilinear propagation of light?
10. How do solar and lunar eclipses occur?

121
 Project Idea
Using the objects in your surroundings, build a pinhole camera.

What have you learnt?

1. Learn about the properties and sources of light
2. Understand the phenomena of reflection and shadow formation
3. Know the principles behind the working of a pinhole camera and the formation of
images

s
Ideas for homework

es
Collect different types of materials from your house. Prepare a list of all the materials

Pr
and classify them as transparent, translucent and opaque. Write this information in
your notebook.

ity
rs
ve
ni
U
ge
id
br
am
C

122
Chapter

15 Electricity and Circuits

s
Learning Objectives

es
Knowledge Application

Pr
• gain knowledge about the various • draw electrical circuits

ity
sources of electric current • draw symbols of electrical
rs
• name the devices which run with circuits
electricity
ve
• make simple electrical circuits to
• know about circuits demonstrate the flow of current
ni

• list down the names of conductors • take precautions while handling

U

and insulators electrical equipments

ge

Understanding Analysis
id

• describe the construction of • identify open and closed circuits

br

electric bulb • identify conductors and

am

• explain the working of bulb insulators

• understand the construction and • explain the reason for not
C

functioning of electric torch using silver in electrical circuits

even though it is the best
conductor of electricity

123
 Warm Up
Ask the students:
• Tell the names of six devices in your home that work on electricity.
• Can you imagine your life without electricity?
• Apart from at home, where is electricity used?
Explain that electricity is essential not just for our homes, but also for industries and
factories where large machines are powered by electricity. In satellite communication,
electricity is used for sending and receiving waves or signals. Therefore, electricity is
considered to be the ‘backbone’ or the ‘pillar’ of the modern industrial society.

s
es
TEACHING AIDS

Pr
• Small bulb (LED)
• Pencil cell
ity
rs
• A switch
ve

• Connecting wires
ni

• Insulation tape
U

• Small bulb,
ge

• Pencil cell, two board pins, steel paper clip

• 2-inch square of thermocol and connecting wires
id

• Batteries (two), cylindrical cardboard tube, paper cup

br
am

Concept Development
C

Tell the students that you can light up a bulb or turn on a fan by simply pressing
a switch.
• How does the bulb glow?
The bulb glows because electric current flows through it.
• Now what happens when we switch off the bulb?
It stops glowing because electric current does not flow through it.
Then, explain to the students that electric current is the flow of electric charges through
a path. In a bulb, electrical energy is converted to light energy and heat energy. That is

124
why it gives out light and also becomes heated after some time. In some devices, such
as an electric iron and an electric geyser, electrical energy is converted to heat energy.
Ask the students: Can you think of three more devices which convert electrical energy
into heat energy?
Then describe the construction and working of an electric bulb. Tell the students
that an electric bulb is designed to emit light. It consists of a coiled filament made
of tungsten. This filament is supported by thin, straight support wires. The support
wires stand on a glass mount, which is further connected to the terminals. Terminals
are the points at which the bulb is connected to a path of electric current. This entire
set-up is enclosed in a glass case. The space inside the glass case is filled with an inert
gas or non-reactive gas. When electric current is passed through the bulb, the tungsten
filament gets heated up to a very high temperature and starts to glow.

s
es
Now, explain the sources of electric current. Tell the students that a source is a device
that can produce and supply electric current. Electricity is produced in large power

Pr
stations by using the energy of flowing water or that of hot steam. This form of
electricity is supplied to our homes through wires and cables.

ity
Explain a cell and a battery in detail. Tell the students that an electric cell is a device
rs
that converts chemical energy to electrical energy. A collection of two or more cells
ve
connected together is called a battery.
ni

Now, show the students a cell and ask them to circulate the cell in the whole class.
U

Tell them to carefully observe the + and – signs in the cell.

ge

Now, describe a dry cell with the help of a diagram. After this, brief the students about
electric circuits. Tell them that an electric circuit is a closed path for electric current
id

to flow.
br

Explain that there are two conditions that must be met to establish an electric circuit:
am

i)  A source of electric current

C

ii) An unbroken path for the current to flow

Also, inform the students about closed, open circuits and switches.
Now, teach them how to draw symbols of electric circuits.
After this, describe the following parts of an electric torch and their functions in detail.
1.  Plastic casing 2.  Bulb or lamp 3.  Reflector 4.  Slide switch
5.  Metal spring 6.  Batteries/Electric cell 7.  Lamp contact

125
 Ask the students: Do all materials allow electric current to flow through them?
Tell the students, the answer is ‘no’. All materials do not allow electric current to flow
through them, just as all materials do not allow light to pass through them.
Now, explain about conductors and insulators in detail. Tell the students about the
applications of conductors. Also inform them that silver is the best conductor of
electricity.
At the end, to ensure the safety of students, explain some safety rules.
Tell the students while using electrical devices, one must follow these rules:
• Never put fingers or other objects inside electrical sockets.
• Never touch switches with wet hands or wet feet.

s
• Do not go near power distribution cables.

es
Pr
Building Concept Through Questions
1. Mention the conditions that need to be met in order to establish an electric circuit.

ity
2. What is the role of the reflector in an electric torch?
rs
3. What is the importance of a switch in a circuit?
ve
4. Why is tungsten the best choice for making filaments?
ni
U

Activity Corner
ge

1. Observe the cells used in a torch. Look for the +ve and the –ve signs.
id

Try to insert the cells correctly in the torch and switch it on.
br

2. Draw an attractive poster to depict the various electrical symbols.

am

3. Observe an electric bulb and try to identify the tungsten wire. Put it in a lamp and
light it by switching on the current. Now, shake the bulb so that the tungsten wire
C

breaks. Try to light the bulb.

Does it glow?
4. Make a list of different materials you see at your home or school. Categorise them
as insulators and conductors.

Challenges
1. Why do some electrical objects have wooden or plastic handles? Name any two
such objects.

126
2. Biswas got an electric shock from a bare wire. Is his body an insulator or
conductor?
3. Gaurav’s aunt told him to wear rubber slippers while heating his food in a
microwave. Why?
4. Mr Suresh, an electrician, uses rubber gloves while repairing electrical switches. Why?

Assessment
A. Choose the correct answer.
1. The space inside the glass case of a light bulb is filled with:
a. inert gas b. oxygen gas c. nitrogen gas d. air

s
es
2. Which of the following is a source of electric current?
a.  Bulb b.  Switch c.  Cell d.  Wire

Pr
3. Which of the following is not an insulator?

ity
a. Graphite b. Wood c. Pure water d. Rubber
4. Wires for carrying electric current are usually made of:
rs
a.  iron b.  mercury c. copper d.  sodium
ve

5. Electricity is not used for powering a:

ni

a. laptop b. music system c. steam iron d. glass

U

6. Electric current is the flow of electric charges through a/an ......................

ge

path.
a. open b. closed c. zigzag d. broken
id

+ –
7. The symbol denotes a:
br

a. key b. bulb c. wire d. cell

am

8. Which of the following is a good conductor?

C

a. graphite b. plastic c. glass d. wood

9. Which element is used in the filament of an electric bulb?
a. carbon b. graphite c. tungsten d. iron
10. Which of the following is the best conductor of electricity?
a. copper b. silver c. carbon d. tungsten

B. State whether the following statements are true or false.

1. In a bulb, electrical energy is converted to light energy and heat energy.
2. Electricity is produced in power stations by using the reactions between
chemicals.

127
 3. A single electric cell provides more power than a battery.
4. In an electric bulb, there are three terminals.
5. An open circuit is not a continuous path.
6. Salt solutions are good conductors of electricity.
7. Electric current flows through a circuit only when it is open and continuous.
8. We make or break a circuit using a switch.
9. Cells and batteries are some sources of electric current.
10. A wet cell is an electric cell which contains chemicals in the form of a paste.

C. Fill in the blanks.

1. Electricity is a form of ………… .

s
es
2. The filament of an electric bulb is made of …………….. .
3. A …………. of current is a device that produces and supplies electric current.

Pr
4. The metal cap of a dry cell acts as the …………… terminal.

ity
5. Electric current cannot flow through a/an ……………. circuit.
6. ……………… is the symbol for a battery.
rs
7. The best conductor of electricity is …………….
ve

8. A circuit is said to be ………… when the switch is On.

ni

9. ………………… is a form of carbon that is a good electrical conductor.

U

10. Another name for a switch is …………….. .

ge

D. Answer the following.

id
br

1. Draw a neat, labelled diagram of an electric torch and explain its working.
2. Differentiate between electrical conductors and insulators.
am

3. Explain the parts of an electric light bulb using a well-labelled diagram.

C

4. What is a dry cell? Explain its inside structure.

5. What are open and closed electric circuits?
6. Explain how a bulb emits light.
7. What is the difference between an electric cell and a battery?
8. Draw the symbols of the parts of an electric circuit. Then draw a simple
circuit using those symbols.
9. Write a few applications of conductors and insulators.
10. What are the rules to be followed while using electrical devices?

128
Project Idea
Make a poster on ‘Electric safety’.

What have you learnt?

1. Learn about electricity, sources of electricity, terms related to it
2. Understand the construction and working of electric bulb and electric torch
3. Know the difference between conductors and insulators
4. Understand the construction and functioning of electrical circuits

s
Ideas for homework

es
Make a list of ten major power plants in India and their locations. Mark them on a

Pr
physical map of India.

ity
rs
ve
ni
U
ge
id
br
am
C

129
Chapter

16 Water and its Importance

Learning Objectives

s
es
Knowledge Application
• gain knowledge about sources of • draw diagram and make model of

Pr
water water cycle

ity
• learn about droughts and floods • practise rainwater harvesting in
• list some uses of water everyday life
rs
• define transpiration • devise ways to conserve water
ve
ni

Understanding Analysis
U

• describe water cycle • identify different sources of water

ge

• distinguish between groundwater • analyse the need for saving water

and surface water
id

• explain rainwater harvesting

br
am
C

Warm Up
Introduce the lesson by telling:
Apart from drinking, water is used for various activities in our day-to-day life.
• Can you tell the uses of water in your day-to-day life?
Ask the students: Why do you think life became possible on the Earth?
Tell the students that life originated on Earth in the water in the form of unicellular
organisms and gradually developed into complex living beings like human beings.

130
All the materials present around us which make life possible on the Earth are called
resources. The resources which exist naturally on the Earth are called natural resources
such as water, air, animals and plants.
In this lesson we are going to study about water. Water is one of the most important
natural resources. It is the most essential resource that supports all forms of life.

TEACHING AIDS
• Internet
• PowerPoint slides
• World Map

s
• Pictures and charts containing diagrams

es
Pr
Concept Development

ity
Show the world map and ask the students to observe it carefully.
rs
Ask the students:
ve

• What does the blue colour on the map show?

ni

• Can you name some water bodies?

U

• Can we drink ocean water? Why or why not?

ge

• Can we drink river water? Why or why not?

id

Then explain that about 97 per cent of water is present in oceans. But it is saline water.
br

Only 3 per cent of the water present on the Earth is freshwater. Pollution and disposal
of waste materials and sewage water has led to great deterioration of the quality of
am

fresh water and has made it unfit for drinking.

C

Explain the importance of water by telling the students that water is needed for proper
digestion by human beings, by plants for photosynthesis, by animals for drinking, by
seeds for germination.
Inform the students that water is also used to generate electricity. This is known as
hydropower. Various industries such as paper industry, petroleum refineries, cloth
industries, chemical industries require water.
Then, explain the following sources of water in detail:
1. Rain 2.  Surface Water
3. Seawater 4. Groundwater

131
 After this, describe the water cycle in detail using a video or a presentation.
Now, show the students some PowerPoint slides of drought and flood scenes. Ask the
students to compare both the pictures and describe them in their words. Then explain
that a long period when there is little or no rain is known as a drought. When the
water rises above the banks and then spreads over large areas, the condition is called a
flood.
Describe how droughts and floods are caused and how they affect life. Inform the
students that the level of the groundwater is decreasing drastically. The number of
people using water is increasing with a rapidly growing population. Also, more and
more water is being used by the industries for various purposes. Hence, it is very
important that water is used carefully and its wastage is prevented.

s
After this discuss conservation of water. Tell them one of the best ways to increase the

es
availability of underground water, which is main source for drinking and agriculture
purposes, is to collect rainwater and store it for later use. Collecting rainwater in this

Pr
way is called rainwater harvesting.

ity
Discuss in detail how to conserve rainwater in order to sensitise the students about the
present water problems.
rs
ve

Building Concept Through Questions

ni

1. Some people in Kashmir and Kerala live in boats. How?

U

2. Name four water sports.

ge

3. How is water essential for plants?

id

4. What is a drought? Mention its effects.

br

5. What is a flood? What are its effects?

am
C

Activity Corner
1. Gather information on different sources of water and collect their pictures.
2. Prepare a PowerPoint presentation on droughts and floods.
3. Collect rainwater at home and later use it for watering plants.
4. Prepare a collage on different uses of water.
5. Visit a hydropower station during the vacation to see how electricity is generated
by water, and prepare a report.

132
Challenges
1. Why is the level of groundwater decreasing drastically?
2. We cannot use seawater as drinking water despite the fact that now more options
of water purification are available. Why?
3. A car was being driven continuously for five hours. This made the engine very hot.
Thus, the mechanic added a coolant to the engine. Why?

Assessment
A. Choose the correct answer.

s
1. Which areas experience a cyclone?

es
a. Hills b. Plains c. Deserts d. Coastal areas

Pr
2. About 97% of water on the Earth is:
a. sweet b. bitter c. saline d. sour

ity
3. Which of the following contains a minimum quantity of water in it?
rs
a. Milk b. Cereals c. Tree d. Egg
ve
4. How can we conserve rainwater?
a.  Refilling tanks b.  Controlling floods
ni

c.  Utilising rainwater d.  Preventing cyclones

U

5. Which of the following is not a natural source of water?

ge

a. ocean b. river c. reservoir d. lake

id

6. Which of the following statement is not true about a drought?

br

a. Crops dry up and do not grow without adequate water.

am

b. The land becomes dry.

c. The top layer is blown away by wind, leading to soil erosion.
C

d. All of these
7. This is one of the purest forms of water.
a. rainwater b. seawater c. river water d. lake water
8. Scarcity of water is due to:
a.  rapidly growing population
b.  more water being used by the industries for the various purposes
c.  rapidly increasing number of animals
d.  Both a and b

133
 9. In coastal areas, floods are caused due to:
a. cyclones b. famines c. no rainfall d. all of these
10. Which state in India gets very little or no rain?
a.  Assam b.  Jammu and Kashmir
c. Rajasthan d. Uttar Pradesh

B. State whether the following statements are true or false.

1. 83% of our brain is water.
2. Water is the least essential material for life.
3. Water cycle is a continuous cycle.
4. Seawater is saline.

s
es
5. Surface water can never be polluted.
6. The rainy season in India is also known as the monsoon.

Pr
7. A long period when there is little or no rain is known as a flood.

ity
8. When people start dying due to the shortage of water and food, it is called
a famine.
rs
9. A violent storm with very strong winds which move in a circle is called
ve
cyclone.
ni

10. As we go higher from the Earth, it gets hotter.

U

C. Fill in the blanks.

ge

1. The rainy season in India is also known as the …………………… .

id

2. A long period when there is little or no rain is known as a …………… .

br

3. When people start dying due to the shortage of water and food, it is called
am

a …………. .
4. When the land becomes dry and its top layer is blown away by winds, it leads
C

to …………… .
5. Plants make food by the process of ………………… .
6. The human body is about ………. per cent water.
7. Water helps us maintain a ..………. body temperature.
8. About 97% of the water is present in ……………... .
9. Water vapour in air forms clouds by the process of ……………… .
10. Collecting rainwater and storing it for later use is called ……………. .

134
 D. Answer the following.
1. Explain the water cycle with the help of a diagram.
2. Suggest some measures to conserve water.
3. What is rainwater harvesting? Explain its uses and how it is done.
4. Why do some states in India face droughts?
5. How are famines caused?
6. What is flood? How does it affect life on the Earth?
7. How is a drought caused? What are its effects?
8. What is hydropower?
9. What is the importance of water for plants?

s
10. How is water used in agriculture?

es
Project Idea

Pr
Make a report on floods in the past 25 years in India.

ity
rs
What have you learnt?
ve

1. Understand the importance of water as a life-giving liquid

ni

2. Study the states of water

U

3. List the sources of water

ge

4. Study the water cycle

5. Study aspects related to water
id

6. Understand the importance of conservation of water

br
am

Ideas for homework

C

Make an attractive poster on the topic ‘save water’. Also, write a slogan for it. Display
it on the notice board of your class.

135
Chapter

17 Air Around Us

Learning Objectives

s
Knowledge Application

es
• tell the composition of air • demonstrate that oxygen supports

Pr
• learn the properties of air burning
• list the uses of air • show through an activity that air

ity
occupies space
• gain knowledge about the rs
various constituents of air • suggest ways to reduce pollution
ve
• tell the uses of air in everyday life
Analysis
ni

Understanding • analyse the harmful effects of air

U

pollution
• understand the importance of air
ge

• identify the consequences of

• explain the importance of ozone
ozone layer depletion
id

layer
br

• define air pollution

am

• explain the use of carbon dioxide

in extinguishing fire
C

Warm Up
Ask the students if they have seen flags fluttering?
Now ask:
• Why do flags flutter?

136
Now tell the students that flags flutter due to the air present around us. When this air
moves, it makes a flag flutter.
Again ask the students:
• Can you see air?
• Can you smell it?
• Can you feel it?
Air is present everywhere around us. We can feel it when it moves. Moving air is called
wind. Wind has many uses. Wind helps windmills to rotate, kites to fly, hot-air balloons
to move and sailboats to sail in water. It is essential for the survival of living things
because they breathe in air. In this lesson we are going to study about our atmosphere,
the composition of air, its importance and air pollution.

s
es
TEACHING AIDS

Pr
• Identical candles
• Wide tumblers, glasses of similar width but different heights
• Empty bottle
ity
rs
• Water trough
ve
ni

Concept Development
U

Introduce the lesson by telling the students that air is one of the unique components
ge

that make life possible on the planet Earth. It is essential for the survival of living
things because they breathe in air.
id
br

Ask the students:

am

• Do you know what makes a bird fly?

• Can you tell any other use of air?
C

• Winnowing is more effective in moving air. How?

Without air, the Earth would be too cold to live. Our planet is surrounded by a blanket of
air. The thick blanket or layer of air surrounding the planet Earth is called the atmosphere.
It is a mixture of several gases. The atmosphere is held in place by the Earth’s gravity. This
layer of air helps our planet to retain the Sun’s heat and not let it escape.
Then explain the properties of air:
Air is matter. Air has no colour. It has neither smell nor taste. Pure air is transparent,
that is, we can see through it.
Now inform the students about the composition of air by telling that the major
constituents of air, or the Earth’s atmosphere, are nitrogen, oxygen and argon. By
137
 volume, air contains nearly 78% nitrogen, 21% oxygen, 0.9% argon, 0.04% carbon
dioxide and small amounts of other gases (methane, ozone, neon and helium among
others). Air also contains varying amounts of water vapour and dust.
Then discuss each component of air in detail. Also show through activities that air
contains oxygen and oxygen supports burning. Tell the students that carbon dioxide
can be used as fire extinguisher.
Explain the term humidity by telling that the amount of water vapour present in the
air is called humidity. The study of humidity is important for forecasting weather, such
as possibility of rainfall or occurrence of fog.
After this, make the students aware of the importance of air by telling them that air is
used in respiration, nitrogen fixation and other purposes.

s
Brief the students about the ozone layer and explain that the ozone layer present in the

es
upper atmosphere absorbs most of the harmful ultraviolet rays of the Sun and prevents

Pr
them from reaching the surface of the Earth. Ultraviolet rays could cause skin cancer.
Talk about air pollution and ways to reduce it in detail. Explain that pollution is

ity
defined as the addition of substances into the environment that have harmful effects.
rs
The addition of harmful or poisonous substances into the Earth’s atmosphere is termed
as air pollution. Today, air pollution is one of major concerns worldwide.
ve

At the end, sensitise the students about saving the Earth. Tell the students that several
ni

efforts need to be made to reduce air pollution, for example, planting more trees,
U

getting vehicles checked regularly for pollution levels, recycling materials and using
ge

cleaner fuels such as CNG (compressed natural gas).

The atmosphere must be saved as it supports life on the Earth.
id
br

Building Concept Through Questions

am

1. Why is the ozone layer important for us?

2. Why do mountaineers going on expeditions carry oxygen cylinders with them?
C

3. Why is air important for respiration?

4. How is water vapour added to the air?

Activity Corner
1. Take an inflated balloon. Weigh it. Now fill it with air. See how the shape of the
balloon changes. Weigh the balloon again. Has the weight increased or decreased?
This shows that air occupies space and has weight.
2. Make a windmill and blow air. You will see your windmill starts moving.

138
3. Light a candle and cover it with a glass. You will observe that the candle gets
extinguished as all the oxygen inside the glass has been used up.
4. Keep ice in a glass. Observe the glass after some time. You will see droplets of
water on the outer surface of the glass. This shows that the water vapour in the air
has condensed on the glass surface.
5. Next time you drink a cold drink, shake the bottle and hear the fizz sound. Also see
the air bubbles. This is due to carbon dioxide dissolved in the cold drink.

Challenges
1. Suppose you have gone on a mission to the moon with your friend. Can you hear
each other talk on the moon’s surface as on the Earth? Why or why not?
2. We should not sleep under a tree at night. Why?

s
es
3. Carbon dioxide is important for our survival. It also leads to global warming. Are
both the statements true?

Pr
ity
Assessment rs
A. Choose the correct answer.
ve

1. What is the percentage of oxygen in the air?

ni

a. 81% b. 21% c. 0.04% d. 37%

U

2. Which atmospheric gas is fixed by bacteria to be used by plants?

ge

a.  Carbon dioxide b.  Oxygen

c.  Nitrogen d. Argon
id
br

3. Which of the following is a constituent of dust?

a.  Dead skin cells b.  Soil particles
am

c.  Unburnt fuel d.  All of these

C

4. Which of the following does not need air to work?

a.  Parachute b.  Gas stove c.  Electric bulb d.  Windmill
5. As you go higher, the atmosphere:
a.  gets thicker b.  gets thinner
c.  cannot be estimated d.  remains the same
6. Air pollution is caused by
a.  Burning of petrol or diesel in vehicles
b.  Burning of fossil fuels in factories
c.  Burning of coal in power stations
d.  All of these
139
 7. …………… is widely used to manufacture carbonated soft drinks and soda
water.
a.  Carbon monoxide b. Carbon dioxide
c. Nitrogen d. Oxygen
8. Which of the following need air?
a. Sailboats b. Trains c. Ships d. Aeroplanes
9. Windmills are used to:
a.  grind grains b. draw water from wells
c.  generate electricity d.  all of these
10. The condition of the atmosphere and factors like wind speed, humidity,
temperature and clouds determine the:

s
a.  weather of a place b.  climate of a place

es
c.  Both a and b d.  none of these

Pr
B. State whether the following statements are true or false.

ity
1. The Earth’s atmosphere stretches to about 100 km above the ground.
rs
2. Nitrogen makes up nearly 78% of the air.
ve

3. Nitrogen supports burning of substances.

ni

4. Air is thinner on the Earth’s surface than on a high mountain.

U

5. A fuel burns only when there is supply of oxygen.

ge

6. Water helps windmills to rotate.

7. Moving air or wind helps in pollination and also in the dispersal of seeds.
id

8. Compressed natural gas causes air pollution.

br

9. Air also contains fixed amounts of water vapour and dust.

am

10 Carbon dioxide gas is vital for the process of respiration in living organisms.
C

C. Fill in the blanks.

1. The atmosphere is held in place by the Earth’s ………….. .
2. ……………. makes up about 21% of the air.
3. During burning of a substance, oxygen is used up and ……………. is given off.
4. The study of ………………. is important for forecasting weather.
5. ……………… makes up 78% of the air.
6. The thick blanket or layer of air surrounding the planet Earth is called the
…………….. .
7. ……………… supports burning.

140
 8. Factories and vehicles emit a lot of ……………. into the air.
9. Moving air is called ……. .

D. Answer the following.

1. Mention the properties of air.
2. What is the composition of air?
3. Why do earthworms come out from soil in rainy season?
4. Describe an experiment to show that oxygen is necessary for burning.
5. How do different living organisms breathe air?
6. Describe the various uses of air.
7. What is air pollution? Why does it need to be controlled?

s
es
8. Mention the activities that cause air pollution. Suggest ways to control it.
9. Tell the importance of ozone layer.

Pr
10. Write short notes on the following:

ity
a.  Importance of nitrogen b.  Importance of oxygen
rs
Project Idea
ve

What can you do to save the Earth? Make your everyday action plan and share it with
ni

your classmates.
U
ge

What have you learnt?

id

1. Learn the composition, properties and importance of air

br

2. Understand the importance of various constituents of air and ozone layer

am

3. Know the uses of air and role of oxygen, nitrogen and carbon dioxide in our lives
4. Understand air pollution, its causes and ways to reduce it
C

Ideas for homework

Air pollution has become one of the major concerns for our planet Earth.
To create awareness among others, make an attractive poster with slogans on ‘Control
of air pollution’.

141
Chapter

18 Garbage In, Garbage Out

s
Learning Objectives

es
Knowledge Application

Pr
• gain knowledge about waste • make newspaper bags

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management methods • prepare recycled paper
rs
• list the names of solid and liquid • segregate wastes into appropriate
wastes
ve
bins
• know the methods of waste • use paper judiciously
ni

segregation
U

Analysis
ge

Understanding
• identify the biodegradable and
• understand the need for waste
id

non-biodegradable wastes
management
br

• analyse the importance of waste

• define vermicomposting, segregation and management
am

composting, landfills
• analyse the harmful effects of
• differentiate between burning waste
C

biodegradable and non-

biodegradable wastes
• explain the process of incineration

142
Warm Up
Show pictures of the following things using PowerPoint slides:
Tell the students to observe the slides carefully.
1.  Banana 2.  Ice cream cone
3.  Tetra Pak of juice 4.  Apple
Now ask the students: Which of the these things will produce waste?
Then, explain that every day, our house produces waste or garbage. Most of this waste
is kitchen waste.

s
Ask the students: Can you list some wastes produced in kitchens?

es
Old newspapers, clothes and metal cans also constitute household waste. Not just by

Pr
our houses, but a huge amount of waste is also generated by factories. Factory waste
includes ash, paints, paper and metals. Waste such as husks of grains and stalks of

ity
plants are agricultural waste. The amount of waste produced from various sources
rs
is extremely huge. Therefore, it is essential to dispose it properly so that it causes
ve
minimum damage to our environment.
In this lesson we will learn about waste management.
ni
U
ge

TEACHING AIDS
id

• PowerPoint slides
br

• Newspapers
am

• Polythene bags
• Wood pieces
C

• Orange peels
• Plastic bottle

Concept Development
Ask the students: Can you suggest some ways to dispose of waste?
Some ways could be burning and dumping. But are they safe?

143
 Explain to the students that:
It is not a good idea to burn waste materials as it gives off smoke and harmful gases.
The waste, if thrown into water bodies, would pollute the water and adversely affect
aquatic plants and animals. Waste should not be left out in the open as the gases
produced from rotting waste would pollute the air. For these reasons, waste should be
managed in the best possible way using various methods.
After this, discuss the types of wastes. Give some examples of solid wastes and some
examples of liquid wastes.
Define the terms biodegradable and non-biodegradable:
• Wastes that are capable of being broken down or decomposed into simple
substances by the action of microorganisms are called biodegradable wastes.

s
Examples are fruit and vegetable peels, paper, wood, cotton, human and animal waste.

es
• Wastes that cannot be broken down or decomposed by microorganisms are known

Pr
as non-biodegradable wastes.

ity
Examples are metals, plastics and glass bottles.
rs
Discuss with the students the need for segregation of waste by telling that:
ve
For the purpose of segregation of waste, two types of bins are used—green bin and
blue bin. The green bin is meant for biodegradable waste and the blue bin for non-
ni

biodegradable waste.
U

Ask the students: Have you ever thought what happens to the waste generated in our
ge

homes?
id

Waste management refers to a set of processes by which waste is collected, transported,

br

segregated and disposed.

am

Show the students samples of the following:

1. Newspapers
C

2. Polythene bags
3. Wood pieces
4. Orange peels
5. Plastic bottle
and ask them to segregate them in green and blue bins.
Tell the students about landfills:
Before the waste is transported to garbage dumping sites, sorting is done and
recyclable materials are separated from it. The remaining waste is dumped in landfills.
A landfill is a large, open and low-lying area used for disposing solid waste.

144
Then define composting and vermicomposting. Explain that some times, waste that is
of no use is burnt off. Incineration is a waste treatment method that involves burning
of waste in specialised furnaces. This is generally used for disposing medical waste
which is hazardous.
Tell the students the importance of 3Rs of waste management:
It is very important for us to practise the 3Rs of waste management—Reduce, Reuse
and Recycle.
Discuss the recycling of plastic and paper and also create awareness among the
students to use paper judiciously. Tell the students these are a few ways to save and
recycle paper:
• Always write on both sides of a sheet of paper. Take double-sided printouts from a

s
printer.

es
• Reuse envelopes and paper packets.

Pr
• Old newspapers can be made into envelops, bags and craft items.
• Blank pages from old notebooks can be stitched or stapled to make rough

ity
notebooks. rs
Conclude by saying: All of us should contribute towards minimising waste. Follow
ve
these simple steps and help save the environment in your own little way.
ni

• Stop using plastic bags. Carry your own cloth bag while going to the market.
U

• Do not throw away plastic items. Give them to a scrap dealer for recycling.
ge

Building Concept Through Questions

id

1. What is the need for segregation of wastes?

br

2. How is composting different from landfills?

am

3. Why should we say ‘No’ to plastic bags?

4. Why does waste generation pose a threat to our environment?
C

5. Scrap dealers play an important role in managing wastes. How?

Activity Corner
1. Make a list of different types of waste generated in your house.
Segregate them as biodegradable and non-biodegradable.
2. Visit a scrap dealer and see how he segregates different types of wastes, and
write a report.

145
 3. Use newspaper to make paper bags of different sizes. Give them to a vegetable
vendor to create awareness about recycling.
4. With the help of your parents, a gardener and your friends dig a compost pit in a
park in your neighbourhood. Now put biodegradable waste in it from time to time.
Cover it with a lid.
When the waste turns into compost after a few months, use it for the plants.

Challenges
1. Is it a good idea to build a house over a landfill? Discuss in class.
2. Library is a good example of waste management. How?
3. Vishu is a farmer. He avoids using chemical fertilisers. Instead, he uses self-made

s
compost for his field. Support his action citing reasons.

es
4. Ms Sheeba says, ‘Jute bags should be preferred over paper bags. They are better for

Pr
the environment.’ Justify her statement.
5. Shambhu burns plastic wastes as they pollute the soil when buried under it. Is he

ity
right? rs
ve

Assessment
ni

A. Choose the correct answer.

U

1. Non-biodegradable objects must be:

ge

a.  recycled b. reduced c. reused d. all of these

id

2. Plastic objects should not be:

br

a.  burnt b.  buried in soil c.  used at all d.  both a and b
am

3. Which of the following cannot be used to make compost?

a.  Dry leaves b.  Broken glass c.  Mango peel d.  Egg shells
C

4. Which of the following is biodegradable?

a.  Wood b.  Plastic c.  Aluminium d.  Glass
5. Which of the following ways are used to recycle plastic?
a. Old buckets should be used as pots for growing plants.
b. Old plastic toys should be donated to children’s institutions.
c. Both a and b
d. None of these

146
 6. Which of the following are used to minimise wastes?
a.  Stop using plastic bags. Carry your own cloth bag while going to the market.
b.  Do not throw away plastic items. Give them to a scrap dealer for recycling.
c.  Both a and b
d.  None of these
7. The Rock Garden of Chandigarh (India) is a sculpture garden that is entirely
made of:
a. plants b. concrete c. waste materials d. mud
8. Blue bins are used for:
a.  biodegradable waste b.  non-biodegradable waste
c.  both a and b d.  none of these

s
es
9. Which of the following is a gaseous waste?
a. sewage b. smoke c. dirty water d. broken glass

Pr
10. Which place in Delhi has been constructed on a landfill site?

ity
a.  Indraprastha Park b.  Shivaji Park
c.  Deer Park
rs
d.  None of these
ve
B. State whether the following statements are true or false.
ni

1. Once a landfill area is full, it is made into a lake.

U

2. Spoilt food can be used for composting.

3. Compost formation takes around two years.
ge

4. Worms cause the fertility of the soil to improve.

id

5. Incineration is particularly useful for medical waste.

br

6. Sewage can be used to make biogas (fuel).

am

7. Old newspaper can be recycled to make paper bags and craft items.
8. Plastic waste can be made into compost.
C

9. Paper is non-biodegradable.
10. Dry leaves, dead plants and egg shells cannot be used for composting.

C. Fill in the blanks.

1. Different materials take different time to …………….. .
2. The three Rs of waste management are …………… , …………..
and ……………. .
3. Dumping plastics in the ground leads to ………….. .
4. Usually …………….. are used for making manure by vermicomposting.
5. A …………. is a large, open and low-lying area used for disposing solid waste.
147
 D. Answer the following.
1. What is waste management? Explain the ways to manage waste.
2. Describe the method of making compost.
3. Explain in detail the three Rs of waste management.
4. Write ten ways in which you can recycle common materials around yourself.
5. Define the following:
a. 
Biodegradable   b. 
Vermicomposting   c. Non-biodegradable
6. Differentiate between biodegradable and non-biodegradable wastes. Also,
give examples.
7. What are the different types of wastes based on the physical state? Give
examples of each type.

s
es
8. What is the importance of segregation of waste? How is it done?
9. How does vermicomposting increase the fertility of soil?

Pr
10. How does a scrap dealer help in waste segregation?

Project Idea
ity
rs
ve
Make a research report on ‘options for street vendors/shopkeepers to stop using
polythene bags’.
ni
U

What have you learnt?

ge

1. Learn about different types of waste

id

2. Understand the methods of waste management

br

3. Know about ways of recycling and reusing wastes

am

4. Understand the differences between biodegradable and non-biodegradable wastes

and how to segregate them
C

Ideas for homework

Help your parents to segregate the waste generated in your house into two bins:
1. Blue bin for non-biodegradable wastes
2. Green bin for biodegradable’ wastes
Prepare a report on how you practise waste management at home.

148
C
am
br
id
ge
U
ni
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rs
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Pr
es
s
Textbook Answers
 Answers

Chapter 1: Food and its Sources

What I know
1. Plants  2. 
Animals  3. Plants  4. 
Vitamin C  5. Flowers

Checkpoint 1
1. Seed  2. Seed  3. Fruit  4. Root  5. Flower/Fruit

s
Checkpoint 2

es
1. Goat  2. Eagle  3. Bacteria  4. 
Vulture  5. Squirrel

Pr
What Have I Learnt

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I. A. rs
1. c. 
Tea  2. b. Butter  3. 
d. Both a. and b.  4. a. Hyena
ve

5. b. Tiger  6. a. Salt  7. c. Leaf-Caterpillar-Chameleon-Snake
ni

8. c. only iii   9.  b. Green plants

U

B.
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1. True
id

2. True
br

3. False. Horses have sharp, cutting front teeth for tearing off leaves.
am

4. True
5. False. All food chains start with plants.
C

6. False. A food chain can end with a carnivore or omnivore.

C.
1. Brinjal  2. Mangoes  3. Meat  4. Crow  
5. Jackal  6. 
Vulture

D.
1. BUTTER  2. ENERGY  3. MUSTARD  4. PARASITES
5. BACTERIA  6. PROBOSCIS

E. To be done by students.

150
 II. Short Answer Questions.
1. Pumpkin, tomato and cucumber are fruits eaten as vegetables.
2. Milk, rice and sugar
3. Ghee, butter, cheese, curd and paneer
4. Omnivores are bear, raccoon, crow, cockroach and human beings. Scavengers
are vulture, jackal, crow, leopard and hyena.
5. Decomposers are organisms that break down dead and decaying organisms.
For example, bacteria and fungi.
6. Grass > hens > human beings
7. Mustard, turmeric, saffron and clove
8. Food forms a very important component of all festivities as it strengthens the

s
community bond by sharing. Offering food to guests leaves a positive note.

es
Special food items are cooked on festivals.

Pr
III. Long Answer Questions.

ity
1. The functions of food are as follows:

rs
• Food supplies the body with energy. Energy is used by the body for doing
various activities such as walking, running, writing and talking. The heart
ve

needs energy to beat all the time.

ni

• Food enables the growth and development of the body. A tiny organism
U

grows on to become an adult because of intake of nutritious food.

ge

• Food helps the body to produce new cells that are required to replace old,
worn-out cells. The process of building new cells happens round-the-clock
id

in our body.
br

• Food protects our body against germs and diseases. It gives our body the
am

ability to fight infections.

• Food also has a social function; all festivities happen around food.
C

2. Following are the parts of plants eaten by us:

Roots
The roots of many plants such as carrot, radish, turnip and beetroot serve as
food for us.
Stems
Sugar cane, potato, ginger and onions are the stems of plants that we eat.
Leaves
Leaves that we eat include cabbage, spinach, lettuce, coriander, mint,
amaranthus and fenugreek.

151
 Flowers
We eat flowers of cauliflower, broccoli and banana plants.
Fruits
Apple, mango, brinjal are some of the fruits we eat.
Seeds
Some pulses and cereals are seeds of plants.
3. Meat
Meat is obtained from animals such as goat, sheep, chicken, duck, fish and
prawns. Meat is a good source of proteins. For example, roasted chicken and
grilled fish
Milk and milk products

s
Animals such as cow, buffalo, goat, sheep and camel give us milk. Milk is

es
a rich source of protein and calcium. Calcium is essential for the healthy

Pr
development of teeth and bones. Various products, called dairy products, are
made from milk. These include curd, paneer (cottage cheese), cheese, butter,

ity
ghee and cream. rs
Eggs
ve
We get eggs from hen, duck and goose.
Honey
ni

Honey is a sweet liquid made by bees from the nectar of flowers. It is

U

gathered from beehives. Honey has many health benefits.

ge

4. Some carnivores and omnivores, known as scavengers, are animals that

do not hunt other animals but feed on the flesh of dead animals. They are
id

extremely important for the environment as they help to keep it clean by

br

eating up the dead bodies of various animals. Vulture, crow, jackal and hyena
am

are well-known scavengers.

Decomposers are organisms that break down dead and decaying organisms.
C

When a plant or an animal dies, its decaying body is broken down or

decomposed by the decomposers. The nutrients present in the dead body are
returned to the soil by the action of decomposers. Bacteria and fungi are the
most important decomposers.
5. A food chain is a sequence which shows how living things in an environment
are related to each other according to their feeding habits. All food chains
begin with plants, as plants make their own food by photosynthesis. Animals
eat either plants or other animals. The arrows in a food chain show its
direction. All animals depend upon plants either directly or indirectly.
Example: Plants > grasshopper > frog > snake > eagle

152
Enrichment Activities
I. HOTS
A. 1. Dosa  2. Eggs  3. Kheer  4. Banana  5. Hen
B. Dying of caterpillars will lead to increase in grass and the chameleon will lose
one of its preys.
C. Mosquitoes suck blood for which they have proboscis. They don’t eat or
chew food, so they do not need teeth.
D. a.  Premolars and molars
b. Canines
c. Incisors
E. Fenugreek can be taken for digestive problems.

s
es
F. Venus flytrap and pitcher plant are called insectivorous plants because they
eat insects as their food. Yes, they perform photosynthesis. They have such a

Pr
name because they feed on insects for their nutritional requirements. These
plants can be put in both autotroph and heterotroph segments.

ity
rs
ve
ni
U
ge
id
br
am
C

153
 Answers

Chapter 2: Components of Food

What I know
We should eat all the foods given because all these foods are rich in different nutrients
needed by our body.

Checkpoint 1

s
1. Food  2. Carbohydrates  3. Fats  4. body-building food  5. sugar and starch

es
Pr
Checkpoint 2
1-e,  2-a,  3-f,  4-d,  5-b

ity
rs
What Have I Learnt
ve

I. A.
ni

1. a. Banana   2. b. Fish   3. d. Vitamin B12   4. d. Only v

U

5. b. Vitamin D   6. c. Goitre   7. c. Protein Energy Malnutrition

ge

8. c.  Chocolate, Jam, Honey

id

B.
br

1. True
am

2. True
C

3. False. Proteins are obtained from both animal and plant sources.
4. False. Our skin produces vitamin D when exposed to sunlight.
5. True

C. 1-j,  2-f,  3-g,  4-h,  5-i,  6-c,  7-b,  8-e,
9-d,  10-a,  

D.
1. Juice. Juice is sugar and others are starch.
2. Water. Others are sources of fats.

154
 3. Vitamin B12. Other are chemical names of vitamins.
4. Butter. Butter is fat.
5. Goitre. Others are caused by deficiency of vitamins.
6. Marasmus. It is a protein deficiency disease.

E.
1. Starch  2. Coconut oil  3. Energy-giving food
4. Thiamine  5. Goitre

F.
1. Calcium (Ca)

s
2. Tocopherol

es
3. Roughage

Pr
4. Proteins
5. Vitamin B-complex.

ity
6. Water rs
7. Marasmus
ve
8. Carbohydrates
ni

9. Vitamin K
U

10. Rickets
ge

II. Short Answer Questions.

id

1. a. carbohydrates, proteins, fats, vitamins and minerals.

br

b.  rice, wheat and potato.

am

c.  protecting the organs in case of fall or injury.

d. if we wash them after cutting, certain vitamins (B and C) and minerals get
C

washed away with water.

e.  formation of strong bones and teeth.
f.  important vitamins and minerals of the food.
2. There are two types of carbohydrates—sugars and starch.
3. Fat-containing foods are nuts, fish, meat, eggs, whole milk and cheese.
4. Vitamin K is essential for clotting of the blood.
5. A balanced diet is the diet which contains all the necessary nutrients in
adequate amounts, needed for the proper functioning of healthy body.
6. Marasmus is a disease in children caused by extreme deficiency of proteins
and carbohydrates in the diet.
155
 7. a. MALNUTRITION: Improper nutrition due to deficiency or overdose of
nutrients or unbalanced diet is called malnutrition.
b. NUTRIENTS: Nutrients are the chemical substances present in the foods
which help in growth and development of the body.
c. ROUGHAGE: Roughage is the indigestible portion of the plant food that
does not provide any nutrients, but helps in the proper working of the
digestive system.

III. Long Answer Questions.

1. Proteins are the building blocks of all the tissues of our body. That is why
foods rich in proteins are also called body-building foods. Cells in our
muscles, organs, blood and even nails and hair are made up of proteins.

s
Proteins are essential to build new cells and tissues. They are also needed to

es
repair damaged, worn-out tissues. Proteins come from both plant and animal

Pr
sources. Foods such as pulses, soyabean, nuts, gram, meat, fish, eggs, milk and
paneer are high in proteins.

ity
2. Dietary fibres or roughage is the indigestible portion of plant food. It does
rs
not provide any nutrients. Nonetheless, it forms an important part of our
diet. This is because:
ve

•  Roughage adds bulk to the food and gives a feeling of satiety.

ni

• Roughage helps in the proper functioning of the digestive system and

U

therefore prevents constipation. It helps to get rid of undigested food and

ge

also throws wastes and toxins from the body.

•  Roughage binds with excess bad cholesterol and throws it out of the body.
id

3. Water makes up more than two-thirds of body weight. It plays a crucial role
br

in our diet. We must drink at least two to three litres of plain water every day.
am

Water performs many functions in our body.

• Water acts as a medium of transport in our body. It is through water that
C

different substances move throughout the body.

•  It helps our body absorb nutrients from the food we eat.
•  It helps our body excrete waste in the form of urine and sweat.
• Water is essential for various processes taking place inside the body such
as digestion.
•  It helps maintain body temperature.
4. Balanced diet is not the same for all people. This is because people differ in
their nutrient requirements.
• Growing children need more proteins in their diet for muscle and tissue
building.

156
 • Pregnant women and nursing mothers need more proteins, calcium and
iron in their diet for the growing baby.
• Labourers require more carbohydrates and fats in their diet owing to hard
physical work.
• Athletes require more proteins and carbohydrates to meet their energy
needs.
• People suffering from obesity or chronic diseases are often advised to cut
down on foods rich in fats and sugars
5. Ways in which we can retain the nutritional value of foods:
• Vegetables should not be overcooked. Overcooking destroys the nutrients
present in them.

s
• Foods rich in vitamin C should be eaten raw as cooking and heating

es
destroy the vitamin.
• The skin of fruits and vegetables contains a lot of vitamins, minerals and

Pr
fibres. So, we should eat them with the skin, if possible.

ity
6. Eating insufficient nutrients over a long period of time causes deficiency
diseases. Diseases that are caused due to lack of one or more nutrients in the
rs
diet are called deficiency diseases. These diseases are non-transmissible, that
ve
is, they cannot be transmitted from one person to another.
ni

Deficiency of Vitamin A causes Night blindness

U

Deficiency of Vitamin B1 causes Beriberi

Deficiency of Vitamin B2 causes Skin diseases
ge

Deficiency of Vitamin B3 causes Pellagra

id

Deficiency of Vitamin B12 causes Anaemia

br
am

Enrichment Activities
C

I. HOTS
A. Carbohydrates are energy-giving foods and athletes need a lot of energy due
to their exercise and fitness schedules.
B. Rohan is suffering from rickets. It is caused by the deficiency of vitamin D,
calcium and phosphorus.

157
 Answers

Chapter 3: Separation of Substances

What I know
1. Strainer
2. It is most commonly used for filtering tea.
3. It filters the tea leaves and lets the liquid tea flow into the cup.

Checkpoint 1

s
es
1. Hand-picking  2. Hand-picking  3. Hand-picking

Pr
4. Hand-picking   5. Sieving

ity
Checkpoint 2
1. 
True  2. False  3. False  4. 
True  5. False
rs
ve

What Have I Learnt

ni

I. A.
U

1. a. Harvesting-Threshing-Winnowing-Hand-picking
ge

2. a. Evaporation
id

3. b.  Difference in size

br

4. c. alum
am

5. c.  to dissolve the sugar faster

6. d.  A mixture of sand and salt is partially soluble in water.
C

7. A-v; B-ii; C-iv; D-i; E-iii

B.
1. mixture  2. combine harvester  3. chlorination
4. increases  5. miscible

C.
EVAPORATION: process in which a liquid changes into a gas on heating
SOLVENT: substance in which the solute dissolves
CONDENSATION: process by which a gas changes into a liquid on cooling

158
 SIEVING: method of separating the constituents of a mixture having particles of
different sizes
WATER: universal solvent
OXYGEN: component of air
WINNOWING: method used to separate chaff from the grain by means of wind

D.
1. Combine harvester  2. Filtration  3. Decantation/Sieving
4. Evaporation  5. Liebig’s condenser

E.
1. Separating funnel

s
3. Immiscible liquids can be separated easily. For example, in an oil and water

es
mixture, oil forms a separate layer above water. The two can be separated

Pr
by using a separating funnel in which there is an opening and stopper at the
bottom. The lower layer is drained out of the opening at the bottom of the

ity
apparatus and is collected in a beaker. The upper layer remains in the funnel.
rs
II. Short Answer Questions.
ve

1. In manual threshing, the crop is taken in bundles and beaten against a hard
ni

surface, so as to loosen the grains from the husk and straw.

U

2. The method of separation by winnowing is based on the property that grain

is heavier than the dry, scaly chaff (bits of husks).
ge

3. Decantation is the method by which the liquid is poured out without

id

disturbing the sediments.

br

4. In the process of decantation, the dissolved particles of alum help the lighter
am

and finer impurities to settle down.

5. Salt, sugar, milk, juice
C

6. To be done by students.

III. Long Answer Questions.

1. Substances need to be separated from their mixtures for the following
reasons.
• T
 o obtain useful constituents: Various useful products such as butter, ghee
and cream are obtained from milk by separation methods. Salt is obtained
from sea water. Petroleum or crude oil is separated into many constituents,
for example, petrol, diesel, kerosene, lubricating oil and asphalt.
• T
 o obtain pure substances: Pure substances are required in laboratories for
carrying out experiments. They are also used in the medicine industry.
159
 • T
 o remove undesirable or harmful constituents: Often, foodgrains such
as rice and pulses contain tiny stones or pebbles. These may cause harm
to our body. Therefore, they are removed from the grains before cooking.
Water is filtered or purified in homes to remove sand, germs and harmful
chemicals. Tea leaves are separated using a strainer while preparing tea.
Example of separation:
 hen crops have been harvested, they contain impurities such as leaves,
W
twigs, stones and dust. Such impurities must be removed before consumption.
2. Hand-picking is a method of separating unwanted substances from a mixture
by picking them carefully with hand. The impurities differ in shape, size,
colour and appearance from the grain, and can be easily seen among the grain
particles. The quantity of the ingredient to be separated is in lesser amount.

s
3. A sieve is a simple device in the form of a wire or plastic mesh with pores

es
in it. When a mixture is taken in a sieve and is shaken, the particles that are

Pr
smaller than the pores of the sieve pass through the sieve. The larger particles
cannot pass through and are retained in the sieve.

ity
4. i. C
 halk powder and water are separated by sedimentation. In this method,
rs
chalk powder which is the heavier particles of an insoluble solid is
allowed to settle down in the water. The particles that settle down forming
ve

a layer at the bottom are then removed.

ni

ii. They are separated by the method of sieving.

U

iii. They can be separated by sieving.

ge

iv. They can be removed by filtration and evaporation.

v. They can be removed by winnowing.
id

vi. They can be separated by sieving.

br

5. Water undergoes several cleaning methods before being supplied to our

am

homes as drinking water. The steps in the purification of water are as follows:
Step 1: At first, the water collected from pond, stream or river is passed
C

through large screens (a type of filter) to remove large, solid impurities such
as leaves, sticks, insects and pebbles. This process is called screening.
Step 2: Next, the water is allowed to stand. Finer solid impurities that
are heavier than water settle down, forming a layer at the bottom. This
is sedimentation. At this stage, alum is added to water to speed up the
sedimentation. This is known as loading. The dissolved particles of alum
help the lighter and finer impurities to settle down. The cleaner water is then
transferred, leaving behind the sediments, by the process of decantation.
Step 3: The water is then passed through sand filters. This is filtration. Sand
filters separate very fine dirt particles from water. Often, a layer of coal is
present above the sand filters.
160
 Step 4: Chlorine is added to water to kill the germs (harmful microorganisms)
present in it. This is called chlorination. The purified water is stored in large
tanks.
6. Water is an important solvent for living organisms because of the following
reasons:
• W
 ater acts as a medium of transport in our body. Different substances
dissolve in it and move throughout the body.
• Our body absorbs nutrients in the dissolved form in water.
• Water helps our body to throw out waste in the form of urine and sweat.
• Plants absorb minerals from the soil through water.
• T
 he food prepared in the leaves of plants is distributed to other plant

s
parts in the form of solution in water.

es
• Many animals living in water breathe in oxygen dissolved in water.

Pr
7. a. The method of separating two miscible liquids from their mixture is called
distillation. Filtration is the method of separating an insoluble solid from

ity
a liquid by passing the mixture through a filtering device.
b. Threshing is a method carried out after harvesting a crop, by which the
rs
grains are separated from the stalks. Winnowing is a method used to
ve

separate chaff from the grains by means of wind.

ni
U

Enrichment Activities
ge

I. HOTS
A. No, we cannot separate mixture of fine chalk powder and wheat flour by
id

sieving. This is because sieving is used when components of a mixture have

br

different sizes.
am

B. Water droplets are observed on the surface of the glass due to condensation.
The temperature of the glass is cold enough to cool down the water vapour in
C

the surrounding air, so it turns from gas to liquid.

C. 1. Hand-picking
2. Separating funnel
3. Magnets
4. Sedimentation
D. Seawater is naturally salty and hard water. So it is not considered suitable for
drinking.

161
 Answers

Chapter 4: Fibre to Fabric

What I know
No
Cotton
Cotton
Wool

s
es
Checkpoint 1

Pr
1. 
True  2. False  3. False  4. 
True  5. 
True

ity
Checkpoint 2
rs
ve
1. jute  2. coconut  3. black  4. kapok  5. Ginning
ni

What Have I Learnt

U

I. A.
ge

1. c. Nylon  2. a. 
Australia  3. a. Cotton  4. b. 
Weaving
id

5. c. Gujarat and Maharashtra   6. b. Jute   7. a. weaving   c. Coir

br
am

B.
a. Cotton  b. spinning  c. 
Knitting  d. bales  3. stem
C

C.
1. Sisal  2. Hemp  3. Fabric  4. Jute  5. Combing  6. Kapok

D.
1. True
2. False. Different fabrics are made of different fibres.
3. False. Flax is a stem fibre.

162
 4. True
5. False. The rearing of silkworm to produce silk is known as sericulture.
6. True
7. True
8. False. Silk is obtained from silkworms.
9. True

II. Short Answer Questions.

1. Fibres are spun to make yarns and yarns are woven to produce fabrics.
2. Natural fibres are fibres that are obtained from plants or animals. For
example, cotton, jute, wool and silk.

s
3. Weaving is the process in which two sets of yarn are interlaced at right angles

es
to form a fabric or cloth. Weaving is done on a device called loom. Knitting is

Pr
the process of interlacing threads or yarns to form connected loops. It is done
either by long needles or knitting machines.

ity
4. Cotton is grown and harvested avoiding the winter season. The best soils for
rs
cotton are black soil and alluvial soil.
ve
5. Jute is used for making bags, carpets, mats, nets and other products.
6. Silk is made from silk worms whereas silk cotton is obtained from trees. Both
ni

of them are obtained from natural resources. But making of silk is done by
U

boiling of worms which is not considered good. So, silk cotton is considered
ge

to be more environment friendly.

7. a. Combing is a method for preparing carded fibre for spinning.
id

Carding is the process of cleaning, separating and straightening out the

br

wool fibres.
am

b. The fabrics made from natural fibres are referred to as natural fabrics, and
those made from synthetic fibres are called synthetic fabrics.
C

III. Long Answer Questions.

1. Steps involved in making fabric from fibres are:
Step 1: Fibres are thin strands obtained from either plants or animals.
These are converted into yarns of threads by spinning. Spinning is a process
in which fibres are twisted to produce continuous threads. Traditionally,
spinning was done using a hand spindle (takli) or a spinning wheel (charkha).
Nowadays, this process is done using machines.
Step 2: The yarn is then made into cloth mainly by two processes—weaving
and knitting. Weaving is the process in which two sets of yarn are interlaced

163
 at right angles to form a fabric or cloth. Weaving is done on a device
called loom. Knitting is the process of interlacing threads or yarns to form
connected loops. It is done either by long needles or knitting machines.
2. Steps involved in production of cotton are:
Step 1: The seed-bearing pods ripen and enlarge to form cotton bolls. After
about 50–70 days, the cotton bolls mature fully and burst open to expose the
soft fibres. This allows air and heat to dry the fibres.
Step 2: After the fibres have dried, the cotton crop is ready to harvest.
Harvesting is done either by removing the entire cotton bolls from the plants
or by pulling the fibrous cotton from the open bolls.
Step 3: The harvested cotton has seeds in it. This raw cotton is sent to
machines called gins for separating the seeds. This process is called ginning.

s
Next, the cotton is compressed into bales.

es
Step 4: The bales of cotton are combined to align the fibres. The combed

Pr
cotton is fed into spinning machines that spin them into threads or yarns.
This is spinning. After this, cotton is ready for weaving.

ity
3. Steps involved in making of jute are: rs
Step 1: The jute plant grows more than three metres in height. While
ve
harvesting, the stems or stalks are cut off from close to the ground.
Step 2: The stalks are tied together in bundles and soaked in water for about
ni

20 days. This process rots the stems, loosening the long strands of jute fibre.
U

The jute fibres are pulled out, washed and dried. This process of separating
ge

fibres from stems is called retting.

Step 3: The long, dried jute fibres are tied into bundles and sent to jute mills.
id

Jute fibres are very strong and do not break easily.

br

Step 4: In the mills, jute fibres are first combed and then spun into yarns.
am

They are then woven or knitted into sacks, bags, carpets, mats, nets and other
products.
C

4. In the production of coir, the edible parts of coconuts are first separated
from the husks. The husks are then kept immersed in water for 6–8 months
to soften the fibres (retting). Nowadays, this task is done by machines in
lesser time and the husk needs to be soaked in water for only about 10
days. The husks are beaten to separate the fibres. The fibres are cleaned,
dried in the Sun and packed into bales. Next, these are spun into yarns and
woven to make various useful products. Coir is used for making doormats,
floormats, ropes, brushes and as a filling material in mattresses, sofas and
automobile seats.

164
Enrichment Activities
I. HOTS
A. To extract the fine fibres from the jute plant, a small stalk is harvested by
farmer for pre-retting. If the fibre can easily be removed from the jute core,
then the crop is ready for extraction of fibres.
B. Both paper and natural fabrics are made up of plants, so they have the same
type of ash. Hence, the fabric used by Sulekha must be natural/cotton.
C. Synthetic clothes catch fire very easily. So, it is not advised to wear them in
the kitchen.

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

165
 Answers

Chapter 5: Sorting Materials into Groups

What I know
a. Edible: Apple, Butter, Honey
Non-edible: Coin, Bangle, Pencil
b. Objects made of wood: Piano, Pencil, Cricket bat
Objects made of metal: Coin, Kettle, Lock

s
es
Checkpoint 1

Pr
1. b  2. d  3. e  4. a

ity
Checkpoint 2 rs
2. Cardboard sheet: (none of the properties)
ve
3. 2-rupee coin: lustrous
4. Clear plastic bottle: transparent, floats on water
ni
U

What Have I Learnt

ge

I. A.
id

1. c.  reduce the cost of commodities

br

2. c. Silver
am

3. c.  All matter has definite volume.

4. b.  Aluminium foil
C

5. b.  A: Wood, B: Water, C: Oxygen, D: Plasma

6. d.  Aluminium and Copper
7. d.  moves and spreads out in all directions
8. c.  only B

B.
1. same/similar  2. rough  3. density  4. gas  5. good

166
 C.
1. because things with similar properties are kept together.
2. because it is soft and can be moulded easily.
3. it is less dense than water.
4. we can observe the chemical reactions.
5. milk, honey, orange juice.
6. it is made of elements, sodium (Na) and chlorine (Cl).
7. sunlight can reach inside our house.

D.
1. Brick, it cannot be compressed

s
es
2. Flower petal, it is soft
3. Rock, it is a solid

Pr
4. Wood, it has a definite shape

ity
E. rs
DOWN
ve
1. Ability to dissolve in a given solvent
ni

2. Materials that allow the flow of heat through them

U

3. Mass per unit volume of a material

ACROSS
ge

4. Materials that allow some light to pass through them
id

5. Liquids that mix well with each other

br
am

F. To be done by the students.

C

II. Short Answer Questions.

1. Lustre means the shine or gloss of a material, for example, gold and silver.
2. Transparent materials are those that allow light to pass through them
completely, so that the object on the other side can be seen clearly. Clear glass,
water and air are transparent.
Translucent materials are those that allow some light to pass through them,
but the object on the other side cannot be seen clearly. Frosted glass and
butter paper are translucent.
3. Liquids that do not mix with each other are called immiscible liquids.
4. A material floats on water when its density is lesser than the water.

167
 5. The body of utensils is made up of metals because metal is a good conductor
of heat.
6. Aluminium and copper
7. Anything that has mass and occupies space is called matter.
8. An element is a substance made of the same type of atoms. Example: Oxygen.
A compound is a substance made of different types of elements. Example:
Water.
9. a. TEXTURE - The property of a substance that feels upon touching.
b. DENSITY - Density is defined as the mass per unit volume of a material.
c. MISCIBILITY - The property associated with mixing of liquids is referred
to as miscibility.

s
d. OPAQUE - A material that does not allow light to pass through it at all.

es
e. INSULATOR - Insulators are materials that do not conduct electricity.

Pr
10. Sugar completely dissolves in water and cannot be seen.
11. a. An iron rod is a good conductor of heat while a wooden rod is a bad

ity
conductor of heat. rs
b. A feather floats on water while a coin sinks in the water.
ve
c. Oxygen is gas while petrol is liquid.
d. Laptop is solid while milk is liquid.
ni
U

e. Brick cannot dissolve in water while mud can dissolve in water.

ge

III. Long Answer Questions.

id

1. Classification means placing or sorting things together with similar

br

properties. We need to classify or group objects because grouping of objects

makes our work convenient and saves our energy.
am

It saves our time as we can locate them easily. If objects are not grouped, a lot
of time is wasted in searching them.
C

It helps us to study the properties of similar objects and helps us understand

the exceptions better.
2. Transparency is a property which indicates how much light passes through
an object. On the basis of this property, materials can be of three types—
transparent, translucent and opaque.
• T
 ransparent materials are those that allow light to pass through them
completely, so that the object on the other side can be seen clearly. Clear
glass, water and air are transparent.

168
 • T
 ranslucent materials are those that allow some light to pass through
them, but the object on the other side cannot be seen clearly. Frosted glass
and butter paper are translucent.
• O
 paque materials are those that do not allow light to pass through them
and the object on the other side cannot be seen at all. Wood and metals
are examples of opaque materials.
3. Solid
i) Particles are tightly packed within the matter.
ii) It has definite shape and definite volume.
Liquid
i) Particles are less tightly packed than in solids.

s
ii) It has definite volume but no definite shape.

es
Gas

Pr
i) Particles are loosely packed and move about freely.
ii) It has no definite shape or definite volume.

ity
4. Electricity is supplied to our homes through wires and cables. These cables
rs
have thin metal wires for carrying electricity, covered by plastic for insulation.
ve
Various electrical appliances, such as electric kettle, electric iron, mixer and
washing machine, have an outer covering of insulating material to protect us
ni

from electrical shock. In this manner, property of conduction of electricity

U

applied in daily life.

ge

5. Aim: To test the miscibility of common liquids.

Materials required: Common liquids such as lemon juice, honey, milk,
id

mustard oil, coconut oil, ink and a beaker

br

Procedure: Fill about three-fourths of the beaker with water. Put one
am

teaspoon of lemon juice in it. Stir it. Lemon juice mixes with water. Change
the water in the beaker and test the other liquids one-by-one. Record your
C

observations in a table.

Enrichment Activities
I. HOTS
A. Plastic, thermocol and paper must have been used to make these use and
throw items.
B. Yes, it is true.

169
 Answers

Chapter 6: Changes Around Us

What I know
A baby animal is hatching from the egg.

Checkpoint 1
1. R  2. IR  3. R  4. R  5. R

s
Checkpoint 2

es
1. False  2. 
True  3. 
True  4. 
False  5. 
True  6. False

Pr
7. 
True  8. False

ity
What Have I Learnt rs
I. A.
ve

1. c.  Burning paper   2.  a.  Bending a wire   3.  c.  Making cheese from milk
ni

4.  d.  Working of a mercury thermometer   5.  a.  Solids   6.  b

U

B.
ge

1. same  2. condensation  3. cannot  4. increase  5. small
id

C.
br

1. PRODUCTS - The new substances formed in a chemical change are called

am

products.
2. REACTANTS - The substances that combine together to undergo a chemical
C

change are called reactants.

3. CATALYST - A substance that increases the rate of a chemical reaction
without itself undergoing any permanent chemical change.
4. CONTRACTION - When particles get smaller on heating, it is said to be
contracting.

D. To be done by the students.

E. 1. Growth  2. oxygen  3. chemical  4. Freezing
5. physical  6. Gases

170
 II. Short Answer Questions.
1. Growth of plants, rusting of iron
2. Dissolving is a reversible change as the original substances do not react
chemically and no new substances are formed. We can get the dissolved
product by boiling off the water.
3. Physical changes are those in which only the form of a substance changes but
no new substances are formed. Physical changes are usually reversible.
4. Cooking is a chemical change because chemical reactions occur due to
heat and new substances are produced. The original ingredients cannot be
recovered after cooking.
5. The red-hot rivet is passed through aligned holes. When it cools, it contracts
and holds the plates firmly together.

s
6. Every change has a cause because only then new things can be invented.

es
7. Physical changes are those in which only the form of a substance changes but

Pr
no new substances are formed. Thus, they are reversible changes. A substance
may lose its form and structure in a physical change but the internal

ity
characteristics remain the same.
III. Long Answer Questions.
rs
ve
1. Two physical changes that can be carried out with water are:
Melting: Melting is the process in which a solid changes to a liquid. Melting
ni

of a substance, such as ice, butter or chocolate, is a physical change. A

U

substance melts when it absorbs heat. Melted substances can be changed back
to solid by cooling or freezing. The reverse of melting is freezing.
ge

Evaporation: Evaporation is the process of changing a liquid into a gas. It is

id

a physical change. The gas or vapour of the substance can be changed back
br

to liquid by condensation. Hence, it is reversible. In melting and evaporation,

there is change of state, and no new substances are formed.
am

2. Melting of iron is a physical change whereas rusting of iron is a chemical

change. Rust is formed when iron reacts with oxygen in the presence of
C

water or moisture to form a new substance, iron oxide. On the other hand, in
melting of iron, only its state changes which can be reversed.
3. To be done by the students.
4. Applications of contraction and expansion are:
Mercury thermometer: A mercury thermometer contains mercury inside
the bulb. The mercury expands on getting heated and rises up in the thin
capillary tube, showing the temperature. When temperature drops, the mercury
contracts and its level falls.
Cables at poles: Telephone and electric cables are fixed a little loose at the
poles. This is done to allow for contraction during winters, otherwise the
cables might snap.
171
 Riveting: While constructing bridges and large machines, riveting is done to
fix metal plates together. The red-hot rivet is passed through aligned holes.
When it cools, it contracts and holds the plates firmly together.
5. To study the expansion in gases due to heat, the materials required are water,
balloon, a bottle, a wide bowl and a burner.
We will first inflate the balloon slightly and fix it tightly to the mouth of the
bottle followed by placing the bottle in a wide bowl containing water. We
will heat the bowl. Next, we will place the bottle in a bowl containing ice-
cold water. We will observe that when the water is heated, the gas (air) inside
the bottle and the balloon gets heated. This causes the balloon to expand.
Keeping the bottle in ice-cold water cools and contracts the air inside the
balloon, causing it to contract or become smaller in size.

s
6. Even though a brinjal remains a brinjal after it is cooked, the change is not

es
a physical change because a new product is formed and the raw brinjal can

Pr
now not be obtained back. Thus, it is a chemical change.
7. There is increase in the global temperature. The major glaciers and polar caps

ity
are melting. This is a major effect of changes that our Earth is going through.
Hence, with these visible effects, we can say that the Earth is going through a lot
rs
of changes, such as increase in greenhouse gases, deforestation and pollution.
ve

8. a) Physical changes are those in which only the form of a substance changes
ni

but no new substances are formed.

U

Chemical changes are those changes in which chemical reaction occurs in

the substances and new substances are formed.
ge

b) Most materials expand (become bigger) when they are heated and
id

contract (become smaller) when they are cooled. When a material is

br

heated, its particles move apart from each other. The space between the
particles increases, causing the material to expand. When a material is
am

cooled, its particles move closer to each other. The space between the
particles decreases, causing the material to contract. On heating, gases
C

expand the most and solids expand the least. On cooling, gases contract
the most and solids contract the least.

Enrichment Activities
I. HOTS
A. No, this change cannot be reversed.
B. Water freezing to ice and rusting of iron are non-periodic changes. Changing
phases of the moon and day and night are example of periodic changes.
C. Sublimation

172
 Answers

Chapter 7: Things Around Us

What I know
a. Kingfisher  b. Fish  c. In water  
d.  The bird catches its prey by its pointed beak.

Checkpoint 1

s
1-c,  2-e,  3-b,  4-f,  5-a

es
Pr
What Have I Learnt

ity
I. A.

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1. c. Irrigation   2. b. Crocodile   3. d. Bacteria   4. d. All of these
ve

B.
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1. False. Human beings are examples of heterotrophs.

U

2. False. Respiration occurs in all organisms.

ge

3. True
id

4. True
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5. False. Bodies of all living organisms contain water.

am

C.
C

1. Heterotrophs  2. Respiration  3. Kidney  
4. Geotropism  5. 
Temperature

II. Short Answer Questions.

1. ‘Biotic’ components mean ‘living’ components. Biotic components are those
that have life. Plants and animals are biotic components.
2. Food + Oxygen → Carbon dioxide + Water + Energy
3. Plants give out carbon dioxide and water vapour through stomata as
excretion. Substances such as gum, resin and latex are actually the waste
products of certain plants.

173
 4. Unicellular or single-celled organisms are those organisms which are made up
of only one cell, for example, Amoeba and Paramecium.
5. Air is a mixture of several gases. Oxygen and carbon dioxide are two gases
that support life on the Earth. That is why air is vital for life on the Earth.
6. Carnivores are called secondary consumers as they feed on both plants and
other animals, for example, tiger and lion.
7. Species is a group of similar-looking organisms that are capable of breeding
among themselves to produce fertile young ones.
8. Touch-me-not plant closes its leaves on touching as a response to stimuli.

III. Long Answer Questions.

1. Respiration is the process by which living organisms absorb oxygen from

s
es
the air and use it to produce energy from the food they eat. Excretion is the
process by which waste products and other non-useful materials are removed

Pr
from the body of an organism. Processes such as respiration and digestion
occurring in the body produce waste materials.

ity
2. Different organisms reproduce in different ways. Animals such as crocodiles,
rs
snakes, birds, frogs, fish and insects lay eggs. Small, young ones hatch out
ve
from the eggs. Human beings and animals such as cows, dogs, tigers, bears
and elephants give birth to young ones. Most plants reproduce from seeds.
ni

There are other ways of producing new plants also, such as from stem
U

cuttings (example, rose) or from leaf margins (example, Bryophyllum).

ge

3. In the following ways animals and plants respond to stimuli:

a. We withdraw our hand if we accidentally touch a hot kettle or the thorn
id

of a plant.
br

b. If any object approaches our eyes, we close our eyes at once.

am

c. The shoot of a plant grows towards light (stimulus). This is called

phototropism. The root grows towards gravity (stimulus). This is called
C

geotropism.
d. Many flowers close (petals fold inward) during sunset and re-open with
sunrise.
4. a. Respiration is the process by which living organisms absorb oxygen from
the air and use it to produce energy from the food they eat. The oxygen
needed for respiration is inhaled from the air by breathing. The carbon
dioxide produced is exhaled by breathing. Thus, breathing is only the
exchange of gases.
b. Stimulus is something that causes a change in the activity, behaviour or
reaction of an organism. Response means the change in activity, behaviour
or reaction of an organism caused due to a stimulus.
174
 c. Unicellular or single-celled organisms are those made up of only one cell,
for example, Amoeba and Paramecium. Multicellular organisms are those
which are made up of many cells.
5. ‘Abiotic’ components mean ‘non-living’ components. Sunlight, air, water, soil
and temperature are some of the abiotic components of the environment.
These components form an important part of the organism’s habitat.

Enrichment Activities
I. HOTS
A. It is a non-living thing.
B. A cell

s
C. No, we don’t have same type of cells all over our body.

es
D. No, it is not true.

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

175
 Answers

Chapter 8: Habitat of the Living

What I know
1. a. Herd/Parade   b. Harem   c. Herd
2.  Animals live in groups for safety.

Checkpoint 1

s
1.  False. All living organisms are interdependent on one another.

es
2.  False. Tropical rainforests have many layers.

Pr
True  4. 
3.  True  5. 
True  6. 
True

ity
7.  False . They live in temperate forests. rs
8.  False. The soil is acidic and poor in minerals.
ve
ni

Checkpoint 2
U

1.  Hydrilla, Vallisneria  2. Rattle snakes, Camels  3. Raccoon, Wild boar

ge

4.  Pine, Fir   5.  Elephants, Lions   6.  Camel, Rattle snake
id

7. Cactus, Succulents  8. Starfish, Crabs  9. Wolffia, Salvinia

br
am

What Have I Learnt

I. A.
C

1. c. permafrost   2. a. North America

3. d. Cactus   4. b. Camel   5. c. Wolffia

B.
a.
Tundra - regions that lie around North Pole.
b.
Xerocole - Animals living in desert are called xerocoles; camel
c.
Xerophyte - Plants living in deserts are called xerophytes; cactus
d.
Habitat - The area where a particular organism lives naturally is called its
habitat; tundra habitat
e.
Conifer - Plants found in coniferous habitat; pine tree.
176
 C.
1. a. Camel
b. The camel stores its food as fat in large humps on its back.
c. Long eyelashes keep the sand out of the eyes.
d. Feet are wide so that it can walk on sand more easily without sinking
into it.
2. a. Cactus
b. To prevent loss of water due to transpiration.
c. To get water from deep down in desert regions.

II. Short Answer Questions.

s
es
1. a. Conifers have needle-like leaves to prevent water loss in freezing weather
and shed snow more easily than broad leaves.

Pr
b. Coniferous trees have branches that droop downward to help shed excess
snow and to keep the branches from breaking.

ity
c. Because of the open landscape and the widely spaced trees, grasslands are
rs
home to large herds of grazing animals.
ve
d. The camel stores its food as fat in large humps on its back. The stored fat
is broken down to help the camel survive long periods without food and
ni

water.
U

e. Tundra plants are small due to lack of nutrients as the roots cannot
ge

penetrate the permafrost.

id

f. Xerophytes have roots that extend deep into the ground to obtain water.
br

2. Forest, desert, aquatic, grassland, Polar regions or tundra are five habitats.
am

3. Two major features of forest habitat are:

• Forests cover a one third of the Earth’s land.
C

• The land area covered mostly by trees and plants form a forest.
4. Animals that live in the mountains have a thick skin or fur to protect them
from the cold. They have thick and strong limbs that help in climbing rocky
mountains as adaption to live there.

III. Long Answer Questions.

1. Abiotic and biotic worlds are interdependent on each other. All organisms
interact and depend upon each other. They are also dependent on the abiotic
world for their survival. The biodiversity of a region on the Earth depends
upon the heat, temperature, rainfall and humidity in it. The world has been
grouped into different biomes. A biome is a region of the Earth’s surface and
177
 the particular combination of climate, plants and animals that are found in it.
It includes habitats of various types of organisms dwelling in that region.
2. The change that an organism undergoes to adapt to its surroundings is known
as adaptation. For example, animals that live in the hot desert show many
adaptations to survive heat as well as scarcity of food and water. Many small
animals hide under rocks or dig burrows underground and stay there during
the day to escape the heat and the Sun. Some of them are dormant (inactive)
in the summer. Larger desert animals try to stay in shady areas during the day.
They obtain water from the food they eat and from the few water holes that
exist in a desert. The camel stores its food as fat in large humps on its back.
The stored fat is broken down to help the camel survive long periods without
food and water. Many animals are nocturnal, sleep during the hot day and
only come out at night to eat and hunt. Some animals rarely spend any time

s
es
above ground. Spadefoot toads spend nine months of every year underground.
3. There are two types of aquatic bodies—Freshwater bodies like rivers, lakes

Pr
and ponds and saltwater bodies like the oceans. The organisms that live in the
two types of water bodies are also different. Plants living in water are called

ity
hydrophytes. They can be free-floating or submerged in water. Since there is
rs
abundance of water, roots of aquatic plants are small and poorly developed.
ve
In Wolffia and Salvinia roots are absent while Hydrilla has poorly developed
roots. Stem is long, slender, weak, spongy and flexible. This reduces its
ni

weight and helps the plant to remain afloat like in Nymphea and Nelumbo.
U

Submerged plants do not have a strong water transport system in their stems.
They absorb water, nutrients and dissolved gases directly through the leaves
ge

from the water. Some plants have leaves that float on the top of the water
id

to absorb maximum sunlight. Leaves of floating hydrophytes are flat broad

br

and covered with a waxy coat such as Lemna. Submerged plants have thin
finger like leaves which offer less resistance when subjected to water currents.
am

Examples of these are Hydrilla, Vallisneria. In some plants like water

hyacinth, the base of leaf stalk is spongy. It contains a lot of air trapped in
C

them, helping it to remain afloat.

4. Forest Habitats:
Forests cover a third of the Earth’s land. The land area covered mostly by
trees and plants form a forest. A vast variety of plants and animals are seen
in a forest. Depending on the kind of vegetation, forests can be classified into
tropical rainforest, temperate and taiga or boreal forest.
Grassland Habitats:
Grasslands are big open spaces in which the vegetation is dominated by a
nearly continuous cover of grasses. There are few trees and herbs in grassland.
The soil in grassland is very fertile. In North America, the grasslands are
called prairies. Because of the open landscape and the widely spaced trees,
178
 grasslands are home to large herds of grazing mammals such as the zebras
and bisons. There is a rainy season as well as a season of drought every year
here. Many animals that live here are active only during the rainy season.
Grasslands are also the natural habitats of deer, giraffes, elephants, lions,
tigers, hyenas and ostriches.
Desert habitat:
Deserts are regions on the Earth’s surface which show extreme climatic
conditions. They have extreme heat and dryness. They get very little or no
rainfall. The days in a desert are hot while the nights are very cold. There are
two major types of deserts—hot deserts and cold deserts.
Tundra Habitats or Polar Regions:
Tundra regions lie around the North Pole. Temperatures during the Arctic

s
winter can fall to –51 °C! The average temperature of the warmest month is

es
between 10 °C and 0 °C. The soil in the tundra regions is often frozen. Water

Pr
is unavailable during most of the year. Animals that live here adapt to the
cold winters and raise their young ones quickly in the very short and cool

ity
summers. It has long days during the growing season, sometimes with 24
hours of daylight, and long nights during the winter. There is little diversity of
rs
species here. The vegetation here is dominated by mosses, grasses and lichens.
ve
Snowy owl, tundra swan, Arctic fox and Polar bear are found in the tundra.
ni

Aquatic Habitat:
U

Living organisms also live in water bodies. There are two types of water
bodies on the Earth’s surface —freshwater bodies like rivers, lakes and ponds
ge

and saltwater bodies like the oceans. The organisms that live in the two types
id

of water bodies are also different.

br

5. Deciduous trees have leaves that change colour in autumn, fall off in winter
and grow back in spring. They have broad leaves to capture energy from the
am

Sun and convert it to food by photosynthesis. Some of the food is used for
growth and some is stored. They store food in the roots for the winter when
C

the tree has no leaves and cannot make any food. Some deciduous trees are
black walnut, red maple, poplar, birch and willow.

Enrichment Activities
I. HOTS
A. Hydrilla has ribbon-like leaves to offer less resistance when subjected to
water currents.
B. The abiotic conditions are based on temperatures of a region.
C. Tiger is an endangered animal because of the poachers and deforestation
D. they survive their with special kinds of adaptations.
179
 Answers

Chapter 9: Plants — Form and Function

What I know
a. Coconut  b. 
Tree  c. Brown  d. Coir

Checkpoint 1
1. trunk  2. broad, narrow  3. anchors  4. prop  5. Dodder

s
Checkpoint 2

es
1. stem  2. Stipule  3. leaf margin  4. two  5. glucose

Pr
What Have I Learnt
I. A.
ity
rs
ve
1. b. Tulsi   2. b. stem   3. c. Cucumber   4. b. Petals
5. d.  A: Apex, B: Veins, C: Midrib, D: Petiole   6.  b. absorb water and minerals
ni

7. d.  All of these   8.  c. Muskmelon

U

B.
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1. botany   2. leaves  3. petiole  4. parallel
id

5. pedicel  6. carpel  7. complete  8. pollination
br
am

C.
1.
Neem, it is a tree.   2.  Filament, it is not a part of carpel.
C

3. Turnip, it is not a stem.   4.  Petiole, it is not a part of a flower.

5. Tendril, it is not part of a leaf.   6. Nitrogen, it is not required for
photosynthesis.

D. To be done by the students.

E. From left to right:

Trees: because it is big and tall, and has thick, hard and woody stem.
Herbs: because it is small with soft and thin stem.
Shrubs: because it is medium-sized with thin, woody stem.

180
 II. Short Answer Questions.
1. Roots are of two types—tap root and fibrous root.
In a tap root, a single, thick, main root grows from the base of the stem. This
root is generally broad at the top and tapers gradually to become narrow at
the bottom. Plants with tap roots include carrot, beetroot, turnip, mango,
neem, mustard, sunflower, rose and tulsi.
In a fibrous root, a number of thin, hair-like roots grow from the base of
the stem. There is no main root. This type of root appears as a cluster of
fibres. Plants such as grass, maize, wheat, rice, sugar cane and onion have
fibrous roots.
2. Prop roots, parasitic roots and climbing roots.
3. Parallel venation is one in which all the veins run parallel to each other from

s
es
the base to the apex of the leaf. In reticulate venation, veins are arranged in
the form of a net-like pattern on the leaf.

Pr
4. Thin lines running from the base towards the tip of the leaf are called veins.
The veins transport water, minerals and food in a leaf. The finer veins carry

ity
food and water to every part of the leaf. Veins also support the leaf blade.
rs
5. The bright colour of petals and fruity smell of flowers attract the insects.
ve
When insects sit on the flower to feed on nectar, their bodies brush against
the powdery pollen. Some pollen grains stick to their bodies. When they visit
ni

another flower, the pollen grains are deposited on the stigmas, thus enabling
U

pollination. This way insects pollinate.

ge

6. The primary function of the flower is reproduction.

7. a. A pea plant needs support to grow because it does not have a strong stem
id

of its own.
br

b. Because roots hold the soil firmly, preventing soil erosion.

am

c. Underside of the leaves have tiny openings through which exchange of

gases such as carbon dioxide, oxygen and water vapour takes place.
C

d. So that they can attract insects which help in pollination.

e. Because ovary which develops into a fruit and the ovules form the seeds.
8. The process of releasing water vapour through the stomata is called
transpiration. This helps plants in cooling down.
9. To be done by the students.
10. a. POLLINATION - The transfer of pollen grains from the anther to the
stigma of the flower.
b. FLOWERS - The flower is the part of a plant that contains the
reproductive parts.

181
 c. STEM TENDRIL - Stem modification which helps in supporting the stems
of plants.
d. CLIMBING ROOTS - The roots which help plants to climb up a support
such as a pole or a tree.

III. Long Answer Questions.

1. The basic functions of the root are as follows.
• A
 nchorage of the plant: The root of a plant ‘anchors’ it or fixes it to the
soil. Thus, it enables the plant to stay firmly attached to the soil.
• A
 bsorption of water and minerals: The root absorbs water and minerals
from the soil. These are then drawn upwards by the shoot system. Water
is essential for photosynthesis. Minerals help in the proper growth and

s
es
development of the plant.
• P
 revention of soil erosion: The roots of a plant bind the soil particles

Pr
together, thus preventing the top layer of the soil from being blown or
washed away.

ity
2. In many plants, the stems are modified to carry out additional functions.
rs
• T
 o give extra support to the plant: In some plants such as sweet pea,
ve
bitter gourd and grapevine, thin, coiled structures called tendrils are given
out by the stem. These tendrils coil around a support and attach the plant
ni

to it.
U

• T
 o store extra food: Many plants such as potato (a tuber); onion and
ge

garlic (bulbs); and ginger and turmeric (rhizomes) store food in their
modified stems. These stems become fleshy and swollen.
id

• F
 or multiplication of plant: Plants such as Hibiscus, jasmine and rose can
br

be grown into new plants through stem cuttings. Rhizomes, bulbs and
am

tubers also help in multiplication of plants.

• T
 o prepare food for the plant: In cactus plants, to prevent water loss, the
C

leaves are modified into spines. In these plants, photosynthesis is carried

out by the fleshy, green, chlorophyll-containing stems. Another example
is Asparagus, where the green, photosynthetic stem prepares food for the
plant.
• T
 o store water: Stems of some plants growing in hot and dry conditions
are thickened and fleshy, in order to retain water. Examples of such plants
include stapelia and cacti.
• T
 o protect from animals: Thorns, spines or prickles on certain plants
(cactus and rose) are modified stems. These sharp, pointed structures
protect the plants from animals that might eat them.

182
 3. To be done by the students.
4. Leaves of plants perform these functions:
• L
 eaves make food for the plant by photosynthesis. During photosynthesis,
leaves utilise water and carbon dioxide (raw materials) to prepare food
in the presence of sunlight. In this process, oxygen is given out. The
green pigment chlorophyll present in the leaves traps sunlight for the
photosynthesis reaction to take place. The food is in the form of glucose
(a type of sugar). This glucose is used by the plant for obtaining energy.
The extra glucose is converted to starch and is stored in fruits, stems
and roots.
• P
 lants breathe through their leaves with the help of stomata. These tiny
pores open and close during the exchange of gases.

s
• L
 eaves of plants give out extra water in the form of water vapour through

es
stomata. The process of releasing water vapour through the stomata is

Pr
called transpiration. This helps plants in cooling down. As water escapes
from the leaves, more water is absorbed and pulled up through the roots.

ity
In this process, minerals, along with water, rise up through the stem.

rs
5. A flower has different parts arranged in whorls or rings. The parts of plants
are as following:
ve

• The stalk which attaches the flower to the stem is called the pedicel.
ni

• T
 he tip of the pedicel is swollen and is called the thalamus. The thalamus,
U

at its top, bears the whorls of the flower.

ge

• T
 he first or outermost whorl of the flower is called the calyx, which
consists of the sepals. Sepals are green, leaf-like parts that are located at
id

the base of the flower. These protect the flower during the bud stage and
br

while it blooms.
am

• T
 he second whorl of the flower is called the corolla, which consists of the
petals. It is the most attractive part of a flower. Mostly, petals are brightly
C

coloured to attract insects.

• T
 he third whorl of the flower consists of the stamens. Stamens are the
male reproductive structures of a flower. Each stamen has a thin stalk
called the filament and a lobed structure at its tip, called the anther. The
anther contains fine, powdery substance called the pollen or pollen grains.
• T
 he fourth or innermost whorl of the flower consists of the carpel or
pistil. The carpel is the female reproductive structure of a flower. The
carpel has three parts—the swollen part at the base called the ovary, the
thin stalk called the style and the thickened top part called the stigma.
Inside the ovary, there are tiny structures called ovules, which later
develop into seeds.

183
 6. The transfer of pollen grains from the anther to the stigma of the flower is
called pollination. Pollination can be of two types:
a. Self pollination: Transfer of pollen grains occurring in the same flower or
between the flowers of the same plant.
b. Cross pollination: Transfer of pollen grains between flowers on different
plants of the same species. Pollination mainly occurs by wind, insects,
birds and bats. In aquatic plants, pollination is done by water. The bright
colour of petals and fruity smell of flowers attract the insects. When
insects sit on the flower to feed on nectar, their bodies brush against the
powdery pollen. Some pollen grains stick to their bodies. When they
visit another flower, the pollen grains are deposited on the stigmas, thus
enabling pollination.

s
7. To be done by students

es
Pr
Enrichment Activities
I. HOTS

ity
A. It has a pitcher-like structure to catch insects and feed on them.
rs
B. The potato is a modified stem due to the buds/eyes on it and sweet potato is a
ve
modified root which stores extra food prepared by the leaves.
ni

C. Ginger is a stem because it gives out roots underground.

U

D. There would have been water droplets in the polythene.

ge

E. Plants need sunlight, water and carbon dioxide for preparing food. We need
heat which can be taken from fire. We don’t need carbon dioxide. Plants
id

prepare their own food. Whereas, we need plants and animals for ingredients
br

to make food.
am

F. The banana plant does not have any wood in it, so it is a herb and not a tree.
C

184
 Answers

Chapter 10: Animals — Form and Movement

Checkpoint 1
1. True
2. False. Earthworms have many segments in their body.
3. True
4. False. The eyes of a snail are located on its tentacles.

s
es
5. False. A cockroach walks by putting forward three legs at a time.

Pr
Checkpoint 2

ity
1-e,  2-d,  3-a,  4-b,  5-c rs
ve
What Have I Learnt
ni

I. A.
U

1. b. Octopus   2. b. Cockroach   3. d. All of these

4. d. None of these   5. a. 12   6. d. Knee joint
ge
id

B.
br

1. True   2.  False. The body of a snake is covered with scales.

am

3. True  4. 
True  5. 
True
6. False. Some joints of the human body are immovable.    7.  True
C

8. False. X-rays can pass through our body.

C.
Across
2. Thigh bone
4. The shell in insects
7. Animal with backbone
8. A place where two bones meet
9. Neck joint is a type of ……………… .

185
 10. This joins bones to bones
Down
1. Wings lifted upwards
3. Boat-like shape of birds
5. Discovered by Wilhelm Roengten
6. This joins muscles to the bones

II. Short Answer Questions.

1. Animals move in order to search for food, escape from enemies or predators
or find a new shelter.
2. Some ways in which animals move are walking, running, jumping, flying,

s
crawling and swimming.

es
3. A cockroach moves by forwarding three legs at a time, forming a triangular

Pr
pattern.
4. No, it does not restrict their movement. The body of snake bends alternately

ity
to left and right, causing a wave-like motion. This way it propels its body
rs
forward.
ve
5. The interior of bones contain a substance called the bone marrow, which
produces new blood cells.
ni

6. There are four major types of joints in the human body—ball and socket
U

joint, pivot joint, hinge joint and gliding joint.

ge

7. X-rays are a kind of radiation that travels in the form of waves. Using X-rays,
we can obtain the pictures of the inside of our body. The X-ray image of the
id

affected area of the body helps the doctor to understand the position and the
br

extent of a fracture.
am

III. Long Answer Questions.

C

1. a. Vertebrates are animals that have a backbone or vertebral column. These

animals have many bones attached together to form a framework called
the skeleton (endoskeleton). Examples of vertebrates include human
beings, dogs, cats, lions, fishes, crocodiles, snakes and birds.
Invertebrates are animals that have no backbone or vertebral column.
Examples of invertebrates include insects, worms, crabs, snails, octopuses
and starfish.
b. Flapping of wings by birds, lifted upwards, is called upstroke. Flapping of
wings by birds, lifted downwards, is called downstroke.

186
 c. Backbone is a series of vertebrae extending from the skull to the pelvis.
Spinal cord is that part of the nervous system which connects our body
parts to the brain.
d. At a joint, the bones are held together in proper position by tough and
flexible tissues called the ligaments. Ligaments maintain the stability of
joints during movement.
Muscles are attached to bones by strong, white, connective tissue called
tendons.
e. An invertebrate has a spiral shell into which its whole body can be
withdrawn. The shell is also called its exoskeleton and protects it from
harsh weather conditions and from predators. Vertebrates have many
bones attached together to form a framework called the endoskeleton.

s
es
2. An earthworm moves using two sets of muscles—one set that is present in
each segment and the other set that runs along the length of its body. It moves

Pr
by repeated contractions and expansions of the muscles. When the segment
muscles contract, its body stretches and becomes thinner. It fixes the front

ity
part of its body to the soil. Next, the length-wise muscles contract and its
rs
body becomes shorter and wider. It releases the front part of its body, and
fixes the rear part, thus pulling the body forward.
ve

3. The body of snail releases a slimy substance called mucus, which enables it to
ni

move on rough, sharp surfaces without the risk of injury.

U

4. Bodies of fish have a streamlined shape—narrow at the ends and broader in the
ge

middle. This shape minimises the resistance to flowing water and enables them
to move smoothly and quickly through water. The fins help in moving forward,
id

changing direction and balancing the body. Bodies of many fish are externally
br

covered with a slimy mucus which reduces friction and aids in movement.
am

5. The bones of the birds are hollow and filled with air. This bone structure
makes their bodies lighter and it supplies oxygen needed to lift their bodies
C

for flight. While flapping the wings, birds make use of their large and strong
flight muscles. Flapping of wings has two stages—upstroke (wings lifted
upwards) and downstroke (wings brought downward). Repeated upstroke
and downstroke gives their body the required lift and speed.
6. The functions of the human skeleton are:
i) The skeleton gives shape and support to the body.
ii) The skeleton also protects the delicate, internal organs such as the brain,
heart and lungs.
iii) The bones of the skeleton, along with the muscles, enable movement of
the various body parts.

187
 iv) The interior of bones contain a substance called the bone marrow, which
produces new blood cells. On an average, the bone marrow produces 500
billion blood cells in a day.
7. Parts of skeleton are: Skull:
The skull protects the brain and is made up of 22 bones. All the bones in the
skull are fixed and immovable except the lower jaw bone. The movement of
the lower jaw allows us to open and close our mouth for chewing food and
talking.
Rib cage: It is the enclosure of bones located in the chest region. It is made
up of curved bones. There are 12 pairs of ribs (24 bones) in an adult. The rib
cage protects the heart and lungs.
Vertebral column: It is a curved and flexible series of bones, extending from

s
the neck to the lower back. It is also called the backbone or spine. There

es
are 33 individual bones or vertebrae in it. The vertebral column helps us to

Pr
straighten, bend or turn our back. It encloses and protects the spinal cord
(part of nervous system and connects body parts to the brain).

ity
Pelvis (hip): If is the large bony frame near the base of the spine to which the
rs
hind limbs or legs are attached.
ve
8. Muscles are attached to bones by strong, white, connective tissue called
tendons. Tendons bind muscles to bones. Movement of a bone at a joint is
ni

possible because of the connected muscles, tendons and ligaments. We are

U

able to move our bone due to contraction and relaxation of muscles. If there
are no bones, there will be no structure or shape in our body. If there are no
ge

muscles in our body, the bony structure will fall apart. So, these two together
id

enable us to move a body part.

br

Enrichment Activities
am

I. HOTS
C

A. Blinking of eyes is an involuntary movement. It prevents the eyeball from

drying out and keeps away dust and other irritants.
B. Our elbow and knee are hinge joints. In these joints the movement of bone
takes place only back and forth.
C. There will be no support and structure in the child’s body. The child will
never be able to move.
D. The bodies of emu and ostrich are extremely heavy with small feathers. That
is why they cannot fly.
E. Movement of heart and eyelids is not under our control.
F. Snake, Frog, Dinosaur, Fish, Bird and Chameleon.

188
 Answers

Chapter 11: Measurement and Motion

Checkpoint 1
1. Hot air balloon
2. Horses, donkeys, oxen and camels
3. A handspan is the length between the tips of the thumb and the little finger of an
outstretched palm.

s
es
4. No
5. Second

Pr
6. 50000 cm

ity
7. 1mm = 1/1000m
8. 1000m
rs
ve

Checkpoint 2
ni

1. rectilinear motion  2. periodic motion  3. curvilinear motion

U

4. random motion  5. random motion  6. rectilinear motion

ge

7.  rectilinear motion   8.  rectilinear motion

id
br

What Have I Learnt

am

I. A.
C

1. d. Wagon   2. d. Metre   3. c. Speed   4. c. 10000

5. d.  rotational   6.  b.  An apple falling down from a tree

B.
1. second  2. pound  3. 10  4. rectilinear motion
5. non-periodic motion  6. vibratory  7. James Watt

C.
1. FOOT  2. QUINTAL  3. RULER  4. RANDOM  5. GRAM

189
 II. Short Answer Questions.
1. If the unit itself is not fixed, then the measurement will have different results.
This is why we need standard units for measurement.
2. a. FPS system: foot (length), pound (mass), second (time)
b. SI system: metre (length), kilogram (mass), second (time)
c. CGS system: centimetre (length), gram (mass), second (time)
3. Some common tools for measuring length are ruler, thread, inch tape and
divider.
4. The distance between any two points is defined as the length. Metre,
centimetre, millimetre, inch and foot are some units for measuring length.
5. Object is at rest when there is no displacement.

s
6. A motion that repeats itself after regular intervals of time is called periodic

es
motion. Example of periodic motion is swinging of a pendulum.

Pr
7. The wheels of a bicycle show rotational motion, and the bicycle as a whole
shows translatory motion.

ity
III. Long Answer Questions.
rs
ve
1. Humans always needed to travel or to go from one place to another in search
of food and shelter. The earliest way to travel was by foot. Early men used
ni

to walk for days and months to reach a place. Gradually they started using
U

animals for transport. Horses, oxen, donkeys and camels were domesticated
ge

and used for carrying load.

The wheel was invented around 3500 BC in present-day Iraq. The earliest
id

wheels were made of solid wood, without spokes. However, these wheels
br

were not used for transport, but mostly as the potter’s wheel. It was only
am

300 years later that wheel began to be used in wagons and chariots. These

vehicles were pulled by animals.
C

Water transport began with the invention of sailing boats in Egypt, which
were made of bundles of long leaves tied together that would float in water.
Wooden boats came to be used later. These boats were carved out of huge
logs of wood. Egyptians used wooden ships for trade by the sea.
This went on for centuries, with gradual improvements in the designs
of ships, chariots and wagons. These vehicles carried goods as well as
passengers. Then in 1783, the hot-air balloon was invented.
Travel was made much faster with the introduction of railways. Rails made
of iron were laid for this, as people realised that wheels rolling on rails
require much lesser energy to move. Then, a revolution happened in the
1760s and 1770s when the steam engine was developed by James Watt,

190
 a Scottish inventor and engineer. In the 1800s, the railways became quite
widespread. Around the same time, steam ships improved the way of water
transport.
Between 1817 and 1819, the earliest bicycles were invented and were used
practically. Soon after this, the motorbikes and cars were developed. Early
attempts for air transport were unsuccessful, leading to serious injuries and
death of people. The first successful plane flight was made around 1910 in
Britain.
2. While measuring the length of an object we must keep the following points
in mind. Place the measuring tool exactly along the length of the object to be
measured. In case the edge of the measuring tool is broken or worn out, and
the 0-mark cannot be seen properly, place the object in line with any other

s
clear mark. Subtract the two readings. While taking the measurement, keep

es
your eye vertically above the reading. Taking the reading from any other
position will lead to incorrect measurement.

Pr
3. If we want to measure the length of the given curved line AB, we will tie a

ity
knot at the one end of the thread placing the knot at point A. Then we will
take the thread along a small part of the curved line keeping that part pressed
rs
with our fingers, carefully we will straighten the thread along another small
ve
part of the line moving along the line till we reach point B making a marking
on the thread where it coincides with point B. Using a ruler, we will measure
ni

the length of the thread from the initial knot to the final marking. This will
U

give us the length of the curved line AB.

ge

4. An object is said to be in motion if it changes its position with respect to

its surroundings in a given time. In simple terms, when an object moves
id

in a given time, we say that the object is in motion. Motion can be seen
br

everywhere in our surroundings. A bird flying in the sky, a car moving on the
am

road, the moving hands of a clock and a child riding a swing are all examples
of motion. However, it should be noted that motion of an object is always
C

considered with respect to or in relation to another object. For example, a

mother is pushing the pram on the road. Here, the mother is in motion with
respect to the road. The pram is in motion with respect to the road. The
baby is in motion with respect to the road. However, the baby is at rest with
respect to the pram.
5. The motion in which all the parts of an object move through the same
distance in same time is called translatory motion. For example, a train
moving on a straight track. Every part of the train and its passengers move
the same distances in the same duration of time. This is an example of
translatory motion. Translatory motion is of two types—rectilinear motion
and curvilinear motion.

191
 When an object moves along a straight line, it is said to be in rectilinear
motion. An apple falling down from a tree, a vehicle running on a straight
road, soldiers marching in a parade and a bullet shot from a gun are
examples of rectilinear motion.
When an object moves along a curved path, it is said to be in curvilinear
motion. A train moving along a curved track, a ball thrown at an angle and
a stone tied to a string and circled around, are all examples of curvilinear
motion.
6. a. The motion in which an object moves about a fixed axis without any
change in its radius is called rotational motion. In this motion, different
parts of the object move through different distances in the same duration
of time. Examples of rotational motion are:

s
•  a spinning top or potter’s wheel

es
•  planet Earth rotating on its axis

Pr
•  a moving fan or windmill
•  a merry-go-round rotating

ity
b. When an object moves to-and-fro or back-and-forth about a fixed point,
rs
it is said to be in oscillatory motion. Motion of a swing and the pendulum
ve
of a clock are examples of oscillatory motion.
c. A motion is said to be random when the direction and speed of the object
ni

keeps changing. A bird flying in the sky, a honeybee buzzing around in the
U

park, the motion of a ball in a football match, the flying of a dandelion

ge

seed in air and the waving of a flag are all examples of random motion.
7. b. 32000 km   c.  210000 m
id
br

Enrichment Activities
am

I. HOTS
C

A. B
B. (a) Week 2
(b) 19.5 mm
C. 1. Physicist and shopkeeper
2. a.  At rest with respect with teacher
b.  At rest with respect to friend

192
 Answers

Chapter 12: Fun with Magnets

What I Know
1. all pins, sharpener
2. a plastic scale, eraser, lead pencil

Checkpoint 1

s
es
Repel: North

Pr
Attract: South
Repel: South

ity
rs
Checkpoint 2
ve

1. South  2. North-South  3. needle 4. 
Temporary
ni

5. demagnetised   6. one
U
ge

What Have I Learnt

id

I. A.
br

1. b. Sand   2. d. No reaction   3. a. Magnetic compass

am

4. c. Bar magnet   5.  a.  is able to rotate freely about its centre
6. d. Pen
C

B.
1. False. The natural magnet lodestone was first discovered in Greece.
2. False. All artificial magnets have two opposite poles.
3. False. The magnetic power of a magnet is maximum at its poles.
4. True
5. True
6. False. Bar magnets should be stored in pairs with two keepers.

193
 C. Across
1. Stroking
5. Lodestone
6. Electromagnet
Down
2. Repulsion
3. Cobalt
4. Keepers

II. Short Answer Questions.

1. Every magnet has two opposite poles—the North Pole (N) and the

s
South Pole (S).

es
2. The pieces will become four new magnets, and each new magnet will have its

Pr
own North and South Poles.
3. To be done by the students.

ity
4. Keepers are pieces of iron that are placed across the poles of a magnet to help
rs
preserve its magnetism.
ve
5. A magnet can get demagnetised on being hammered, on falling from a height,
on being heated and by improper storage.
ni
U

III. Long Answer Questions.

ge

1. We will take the bar magnet close to each end of the first bar. Similarly, we
id

will bring the bar magnet close to each end of the second bar. We will find
that the bar which shows attraction for both its ends is the iron bar. The bar
br

which does not show attraction at all is the steel bar.

am

2. Some properties of a magnet are:

a. Magnets attract certain substances such as iron, cobalt and nickel.
C

b. Every magnet has two poles—North Pole and South Pole. The poles are
the regions where the magnetic power is the highest.
c. Like poles of two magnets repel each other and unlike poles attract each other.
3. Magnetisation can be done by stroking and by using electric current.
In stroking, a magnet is rubbed along the entire length of a steel or iron
object. The rubbing is done in one direction only for 30–40 times. The object
will become magnetised.
An iron or steel bar can be magnetised by wrapping the object with a coil of
copper wire and then making electric current flow through the wire. This will
create a magnetic field around the wire.
194
 4. Place the iron nail on a table. Take the bar magnet and hold it over one end
of the nail. Next, we will rub the entire length of the nail with the magnet.
When you reach the other end, lift the magnet, hold it again over the first
end and rub again. Repeat this process around 30–40 times. On bringing a
magnetic compass near the nail, if the compass needle deflects, this means the
nail has been magnetised.
5. The Earth is like a huge bar magnet. This magnetism is caused by the
movement of the hot., liquid iron present deep in the Earth’s core. The South
Pole of the this magnet lies close to the Earth’s geographical North Pole and
the North Pole of the magnet lies close to the Earth’s geographical South Pole.
Magnets made by using electric current are called electromagnets. They are
used in electric bells

s
es
Enrichment Activities

Pr
I. HOTS

ity
A. He can use a magnet to attract the the needle.
B. S–S Repulsion N–S Attraction
rs
S–N Attraction N–N Repulsion
ve

C. The blade of the sharpener is made of iron; that is why it gets attracted
ni

towards magnet.
U

D. Stars were more of a guess work in looking for directions. A compass gives
ge

accurate direction. Hence, it is better than stars to find directions.

id
br
am
C

195
 Answers

Chapter 13: Rain, Thunder and Lightning

Checkpoint 1
1-d,  2-c,  3-a,  4-g,  5-b,  6-e

What Have I Learnt

s
I. A.

es
1. c. about 71%  2. a. steam  3. b. deposition

Pr
4. c. Combustion   5. d. Snow

ity
B. rs
1. True
ve
2. False. Precipitation occurs as rain, snow, sleet and hail.
ni

3. True
U

4. True
5. False. It is not advised to stand under a tree during a thunderstorm.
ge
id

C.
br

1. Condensation  2. Freezing  3. Percolation
am

4. Vaporisation   5. Thunder
C

II. Short Answer Questions.

1. Ice (solid), water (liquid) and steam (gas)
2. The process in which a liquid changes into gas is called vaporisation. This
occurs in two ways—evaporation and boiling. Evaporation is a type of
vaporisation that occurs at a slow rate from the surface of the liquid at a low
temperature. On the other hand, boiling is a type of vaporisation that occurs
rapidly throughout the liquid at a high temperature.
3. Boiling of a liquid takes place at a particular temperature called the boiling
point. The boiling point of water is 100 °C.

196
 4. Water in the form of vapour rises up in the atmosphere. Higher up in the
atmosphere, the air starts becoming cooler. As a result, the water vapour cools
down and condenses on dust particles present in the atmosphere to form tiny
water droplets. Many tiny water droplets combine together to form a cloud.
5. The lightning flashes first and we hear the sound of thunder a few seconds
later. This is because light travels faster than sound through air.

III. Long Answer Questions.

1. The three states of water can be changed from one form to another. These are
discussed below.
• M
 elting: The process in which ice changes into water is called melting.
Melting of a substance takes place when it absorbs heat. Melting of a pure

s
solid takes place at a particular temperature, which is called its melting

es
point. Ice melts at 0 °C.

Pr
• F
 reezing: The process in which water changes into ice is called freezing.
It is the reverse of melting. Freezing also takes place at a particular

ity
temperature, called the freezing point. The freezing point of water is 0 °C.
rs
• V
 aporisation: The process in which water changes into water vapour is
ve
called vaporisation. This occurs in two ways—evaporation and boiling.
Evaporation is a type of vaporisation that occurs at a slow rate from the
ni

surface of the liquid at a low temperature. On the other hand, boiling is

U

a type of vaporisation that occurs rapidly throughout the liquid at a high

temperature. Boiling of liquid takes place at a particular temperature
ge

called the boiling point. The boiling point of water is 100 °C.
id

• C
 ondensation: The process in which water vapour changes into water is
br

called condensation. It is the reverse of evaporation. Water vapour changes

to liquid water or condenses when it comes into contact with a cold
am

surface.
C

2. The water cycle is a continuous cycle by which water circulates between

the Earth’s oceans, atmosphere and land. It involves various processes such
as evaporation, condensation, precipitation and transpiration. During the
water cycle, water goes through different states—solid, liquid and gas. Due
to the heat of the Sun, water evaporates continuously from various water
bodies such as oceans, seas, rivers, lakes, ponds and streams and forms water
vapour. Plants also release huge amounts of water vapour in the air through
transpiration. The water vapour, being lighter, rises up in the atmosphere.
Higher up in the atmosphere, the air starts becoming cooler. As a result, the
water vapour cools down and condenses on dust particles present in the
atmosphere to form tiny water droplets.

197
 Many tiny water droplets combine together to form a cloud. If the air is
very cold, the cloud is made up of tiny ice crystals. Gradually, the tiny water
droplets stick together and form bigger drops. When the clouds become too
heavy and cannot hold the water drops, these drops fall to the Earth’s surface
as rain. This is called precipitation. It is through precipitation that fresh water
comes to the Earth. Sometimes, while passing through the atmosphere, liquid
rain comes in contact with very cold air, and freezes on the way. It then falls
as snow, sleet or hail.
The rainwater runs off over land and fills the ponds, lakes, rivers and oceans.
This way the evaporated water comes back to the Earth. Some rainwater falls
to the land and flows beneath the Earth’s surface through tiny pores in the
soil. This water goes deep down into the soil and collects as groundwater.
Groundwater is drawn out using wells and electrical pumps.

s
es
3. Lightning is the sudden flow of electric charges (electricity) between clouds
or between a cloud and the ground. During lightning, a bright flash of light

Pr
is seen and a sound in the form of thunder is heard. Lightning strikes can be
dangerous. They can cause objects to catch fire because of the tremendous

ity
heat generated during the process. Lightning can cause heavy damage to trees,
rs
buildings, electrical and telephone lines and also humans. Precautions during
ve
a lightning strike: Do not go outdoors during lightning strike. Stay inside an
enclosed shelter. Avoid using electrical devices of all kinds. In case you are
ni

outdoors, bend and lower yourself keeping away from the ground as much
U

as possible. Stay away from water. Do not stand under a tree or near a tall
tower. Avoid going near wire fences, metal pipes and rail tracks.
ge
id
br
am
C

198
 Answers

Chapter 14: Light, Shadows and Reflection

What I Know
The first picture has light and the other picture is dark.
The boy’s face is appearing brighter in the first picture due to the light.

Checkpoint 1

s
es
1. False  2. False  3. 
True  4. 
True  5. 
True

Pr
Checkpoint 2

ity
1. d. Mirror   2. d. faint   3. c. Its size remains the same.
rs
ve

What Have I Learnt

ni

I. A.
U

1. c. Butter paper   2. a. 3,00,000 km

ge

3. c.  light is reflected by all objects. 

id

B.
br

1. True
am

2. False. Through a transparent material, we can see the object on the other side
C

and its details.

3. False. A lunar eclipse occurs when the shadow of the Earth falls on the moon.
4. False. A pinhole camera has a tiny hole at the centre of one of its sides.

C.
1. Non-luminous   2.  Rectilinear propagation of light
3. Shadow  4. Reflection  5. Lateral inversion

199
 II. Short Answer Questions.
1. Sun, glowing bulb, laser and candle.
2. 8 minutes
3. In a given medium, light travels in a straight line. This is referred to as
rectilinear propagation of light.
4. For the formation of a shadow, three things are essential:
i) A source of light
ii) An opaque object
iii) A screen or surface behind the object
5. A shadow has the following characteristics:
The colour of the shadow is always dark, that is, black or grey, irrespective

s
es
of the colour of the object. A shadow shows only the outline and the shape
of the object; and not its details. The size of the shadow depends on (i) the

Pr
distance between the light source and the object, and (ii) the distance between
the object and the screen. A shadow cannot be obtained without a screen.

ity
6. When the surface is rough, the light is reflected in different directions. This is
rs
called diffused reflection. Reflection by surfaces such as wall, floor and table
ve
are examples of diffused reflection. (Refer textbook for the diagram.)
ni

III. Long Answer Questions.

U

1. We will require three identical cardboards, a candle and three mounting

ge

boards to show that light travels in straight lines. We will pierce holes exactly
at the centre of the three cardboards. We will mount them vertically such that
id

the holes fall perfectly in a line placing a lighted candle and try to view the
br

candle flame from the other end. We will observe that the flame can be seen
am

only when the three holes lie perfectly in a line.

2. A shadow is formed when an opaque object comes in the path of light. As
C

light travels in straight lines, the path of the light is blocked by the opaque
object and a dark region called shadow is formed on the opposite side of the
light source. A transparent object allows light to pass through. so it will not
cast any shadow, whereas a translucent object will cast a faint shadow.
3. A pinhole camera is a small box with a black interior and a tiny hole at the
centre of one of its sides. It is a simple camera used for obtaining images of
objects. The light rays from the object pass through the extremely tiny hole
and produce an upside-down or inverted image of the object on the opposite
side, which acts as the screen. The box should be lightproof and allow light to
pass only through the hole. (Refer textbook for the diagram.)

200
 4. The process of bouncing back of light rays after hitting a surface is known
as reflection of light. When the surface is smooth and shiny, such as polished
metal, glass or water, the light is reflected at the same angle as it strikes the
surface. This is called regular reflection. Reflection in a mirror and in a new
steel spoon are examples of regular reflection. When the surface is rough,
the light is reflected in different directions. This is called diffused reflection.
Reflection by surfaces such as wall, floor and table are examples of diffused
reflection.
5. Differences between an image and a shadow:
a. An image has the colour and the details of the object.
A shadow is always black or grey, irrespective of the colour of the object.
b. The length of the image remains the same as that of the object.

s
es
The length of the shadow varies with the position of the screen and the
light source.

Pr
c. An image undergoes lateral inversion.

ity
A shadow does not undergo lateral inversion.
rs
Enrichment Activities
ve

I. HOTS
ni

A. No, an object cannot have multiple shadows.

U

B. The grey region of a shadow is called penumbra.

ge
id
br
am
C

201
 Answers

Chapter 15: Electricity and Circuits

What I Know
1. 
Television  2. Computer  3. Microwave oven  4. Refrigerator
5.  Hair dryer   6.  Lights and Fans

s
Checkpoint 1

es
1. energy  2. tungsten  3. generator  4. positive  5. open

Pr
Checkpoint 2

ity
1. b. battery   2. b. No   3. a. metals   4. a. pure water
rs
ve

What Have I Learnt

ni

I. A.
U

1. d. glass   2. b. closed   3. a. inert gas   4. c. cell

ge

5. a. key  6. b. batteries to the circuit  7. a. Graphite  8. c. copper

id

B.
br

1. True
am

2. False. Electricity is produced in power stations by using the energy of flowing

C

water or hot steam.

3. False. A battery can provide more power than a cell.
4. False. There are two terminals in an electric bulb.
5. True
6. True

C. No, the bulb will not light up.

D. a-iii, b-iv, c-v, d-i, e-ii

202
 E. Across
1. TUNGSTEN
3. BATTERY
5. SILVER
6. CLOSED
Down
2. GRAPHITE
4. KEY

II. Short AnswerQuestions.

1. Cell, batteries.

s
es
2. There are two conditions that must be met to establish an electric circuit:
i) A source of electric current ii) An unbroken path for the current to flow.

Pr
3. A switch is a device for making or breaking an electric circuit.

ity
4. To be done by students.
5. The reflector is a shiny surface which reflects the light rays and gives a bright,
rs
steady beam of light.
ve

6. Examples of insulators include plastic, wood, rubber, glass, wool, cotton, dry
ni

air and pure water.

U

7. Never put fingers or other objects inside electrical sockets. Never touch
switches with wet hands or wet feet. Do not go near power distribution
ge

cables.
id

8. a. CONDUCTOR - Material that allows electric current to flow through

br

them is called a conductor.

am

b. DRY CELL - A dry cell is an electric cell which contains chemicals in the
form of a paste.
C

III. Long Answer Questions.

1. An electric bulb is designed to emit light. It consists of a coiled filament
made of tungsten. This filament is supported by thin, straight support wires.
The support wires stand on a glass mount, which is further connected to the
terminals. Terminals are the points at which the bulb is connected to a path of
electric current. This entire set-up is enclosed in a glass case. The space inside
the glass case is filled with an inert gas or non-reactive gas. When electric
current is passed through the bulb, the tungsten filament gets heated up to a
very high temperature, and starts to glow, emitting light. (Refer textbook for
the diagram.)

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 2. A dry cell is an electric cell which contains chemicals in the form of a paste.
The metal cap at its top acts as the positive terminal. The outermost part of
the dry cell is a zinc case. The bottom of the zinc case acts as the negative
terminal. From the base of the metal cap, a carbon rod runs down the cell.
The carbon rod is surrounded by a mixture of powdered manganese dioxide
and carbon. This is further surrounded by a paste of ammonium chloride.
When the two terminals of the dry cell are connected, electric current flows
through the wire because of the reaction taking place inside it.
3. A circuit which provides unbroken and continuous path for the current to flow
is called a closed circuit. A circuit that is not continuous and current cannot
flow through it is called an open circuit. (Refer textbook for the diagram.)
4. An electric torch is a small, portable lamp that gets its power from batteries.

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The circuit inside the torch becomes closed and open on switching on and off,

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respectively.

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The parts of an electric torch and their functions are as follows:
• Plastic casing: The entire circuit is protected by a cylindrical plastic casing.

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• B
 ulb or lamp: The front part of the plastic casing has a bulb, which is
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covered by a transparent plastic or glass.
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• R
 eflector: The reflector is a shiny surface which reflects the light rays and
gives a bright, steady beam of light.
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• S lide switch: The flow of electric current is broken when the switch is OFF
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and the flow of current starts when the switch is ON.

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• Metal spring: The spring connects the batteries to the circuit.

• B
 atteries/Electric cells: These are the source of electric current which gives
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power to the bulb. There may be one or more cells in a torch.

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• L
 amp contact: The point where the batteries connect to the bulb or lamp.
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(Refer textbook for the diagram.)

5. Materials that allow electric current to flow through them are called conductors
C

of electricity. They are also called electrical conductors. Materials that do not
allow electric current to flow through them are called insulators. In other words,
they do not conduct electricity and are also called electrical insulators.
Some common applications of insulators are given below:
• W
 ires for carrying electric current have a central inner part made of metal
(usually copper), while the outer cover is made of plastic.
• The handle of a screwdriver-cum-tester is made of hard plastic.
• E
 lectrical switches are made of plastic to provide insulation to our body
while current flows inside the circuits.

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Enrichment Activities
I. HOTS
A. Some electrical objects have wooden or plastic handles to stop the flow of
electric current and prevent shock. Examples: a screwdriver-cum-tester and
electrical switches.
B. His body is a conductor.
C. Rubber is an insulator or bad conductor of electricity which can prevent
electric shock while touching electrical appliances. So, Gaurav’s aunt told him
to wear rubber slippers while using microwave.
D. Mr Suresh uses rubber gloves to prevent getting electric shock.

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 Answers

Chapter 16: Water and its Importance

Checkpoint 1
a. hydropower  b. photosynthesis  c. 70  d. steady  e. oceans

Checkpoint 2

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1. False  2. False  3. 
True  4. 
True  5. False

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What Have I Learnt
I. A.

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1. d. Coastal areas   2. c. saline   3. b. Cereals
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4. c.  Three-fourth   5.  c.  By utilising rainwater
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B.
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a. monsoon  b. drought  c. famine  d. soil erosion
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e.  Gujarat, Rajasthan

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C. To be done by the students.

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II. Short Answer Questions.

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1. Drinking, cleaning, washing, cooking, watering plants and bathing.

2. Only a small fraction of water available on the Earth is fit for use by plants
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and animals. Most of the water cannot be used directly. The level of the
groundwater is decreasing drastically. That is why we should conserve water.
3. When the air moves up, it becomes cooler. At sufficient heights, the air
becomes so cool that the water vapour present in it condenses to form tiny
drops of water called droplets. It is these tiny droplets that remain floating in
air and appear to us as clouds and this is how clouds are formed.
4. If the monsoon season fails to arrive or is delayed or weak, it leads to a severe
shortage of water throughout the year, as the water lost is not replenished by
rain. Under such conditions, the soil becomes dry, the level of water in ponds
and wells of the region goes down and some of them may even dry up. The

206
 groundwater may also become scarce. Such a long period when there is little
or no rain is known as a drought.
When there is a drought condition, it become s difficult to get food and
fodder. Land becomes dry, leading to soil erosion and soil infertility.
5. When it rains heavily during the monsoon, there is a rise in the level of water
in rivers, lakes and ponds. The water may rise above the banks and then
spread over large areas. Such a condition is called a flood. The crop fields,
forests, villages and cities may get submerged by floods. Crops fail to grow
in such conditions, which leads to a shortage of food. The communication
systems, telephonic as well as electronic, fail in flooded places. This makes it
difficult to contact and help the affected people. The clean and polluted water
gets mixed during a flood. This leads to a shortage of drinking water. Water

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logging leads to the spread of diseases like cholera, dengue. Floods also cause

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a great damage to human life, plants and animals, many of whom die.

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6. If the monsoon fails or a given place does not receive adequate rainfall for
several years in a row, it leads to severe drought conditions. In drought

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conditions, it is difficult to get food and fodder. Crops dry up and do not
grow without adequate water. The land becomes dry and its top layer is
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blown away by wind, leading to soil erosion. This further reduces crop
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production as soil becomes infertile. The natural vegetation also dries up due
to acute scarcity of water. The farmers are not able to grow enough food to
ni

sell and make money. This leads to poverty. People and animals start dying
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due to a shortage of water and food. Such a condition is called a famine. In

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such places, diseases spread and many people die due to these diseases.
7. a.  tomato - 90%  b.  human beings - 70%  c.  milk - 88%  d.  lettuce - 90%
id
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III. Long Answer Questions.

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1. During the daytime, air surrounding us gets heated. This warm air provides
heat for the evaporation of water during the night or in the shade. Similarly,
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plants absorb water through their roots and use a part of this to prepare their
food and retain some of it in different parts of their body. The remaining
part of this water is released by them into air, as water vapour through the
process called transpiration. So, water is lost both by evaporation as well as
by transpiration. These water vapours in air form clouds by the process of
condensation. The process of condensation plays an important role in bringing
water back to the surface of the Earth. As we go higher from the Earth, it gets
cooler. When the air moves up, it becomes cooler. At sufficient heights, the air
becomes so cool that the water vapour present in it condenses to form tiny
drops of water called droplets. It is these tiny droplets that remain floating in
air and appear to us as clouds and this is how clouds are formed. These clouds

207
 lead to rain as many droplets of water come together to form larger drops.
These drops of water become so heavy that they begin to fall and it is called
rain. In cold regions, this rain falls in the form of hail or snow.
Thus, water in the form of vapour goes into air by evaporation and
transpiration, forms clouds, and then comes back to the ground as rain, hail
or snow.
The rainwater goes to streams, rivers, lakes and ponds and ultimately most of
the water that falls on the land as rain and snow, sooner or later, goes back to
the oceans. A part of the rain water gets absorbed by the ground and becomes
a part of the groundwater. (Refer textbook for the diagram.)
2. Measures to conserve water:
a. Undertake rainwater harvesting for collecting rainwater and storing it for

s
later use

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b. Not using river banks for construction activities

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c. Using water judiciously at home, school, offices, factories, etc.
d. Undertaking afforestation or tree plantation

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3. Collecting rainwater and storing it for later use is called rainwater harvesting.
rs
In this, the rainwater is collected where and when it falls, and is prevented
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from flowing into the rivers. Rainwater harvesting is especially needed in
cities where the rainwater usually flows into the drains. In such places, two
ni

major techniques are used to save rainwater. Firstly, rainwater is collected on

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the rooftop in a storage tank. This water is sent through pipes or directly to
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pits in the ground. This then seeps into the groundwater. Secondly, rainwater
is allowed to go into the ground directly from the roadside drains that collect
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rainwater.
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4. In summers, due to the excessive heat, evaporation and transpiration,

am

shortage of water occurs. If the monsoon season fails to arrive or is delayed

or weak, it leads to a severe shortage of water throughout the year, as the
C

water lost is not replenished by rain. Under such conditions, the soil becomes
dry, the level of water in ponds and wells of the region goes down and some
of them may even dry up. The groundwater may also become scarce. Such
a long period when there is little or no rain is known as a drought. Some
states in India like Gujarat, Rajasthan, and many areas of Bihar and Madhya
Pradesh face droughts as they generally get little or no rain.

208
Enrichment Activities
I. HOTS
A. The level of groundwater is decreasing drastically due to excessive
consumption by humans, heating of the Earth and water and land pollution.
B. The desalination of water requires a lot of energy. Dissolving of salt in water
creates strong chemical bonds and these bonds are very difficult to break. The
technology and energy used to desalinate water are very expensive, hence the
process can be extremely costly.

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 Answers

Chapter 17: Air Around Us

What I Know
Air causes a flag to move.
Birds fly with the help of their wings.
Air is useful in balloons and tyres.

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Checkpoint 1

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1. False  2. 
True  3. False  4. False  5. 
True

What Have I Learnt

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I. A.
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1. b. 21%  2. c. Nitrogen  3. c. 
Wind vane  4. d. 
All of these
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5. b.  gets thinner

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B.
1. gravity  2. oxygen  3. carbon dioxide  4. humidity  5. Nitrogen
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C.
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1-c,  2-f,  3-g,  4-b,  5-a,  6-d
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II. Short Answer Questions.

1. The air around us has mass. It occupies space. Air has no colour. It has neither
any smell nor taste. Pure air is transparent.
2. Air contains nearly 78% nitrogen, 21% oxygen, 0.9% argon, 0.04% carbon
dioxide and small amounts of other gases.
3. On high mountains, the air is thinner than on the Earth’s surface. This means
the level of oxygen is lesser. This is why mountaineers going on expedition
carry oxygen cylinders with them.

210
 4. Respiration is the process by which living organisms absorb oxygen from the
air and use it to produce energy from the food they eat.
5. Earthworms breathe through their moist skin. When excess rainwater enters
the soil, it becomes waterlogged. As a result, earthworms find it difficult to
breathe and they come to the surface of ground.
6. The ozone layer present in the upper atmosphere is important for us because
it absorbs most of the harmful ultraviolet rays of the Sun and prevents them
from reaching the surface of the Earth.
7. Burning of petrol or diesel in vehicles, burning of coal in power stations,
eruption of volcanoes cause air pollution.

III. Long Answer Questions.

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1. The thick blanket or layer of air surrounding the planet Earth is called
the atmosphere. It is a mixture of several gases. It stretches to about 1000

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kilometres above the surface of the Earth. Nearly three-fourths of the air is
found within about 11 kilometres of the surface. The atmosphere is held in

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place by the Earth’s gravity. This layer of air helps our planet to retain Sun’s
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heat and not let it escape. Without air, the Earth would be too cold to live!
So, it is extremely vital for our planet.
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2. Nitrogen
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Nitrogen makes up around 78% of the air. It has no colour, smell or taste.
U

It is present in the bodies of all living organisms. Nitrogen neither supports

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burning nor is it used up during burning. Nitrogen is essential for the growth
of plants. Nitrogen-rich fertilisers are added to soils lacking in nitrogen.
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Plants cannot use the atmospheric nitrogen directly. Certain bacteria in the
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soil convert or ‘fix’ atmospheric nitrogen to nitrogen compounds that the

plants absorb from the soil through their roots.
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Oxygen
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Oxygen constitutes about 21% of the air. It has no colour, taste or smell.
Oxygen gas is vital for the process of respiration in living organisms, in which
energy is produced from the food they consume. Plants give out oxygen
during photosynthesis. Oxygen is present in dissolved form in water, which
is taken in by aquatic animals. Oxygen supports burning and is itself used up
during the process of burning. When a substance burns, it chemically reacts
with oxygen in the air.
3. To show that oxygen is necessary for burning, we require identical candles,
wide tumblers, glasses of similar width but different heights.
a. Place a candle in a wide tumbler. Pour some water into the tumbler. Light
the candle and cover it with a glass. Wait for a few minutes. We find that

211
 the candle blows out after some time. The oxygen inside the glass is used
up and hence, burning stops.
b. Take two identical candles and fix them to two identical wide tumblers.
Pour water in both the tumblers. Light the candles. Cover the candles with
glasses of similar width but different heights. The candle covered with
shorter glass blows out earlier because it has less oxygen.
4. Water vapour is formed when water gets heated and changes into gas. The
heat of the Sun causes water to evaporate from ponds, lakes, rivers and
oceans. This way water vapour forms and mixes with the air. Plants release
water vapour into the air through transpiration. The air we breathe out also
contains water vapour.
5. Air is an abiotic component of the environment that is crucial for the

s
existence of life on the Earth. There are several ways in which air supports

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life on the Earth. The most important factor is respiration. All living things

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respire. Respiration is the process by which living organisms absorb oxygen
from the air and use it to produce energy from the food they eat. Different

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organisms take in air in different ways.
Air is needed for the process of photosynthesis. Plants make their own food
rs
by the process of photosynthesis. Plants absorb carbon dioxide from the air.
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During photosynthesis, oxygen is produced, which is released into the air. All
ni

animals depend on plants directly or indirectly for food.

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Nitrogen gas is the largest constituent of the Earth’s atmosphere. Nitrogen

is an essential component of proteins, which are the biological molecules
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present in all living organisms. Proteins comprise muscles, tissues, organs

and even blood in our body. Nitrogen-fixing bacteria living in soil convert
id

atmospheric nitrogen to nitrogen compounds, which plants need to grow.

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Animal waste contains nitrogen compounds which are returned to the soil.
am

6. Different organisms take in air in different ways. Animals such as cows,

elephants, crocodiles and human beings breathe through nose and lungs.
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Many aquatic animals such as fish, tadpoles and octopuses breathe using
gills. Birds take in air through lungs and air sacs. In insects, exchange of gases
takes place through spiracles (tiny holes on their bodies). In plants, gaseous
exchange occurs through stomata.
7. Various uses of air:
• T
 he atmosphere of the Earth traps the heat of the Sun, thus maintaining
a favourable temperature for living things to survive. Without the
atmosphere, all the heat would escape.
• A
 ir acts as a medium for sound waves to travel. We can hear various
sounds because of air. In the absence of air, sound waves would not be
able to travel.
212
 • T
 he ozone layer present in the upper atmosphere absorbs most of the
harmful ultraviolet rays of the Sun and prevents them from reaching the
surface of the Earth. Ultraviolet rays could cause skin cancer.
• T
 he atmosphere plays an important role in weather changes. The
conditions of the atmosphere and factors like wind speed, humidity,
temperature and clouds determine the weather of a place.
• A
 ir is needed for the movement of airplanes, helicopters, parachutes, hot-
air balloons and sailboats.
• Animals such as birds, bats and many insects can fly because of the air.
• A
 ir helps windmills to rotate. Windmills are in turn used to grind grains,
draw water from wells and even generate electricity.
• Moving air or wind helps in pollination and also in the dispersal of seeds.

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8. The addition of harmful or poisonous substances into the Earth’s atmosphere
is termed as air pollution. Today, air pollution is one of major concerns

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worldwide. The quality of air has been deteriorating because of increasing
pollution. Air pollution is caused by:
• Burning of petrol or diesel in vehicles
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• Burning of coal in power stations
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• Eruption of volcanoes
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• Burning of fossil fuels in factories

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• Burning of garbage in the open

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• Forest fires
All these activities produce smoke and harmful gases which mix with the air
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and make it dirty. Inhaling polluted air may cause various diseases such as
br

heart diseases, lung diseases, burning eyes and cancer. Polluted air has adverse
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effects on food crops also. Several efforts need to be made to reduce air
pollution; for example, planting more trees, getting vehicles checked regularly
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for pollution levels, recycling materials and using cleaner fuels such as CNG
(compressed natural gas).

Enrichment Activities
I. HOTS
A. At night, there is no sunlight and photosynthesis doesn’t take place. Plants do
not absorb carbon dioxide at night. So, we should not sleep under a tree at
night.
B. Yes, both the statements are true.

213
 Answers

Chapter 18: Garbage In, Garbage Out

What I Know
1. Orange will produce seeds and peel as waste material, which is biodegradable.
2. Metal can will produce metal as waste material, which is non-biodegradable.
3. The ice cream and cone are eatables and they might not leave any waste material.
In case of leftovers, it will be a biodegradable waste.

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Checkpoint 1

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1. biodegradable

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2. degradation
3. biodegradable waste
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Checkpoint 2
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1. False  2. 
True  3. False  4. 
True  5. 
True
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What Have I Learnt

id

I. A.
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1. a.  Wood   2.  b.  Broken glass   3.  d.  all of these   4.  d.  both a. and b.
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B.
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1. decomposers  2. non-biodegradable waste  3. decompose
4. reduce, reuse, recycle  5. 
land pollution  6. worms

C. 1-d,  2-f,  3-e,  4-c,  5-a

II. Short Answer Questions.

1. Biodegradable wastes are those which are capable of being broken down
or decomposed into simple substances by the action of microorganisms;
for example, fruits and vegetables peels. Non-biodegradable wastes are the
wastes that cannot be broken down or decomposed by microorganisms; for
example, plastic and glass.

214
 2. There is a need to segregate the waste because this way the amount of waste
is reduced and it is disposed safely.
3. Landfill is a large, open and low-lying area used for disposing solid waste.
Composting is the process in which microorganisms convert organic waste
into a humus-like substance.
4. Vermicomposting is the process of composting organic wastes into manure
with the help of various worms.
5. Incineration is a waste treatment method that involves burning of waste in
specialised furnaces.
6. We should say ‘No’ to plastic because they are non-biodegradable wastes,
pollutants and hazardous for health.
7. The scrap dealers or kabadiwallas in our area gather and buy old waste but

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recyclable items. The waste items are then sorted and sent to factories for
making recycled products. Thus, they play an important role in management

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of waste.
8. Pollution is already posing various threats. More and more waste generation

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will increase the pollution. Pollution will bring all sorts of health hazards and
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environmental problems for living beings.
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III. Long Answer Questions.

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1. Waste management refers to a set of processes by which waste is collected,

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transported, segregated and disposed.

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Landfills
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Before the waste is transported to garbage dumping sites, sorting is done and
recyclable materials are separated from it. The remaining waste is dumped in
br

landfills. A landfill is a large, open and low-lying area used for disposing solid
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waste. In this low-lying area, solid waste is spread and covered with a layer
of soil. Above this soil, waste is put again and covered with soil. This is done
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several times till the landfill area is filled completely. After this, this large area
can be converted to a park or playground.
Composting
Biodegradable waste or organic waste can be made into compost by
composting. Composting is the process in which microorganisms convert
organic waste into a humus-like substance. It is a method of waste disposal
in which organic waste is deposited in a pit in the ground and allowed to
decompose naturally. Fruit and vegetable peels, spoilt food, tea leaves, dry
leaves, dead plants and egg shells are generally used for composting. The final
product is called compost, which is used as manure for plants. The formation

215
 of compost may take a few weeks to months. Another way to break down
organic waste into compost is vermicomposting.
The process of composting organic wastes into manure with the help
of various worms is called vermicomposting. Generally, red worms and
earthworms are used for this purpose. The action of worms produces a
nutrient-rich substance which is added to soil to improve its fertility.
Incineration
Some wastes, like medical waste, are burnt in specialised furnaces. This is
called incineration.
2. Composting is a method of waste disposal in which organic waste is
deposited in a pit in the ground and allowed to decompose naturally. Fruit
and vegetable peels, spoilt food, tea leaves, dry leaves, dead plants and egg

s
shells are generally used for composting. The final product is called compost,

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which is used as manure for plants. The formation of compost may take a few

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weeks to months.
Another way to break down organic waste into compost is vermicomposting.

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The process of composting organic wastes into manure with the help
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of various worms is called vermicomposting. Generally, red worms and
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earthworms are used for this purpose. The action of worms produces a
nutrient-rich substance which is added to soil to improve its fertility.
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3. 3Rs of waste management are Reduce, Reuse and Recycle.

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Reduce
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A simple way to manage waste is to reduce the amount of waste. Use only
what is required and waste less.
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Avoid buying excess items. Say ‘NO’ to plastic bags. Use cloth bags instead.
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Use cloth handkerchiefs instead of tissue papers. Avoid the use of disposable
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containers such as, glasses spoons and plates.

Reuse
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If we reuse a material, we are not throwing it into the dustbin, thereby

reducing waste. Use both sides of a paper while writing. Bottles or jars of
commodities bought from the market should be reused when they get empty.
Old clothes can be donated to relief camps and charitable institutions.
Recycling
Recycling is the process by which used and discarded waste materials are
converted into new and useful products. Paper, plastic, glass, metal and cloth
can be recycled. Old newspaper can be recycled to make paper bags and craft
items. Organic waste can be made into compost. Sewage can be used to make
biogas (fuel).

216
Enrichment Activities
I. HOTS
A. No, it is not a good idea to build a house over a landfill.
B. A library finds use for old books. It is a good example of waste management
because old books are not thrown, instead they are kept for reuse.
C. Two problems faced while collecting waste: dealing with foul smell and
dealing with hazardous materials like broken glass and metals which might
lead to injury.
D. 1. The picture shows water pollution.
2. We can prevent people from throwing garbage in water. People should be
educated and encouraged to segregate waste and throw it in the dustbins.

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217
 Test paper 1

A. Very Short Answer Questions.

1. nutrition  2. phosphorus  3. omnivores
4. Proteins  5. decomposers

B. Short Answer Questions.

1. Ghee is a dairy product.
2. Organisms that can prepare their own food are called autotrophs.
3. Iodine is essential for the production of thyroid hormone in human beings.
4. Cinnamon bark is used for flavouring food.

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5. Benedict’s solution is used to test the presence of sugar in a food item.

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6. Snakes have highly flexible jaws. This way they can swallow their prey whole.

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C. Long Answer Questions.

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1. The ingredients of a food item are cooked in a particular way to bring out
the flavour and taste of the food. Besides enhancing the flavour and making
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the food palatable, cooking also kills the microorganisms present in the
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ingredients.
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2. A balanced diet is the diet which contains all the necessary nutrients in
adequate amounts, needed for the proper functioning of healthy body. In a
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balanced diet, energy-giving foods (carbohydrates and fats), body-building

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foods (proteins) and protective foods (vitamins and minerals) are included
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in right amounts. Sufficient quantities of water and roughage should also be

present.
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3. Dietary fibre or roughage is the indigestible portion of plant food. It does not
provide any nutrients. Nonetheless, it forms an important part of our diet.
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This is because of the following reasons:

• Roughage adds bulk to the food and gives a feeling of satiety.
• R
 oughage helps in the proper functioning of the digestive system and
therefore prevents constipation. It helps to get rid of undigested food and
also throws wastes and toxins from the body.
• R
 oughage binds with excess bad cholesterol and throws it out of the
body. Good sources of dietary fibre include fruits, vegetables such as
broccoli, cauliflower, green beans and cabbage, and whole grains such as
oat, corn, barley and brown rice. The skin of fruits and vegetables are also
high in fibre.

218
 4. The roots of many plants such as carrot, radish, turnip and beetroot serve as
food for us. Stems like sugar cane, potato, ginger and onions are the stems
of plants that we eat. Leaves that we eat include cabbage, spinach, lettuce,
coriander, mint. Amaranthus and fenugreek are some seeds that we eat. Apple,
guava, pineapple, watermelon are some fruits that we eat.
5. A food chain is a sequence which shows how living things in an environment
are related to each other according to their feeding habits. All food chains
begin with plants as plants make their own food by photosynthesis. Animals
eat either plants or other animals. All animals depend upon plants either
directly or indirectly. For example, plant is eaten by grasshopper; grasshopper
is eaten by frog; frog is eaten by snake; and snake is eaten by eagle.
6. Vitamin A (Retinol) keeps the eyes and skin healthy. It is needed for normal

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body growth.

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Vitamin B1 (Thiamine) is needed for the proper functioning of the nervous

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system and the heart.
Vitamin B2 (Riboflavin) is needed for healthy skin, for proper growth and

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development of the body.

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Vitamin B3 (Niacin) is needed for healthy skin, for proper functioning of
digestive and nervous system.
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Vitamin B12 (Cobalamin) is required for the normal functioning of the brain
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and nervous system, for the formation of the red blood cells. There are eight
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B vitamins, which are collectively known as vitamin B-complex.

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Vitamin C (Ascorbic acid) is needed for the formation of skin, bones and
blood vessels and healing of wounds.
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Vitamin D (Calciferol) helps the body to absorb calcium, needed for strong
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bones and teeth.

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Vitamin E (Tocoferol) protects the body’s cells from damage, needed for
healthy skin and eyes, and builds stronger immunity.
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Vitamin K (Phylloquinone) is essential in the clotting of the blood.

7. Animals differ in their feeding habits. Based on their feeding habits, animals
are grouped into three types—herbivores, carnivores and omnivores.
Herbivores
Herbivores are animals that eat only plants and plant products. They are also
called herbivorous animals. Cow, buffalo, goat, horse, deer, giraffe, squirrel
and butterfly are a few examples of herbivores.
Carnivores
Carnivores are animals that eat other animals. They are also called
carnivorous animals. Tiger, lion, fox, wolf, jackal, snake, eagle and spider

219
 are some examples of carnivores. These animals have mouth parts that are
adapted to tear and chew flesh.
Omnivores
Omnivores are animals that eat plants as well as other animals. They are also
known as omnivorous animals. Bear, raccoon, crow, cockroach and human
beings are omnivores.
Scavengers and Decomposers
Some animals, known as scavengers, are animals that feed on the flesh of dead
animals that are killed by other animals. They are extremely important for
the environment as they help to keep it clean by eating up the dead bodies of
various animals. Vulture, crow, jackal and hyena are well-known scavengers.
Decomposers are organisms that break down dead and decaying organisms.

s
When a plant or an animal dies, its decaying body is broken down or

es
decomposed by the decomposers. The nutrients present in the dead body are

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returned to the soil or air, by the action of decomposers. Bacteria and fungi are
the most important decomposers. They are important for recycling of nutrients.

ity
8. a. Protective foods and energy-giving foods:
rs
Foods rich in vitamins and minerals are called protective foods. For
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example, eggs, fish and pulses. Foods rich in carbohydrates and fats are
called energy-giving foods. For example. wheat, bread, butter, etc.
ni

b. Scavengers and decomposers:

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Some carnivores and omnivores, known as scavengers, are animals that do

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not hunt other animals, but feed on the flesh of dead animals. Decomposers
are organisms that break down dead and decaying organisms.
id

c. Roughage and proteins:

br

Dietary fibres or roughage is the indigestible portion of plant food.

am

Proteins are the building blocks of all the tissues of our body. That is why
foods rich in proteins are also called body-building foods.
C

d. Rickets and goitre:

Rickets is caused due to deficiency of Vitamin D, calcium or phosphorus
and causes weak and soft bones, stunted growth, bow legs, pigeon chest
and decaying teeth. Goitre is caused due to deficiency of iodine and causes
enlarged thyroid gland, retarded physical and mental growth in children.

D. Give reasons.
1. Calcium is essential for our body because it is needed for the formation of
strong bones and teeth.
2. Garden lizards have long, sticky tongues to catch insects.

220
 3. Tigers have sharp, pointed canines to help them tear the flesh.
4. Eating too much fat-rich foods leads to abnormal weight gain. So, they
should be consumed in less quantity.
5. Fruits and vegetables should always be washed before peeling or cutting.
If we wash them after cutting, certain vitamins (B and C) and minerals get
washed away with water.

Test paper 2

A. Very Short Answer Questions.

A.

s
1. True  2. 
True  3. 
True  4. 
True  5. 
True

es
B.

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1-c,  2-d,  3-e,  4-b,  5-a

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B. Short Answer Questions. rs
1. Homogeneous mixture is a mixture in which constituents are uniformly
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spread and each part of the mixture has the same property.
2. Coir is a plant fibre obtained from coconut plants. It is the coarse and strong
ni

fibrous material found between the hard shell and the outer skin of coconuts.
U

3. Silk cotton is a soft and fluffy plant fibre obtained from the kapok tree. The
ge

kapok tree bears fruits, which burst on ripening, exposing the raw silk cotton
fibres. These fibres are lightweight and are used to stuff pillows, cushions and
id

life jackets.
br

4. Chemical changes are those changes in which chemical reaction occurs in the
am

substances and new substances are formed.

5. Physical change
C

6. The method of hand-picking is best suited when the amount of mixture to be

cleaned is small; the unwanted particles look different from the wanted ones;
and the unwanted substance is present in very small quantities.

C. Long Answer Questions.

1. Substances need to be separated from their mixtures for the following reasons.
• T
 o obtain useful constituents: Various useful products such as butter, ghee
and cream are obtained from milk by separation methods. Salt is obtained
from sea water. Petroleum or crude oil is separated into many constituents,
for example, petrol, diesel, kerosene, lubricating oil and asphalt.

221
 • T
 o obtain pure substances: Pure substances are required in laboratories for
carrying out experiments. They are also used in the medicine industry.
• T
 o remove undesirable or harmful constituents: Often, food grains such
as rice and pulses contain tiny stones or pebbles. These may cause harm
to our body. Therefore, they are removed from the grains before cooking.
Water is filtered or purified in homes to remove sand, germs and harmful
chemicals. Tea leaves are separated using a strainer while preparing tea.
2. Soluble solids are those that completely dissolve in a given liquid. Sugar, salt
and glucose powder are a few solids that are soluble in water. These solids
cannot be separated by sedimentation or filtration because when they mix
with the liquid, they do not remain in their original solid form. Such soluble
solids can be separated from the liquid in the various ways like evaporation

s
and condensation. Evaporation is a process in which a liquid changes into gas.

es
Common salt is obtained from seawater by this method. Seawater is made to
stand in large, shallow pits. Sun’s heat causes the water to evaporate gradually,

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leaving behind solid chunks of salt. This salt is then crushed and refined for
consumption. Condensation is the process in which a gas changes into liquid.

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The method of condensation is used to separate constituents of many mixtures.
rs
3. Steps involved in production of cotton are:
ve
Step 1: The seed-bearing pods ripen and enlarge to form cotton bolls. After
ni

about 50–70 days, the cotton bolls mature fully and burst open to expose the
soft fibres. This allows air and heat to dry the fibres.
U

Step 2: After the fibres have dried, the cotton crop is ready to harvest.
ge

Harvesting is done either by removing the entire cotton bolls from the plants
or by pulling the fibrous cotton from the open bolls.
id
br

Step 3: The harvested cotton has seeds in it. This raw cotton is sent to
machines called gins for separating the seeds. This process is called ginning.
am

Next, the cotton is compressed into bales.

Step 4: The bales of cotton are combined to align the fibres. The combed
C

cotton is fed into spinning machines that spin them into threads or yarns.
This is spinning. After this, cotton is ready for weaving.
4. The properties on the basis of which materials can be classified are:
a. S tate: The three states of matter are solid, liquid and gas. The arrangement
of particles is different in each.
b. C
 omposition: On the basis of what matter is made of, substances can be
classified as elements and compounds. An element is made of the same type
of atoms. A compound is a substance made of different types of elements.
c. R
 oughness: Roughness is a property of a substance to appear uneven or
smooth upon touching.

222
 d. Hardness: A material is hard if its shape cannot be changed easily by
applying force.
e. Lustre: Lustre is a property by which a material shines.
f. Transparency: Transparency is a property which indicates how much
light can pass through an objects. Objects are opaque, translucent and
transparent.
g. Solubility: The extent to which a solute can dissolve a solvent is its
solubility.
h. Flotation: The ability of a substance to float on water is called flotation.
Some object float while others sink.
i. Conduction of heat and electricity: Conduction is the ability of a material
to allow the transfer of heat or electricity to pass through it. Conductors

s
es
allow the heat to pass through them while insulators do not allow the
same.

Pr
5. Changes that can be reversed are called reversible changes. In all reversible
changes, the internal structure of the substance remains the same. Examples

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of reversible changes are freezing water to make ice, melting of ice cream,
rs
evaporation of water (reversed by condensation), and folding a cloth and
ve
squeezing a toothpaste tube.
Changes that cannot be reversed are called irreversible changes. In most
ni

of the irreversible changes, the internal structure of the substance does not
U

remain the same. Examples of irreversible changes include blooming of flower

ge

from bud, curdling of milk, cooking of food, bursting of a balloon, growth of

a baby and burning of wood.
id
br

D. Give reasons.
am

1. These are chemical changes and irreversible because once the Earth is
destroyed by the changing global climate, it will not be able to get back to its
C

state as before.
2. Copper is used for making electrical wires because it is a good conductor of
electricity and offers minimum resistance to current.
3. Aluminium is sought after because it is abundant, fairly easy to obtain and
very light. It’s also strong, resists corrosion and conducts both heat and
electricity well. For these reasons, alloys of aluminium are the primary metals
that are used to build airplanes.

223
 Test paper 3

A. Very Short Answer Questions.

A.
1. False. Green plants are autotrophs.
2. True
3. True
4. False. Vertebrates are the animals that have backbone.
B.
1-b,  2-d,  3-e,  4-a,  5-c

s
es
B. Short Answer Questions.

Pr
1. Unicellular organisms are single-celled animals that are made up of only one
cell. For example, Amoeba.

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2. Wolves, crocodiles, eagles and birds. rs
3. Animals whose body temperature changes with the outside temperature
are called cold-blooded animals. For example, insects, most reptiles and
ve

amphibians. Animals whose body temperature does not change with the
ni

outside temperature are called warm-blooded animals. For example, birds

U

and most mammals.

4. Camel and African wild dog.
ge

5. Plants living in deserts are called xerophytes.

id

6. Bodies of fish have a streamlined shape—narrow at the ends and broader in

br

the middle. This shape minimises the resistance to flowing water and enables
am

them to move smoothly and quickly through water.

7. The climate in a tropical rainforest is hot and there is heavy rainfall.
C

8. In parallel venation, all the veins run parallel to each other from the base to
the apex of the leaf. In reticulate venation, veins are arranged in the form of a
net-like pattern on the leaf.
9. (a) Tendons: Muscles are attached to bones by strong, white, connective
tissue called tendons. (b) Species: A group of similar-looking organisms that
are capable of breeding among them selves to produce fertile young ones
constitute a species.

C. Long Answer Questions.

1. Abiotic components mean non-living components. Sunlight, air, water, soil
and temperature are some of the abiotic components of the environment.
224
 These components form an important part of the organism’s habitat. Some of
the abiotic components are discussed below:
Sunlight
Sunlight is essential for all living organisms on the Earth. Green plants
photosynthesise in the presence of sunlight. All animals depend on plants for
food, either directly or indirectly. Plant-eating animals feed on plants. Flesh-
eating animals, in turn, eat plant-eating animals. So, sunlight is the ultimate
source of energy for all living organisms.
Air
Air is a mixture of several gases. Oxygen and carbon dioxide are two gases
that support life on the Earth. Plants need carbon dioxide for preparing their
food by photosynthesis. Both plants and animals use oxygen for respiration.

s
Carbon dioxide is exhaled by animals. It is also added to the environment by

es
burning of fuels. Oxygen is given out by plants during photosynthesis.

Pr
Water
The human body is about 65% water by weight. Our body cells, tissues,

ity
blood, and even bones contain water. Like human beings, bodies of all living
rs
organisms contain water. Plants absorb water from the soil through their
ve
roots. Water is a raw material essential for photosynthesis. Water acts as a
medium of transport in the bodies of both plants and animals. It is through
ni

water that nutrients and waste materials move throughout the body.Water
U

is the habitat for many organisms such as lotus, water lily, fish, whale, shark
and seahorse.
ge

2. Animals living in water are called hydrocoles. Aquatic animals show

id

adaptations which help them to survive in water. The body is boat-like in

br

shape. Such a shape is termed as streamlined. This shape reduces resistance

while swimming in water.
am

They show special appendages called fins that help in swimming. Some show
C

webbed feet like frog. In ducks, the feet are paddle-like and webbed helping
them to swim in water. Aquatic animals have air-filled organs and bladders
that make them lighter and help them to remain afloat. The body is covered
with a waxy layer of scales to protect them from decaying.
To breathe dissolved oxygen, they have special respiratory organs called gills
which help in exchanging gases in water. Some animals like frog breathe
through their moist skin.
3. Snowy owl, tundra swan, Arctic fox and Polar bear are found in the tundra.
Animals that live in the mountains have a thick skin or fur to protect them
from the cold. They have thick and strong limbs that help in climbing rocky
mountains.

225
 4. Modified roots are helpful in the following ways:
To store extra food: In certain plants, roots store the extra food prepared
by the leaves. These roots become swollen and fleshy; for example, carrot,
turnip, sweet potato, radish and beetroot (tap roots).
To provide extra support to the plant: In some plants like the banyan tree,
extra roots arise from the stems and branches. These roots grow downwards
and fix to the soil. These types of roots, called prop roots, provide extra
support to the plant.
To grow new plants: In plants like sweet potato, dahlia and bamboo, parts
of roots give rise to new plants. These young plants grow to become mature
plants.
For nutrition: In plants like dodder, specialised roots called parasitic roots

s
develop from the stem. These roots help them to absorb water and nutrients

es
from the host.

Pr
For climbing: In some plants like money plant and betel, climbing roots help
them to climb up a support such as a pole or a tree.

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5. The leaf has different parts—lamina, petiole, apex, margin, midrib and veins.
rs
The flat, broad and green portion of the leaf is called the leaf blade or the
ve
lamina. The lamina is attached to the stem by a narrow stalk called the
petiole. The tip of the leaf is called the apex. The edge or boundary of the
ni

leaf is called the leaf margin. A thin line running from the base to the tip
U

branches out to form finer lines, which spread across the lamina. These fine
ge

lines are the veins. The midrib is the main vein, which continues from the
petiole and runs from the base of the leaf to the apex. The veins transport
id

water, minerals and food in a leaf. The finer veins carry food and water to
br

every part of the leaf. Veins also support the leaf blade.
am

D. Give reasons.
C

1. Animals like scorpions and snakes hide under rocks or dig burrows
underground and stay there during the day to escape the heat and the Sun.
Some of them are dormant (inactive) in the summer. In this manner they
make special adaptations which make them capable of surviving in both
desert and green regions.
2. In some plants such as bitter gourd and grapevine, thin, coiled structures
called tendrils are given out by the stem. These tendrils coil around a support
and attach the plant to it.

226
 3. Snakes are limbless animals yet they have a highly flexible backbone
(vertebral column) with 200 to 400 vertebrae. These vertebrae are attached to
strong muscles, which enable them to move very fast even without limbs.
4. Humans have skeleton to give shape and support to the body, to protect
delicate internal organs and to enable movement of various body parts.

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

227
 Test paper 4

A. Very Short Answer Questions.

A.
1. length  2. motion  3. rectilinear motion  4. periodic motion
5. poles  6. compass
B.
1. False  2. False  3. 
True  4. 
True  5. 
True

B. Short Answer Questions.

1. Translatory motion

es
2. The motion in which an object moves about a fixed axis without any change
in its radius is called rotational motion.

Pr
3. When an object moves to-and-fro or back-and-forth about a fixed point, it is

ity
said to be in oscillatory motion.
4. Periodic motion
rs
5. A magnetic compass is a small instrument having a freely-rotating
ve

magnetised needle pivoted at its centre that indicates the direction of the
ni

Earth’s magnetic poles.

U

6. Magnets attract iron and steel substances but do not attract other metals like
aluminium and copper.
ge

7. The Earth behaves like a huge bar magnet. The South Pole of this huge
id

magnet lies close to the Earth’s geographic North Pole and the North Pole of
br

this magnet lies close to the Earth’s geographic South Pole. The opposite poles
of magnets attract. So, when a magnet is suspended freely, its North Pole is
am

attracted to the Earth’s geographic North Pole (the Earth’s magnetic South
Pole) and its South Pole is attracted to the Earth’s geographic South Pole (the
C

Earth’s magnetic North Pole).

8. Repulsion is a sure test of magnetism.

C. Long Answer Questions.

1. The motion in which all the parts of an object move through the same distance
in same time is called translatory motion. Translatory motion is of two types—
rectilinear motion and curvilinear motion. When an object moves along a
straight line, it is said to be in rectilinear motion. An apple falling down from
a tree, a vehicle running on a straight road, soldiers marching in a parade and
a bullet shot from a gun are examples of rectilinear motion. When an object

228
 moves along a curved path, it is said to be in curvilinear motion. A train
moving along a curved track, a ball thrown at an angle and a stone tied to a
string and circled around, are all examples of curvilinear motion.
2. In early times, people used body parts to measure lengths. Various units such
as cubit, handspan, arm span, footspan and pace (or stride) were used for this
purpose.
A cubit is the length between the tip of the middle finger and the elbow of an
outstretched arm. A handspan is the length between the tips of the thumb
and the little finger of an outstretched palm. An arm span is the length of the
outstretched arms. A footspan is the length between the tip of the big toe and
the heel. A pace or stride is the length covered in a single step while walking.
3. A motion that repeats itself after regular intervals of time is called periodic

s
motion. Examples of periodic motion are swinging of a pendulum, motion of

es
the hands of a clock, the rotation of the Earth (rotation completes in every
24 hours) and revolution of the Earth around the Sun (it takes 365 1 days).

Pr
4
A motion that does not repeat itself at regular intervals of time is called non-

ity
periodic motion. Examples of non-periodic motion are kite flying in the sky,
hitting of tennis ball by a player and the beating of our heart (heart beats
rs
faster when we exercise or run; it beats slower when we sleep).
ve

4. Magnets are widely used in the following ways:

ni

• M
 agnets are used in cranes to separate and lift iron and steel objects from
U

scrap heaps.
ge

• T
 hey are used in the construction electrical motors and generators.
Motors are used in fans, pumps, mixer-grinder and many other appliances.
id

• They are an important component in speakers, headphones and microphones.

br

• Magnets (electromagnets) are used in electric bells.

am

• Magnets are used in hard disks and compact discs to store data.
• T
 hey are used in credit cards, ATM cards and other swipe cards. The
C

reverse side of these cards has a black stripe or band. This stripe is made
up of tiny magnetic particles and stores information.
• M
 RI (Magnetic Resonance Imaging) scanning is a medical technique used
to form images of the body.
5. To observe that a freely suspended magnet comes to rest in a particular
direction, perform the following experiment:
Take a bar magnet and suspend it freely. You can tie the magnet with a string
and paper stirrup and hang it using a plastic stand. Another way to suspend
it freely is to attach the magnet on the top of a wooden cork and let this
arrangement float in a wide plastic tub containing water. After you freely
suspend the magnet, observe what happens. Gently disturb the magnet.
229
 Observation and Conclusion: The freely suspended bar magnet comes to rest
in a particular direction. Even when it is disturbed, it again aligns itself in that
direction.

D. Give reasons.
1. A magnet should never be hammered with any hard object, because it will get
demagnetised.
2. If a magnet is split into two pieces each of the two pieces will become two
individual magnets, each with two poles—North and South. Thus, magnetic
poles cannot be isolated from each other. If the two pieces are further split
into smaller pieces, each piece will become a separate, smaller magnet.
3. Motion of an object is always considered with respect to or in relation to

s
another object. To understand this better, consider the following example:

es
A mother is pushing the pram on the road. Here, the mother is in motion

Pr
with respect to the road. The pram is in motion with respect to the road. The
baby is in motion with respect to the road. However, the baby is at rest with

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respect to the pram. rs
ve
ni
U
ge
id
br
am
C

230
 Test paper 5

A. Very Short Answer Questions.

1. The process in which liquid changes into gas is known as vaporisation.
2. Some rainwater falls to the land and flows beneath the Earth’s surface
through large pores on soil. This is known as percolation.
3. The sound caused by lightning is called thunder.
4. Books, tables, pencils are some examples of non-luminous objects.
5. In the medium, light travels in a straight line. This is referred to as rectilinear
propagation of light.
6. The solar eclipse occurs when the moon comes in between the Earth and

s
es
the Sun.

Pr
B. Short Answer Questions.
1. Application of conductors and insulators:
• E
ity
 lectrical switches are made of plastic to provide insulation to our body
rs
while current flows inside the circuits.
ve

• I n heaters, the coils are made of metal, so that they glow bright when
ni

heated up.
U

2. Stay inside an enclosed shelter and avoid using electrical devices of all kinds.
If outdoors, bend and lower the body, keeping away from the ground as
ge

much as possible. Stay away from water. Do not stand under a tree or near a
id

tall tower. Avoid going near wire fences, metal pipes and rail tracks.
br

3. Lightning is the sudden flow of electric charges (electricity) between clouds or

between a cloud and the ground.
am

4. In a given medium, light travels in a straight line.

C

5. We are able to see reflection in the mirror because the surface is smooth and
shiny which helps in reflection.
6. Light is the natural agent that stimulates sight and makes things visible. A
shadow is defined as a dark area formed when an opaque object obstructs the
path of light.
7. In a given medium, light travels in a straight line. This is referred to as
rectilinear propagation of light. Rectilinear means ‘consisting of straight lines’
and propagation means ‘movement through a medium’.
8. A switch is a device for making or breaking an electric circuit.

231
 C. Long Answer Questions.
1. Thunder is the sound caused by lightning. Lightning is the sudden flow
of electric charges (electricity) between clouds or between a cloud and the
ground. During lightning, a bright flash of light is seen and a sound in the
form of thunder is heard. We see the lightning flash first and hear the sound
of thunder a few seconds later. This is because light travels faster than sound
through air. Though both are caused simultaneously, light reaches our eyes
faster than sound reaches our ears. Lightning strikes can be dangerous. They
can cause objects to catch fire because of the tremendous heat generated
during the process. Lightning can cause heavy damage to trees, buildings,
electrical and telephone lines and also humans.
2. The three states of water can be changed from one form to another.

s
• M
 elting: The process in which ice (solid) changes into water (liquid) is

es
called melting. Melting of a substance takes place when it absorbs heat.

Pr
Melting of a pure solid takes place at a particular temperature, which is
called its melting point. Ice melts at 0 °C.

ity
• F
 reezing: The process in which water changes into ice is called freezing.
rs
It is the reverse of melting. Freezing also takes place at a particular
temperature, called the freezing point. The freezing point of water is 0 °C.
ve

• V
 aporisation: The process in which water changes into water vapour (gas)
ni

is called vaporisation. This occurs in two ways—evaporation and boiling.

U

Boiling of a liquid takes place at a particular temperature called the

boiling point. The boiling point of water is 100 °C.
ge

• C
 ondensation: It is the reverse of evaporation. Water vapour changes to
id

liquid water or condenses when it comes into contact with a cold surface.
br

3. We require three identical cardboards, a candle and three mounting boards

am

to show that light travels in straight lines. Pierce holes exactly at the centre of
the three cardboards. Mount them vertically such that the holes fall perfectly
in a line. Place a lighted candle and try to view the candle flame from the
C

other end. Observe that the flame can be seen only when the three holes lie
perfectly in a line.
4. An electric bulb is designed to emit light. It consists of a coiled filament
made of tungsten. This filament is supported by thin, straight support wires.
The support wires stand on a glass mount, which is further connected to the
terminals. Terminals are the points at which the bulb is connected to a path of
electric current. This entire set-up is enclosed in a glass case. The space inside
the glass case is filled with an inert gas or non-reactive gas. When electric
current is passed through the bulb, the tungsten filament gets heated up to a
very high temperature, and starts to glow, emitting light.

232
 5. The parts of an electric torch and their functions are as follows:
• Plastic casing: The entire circuit is protected by a cylindrical plastic casing.
• B
 ulb or lamp: The front part of the plastic casing has a bulb, which is
covered by a transparent plastic or glass.
• R
 eflector: The reflector is a shiny surface which reflects the light rays and
gives a bright, steady beam of light.
• S lide switch: The flow of electric current is broken when the switch is OFF
and the flow of current starts when the switch is ON.
• Metal spring: The spring connects the batteries to the circuit.
• B
 atteries/Electric cells: These are the source of electric current which gives
power to the bulb. There may be one or more cells in a torch.

s
• L
 amp contact: This is the point where the batteries connect to the bulb or

es
lamp.

Pr
D. Give reasons.

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1. We are able to see our clear reflection on a surface of calm water in a pool or
a pond surface because it has smooth surface and the light is reflected at the
rs
same angle as it strikes the surface.
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2. Refraction is the name given to bending of light when it travels from one
ni

material to another.
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3. a) is transparent.
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b) the process of bouncing back of light rays after hitting a surface.

id
br
am
C

233
 Test paper 6

A. Very Short Answer Questions.

A.
1. rainwater  2. monsoon season  3. drought 
4. Non-biodegradable  5. sewage
B.
1. True  2. False  3. False  4. False  5. 
True

B. Short Answer Questions.

1. River, well, pond, lake, ocean and rain

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2. Collecting and storing of rainwater for later use is called rainwater harvesting.

Pr
3. We can’t drink saline water because of its high salt content.
4. Nitrogen is essential for the growth of plants. Nitrogen-rich fertilisers are

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added to soils lacking in nitrogen. rs
5. The chimneys of factories are made very tall so as to release the smoke
high up in the atmosphere, that is, away from the ground where plants and
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animals live.
ni

6. We can reduce waste production at home by not using plastic bags, by

U

carrying our own cloth bag while going to the market, by not throwing away
plastic items but giving them to a scrap dealer for recycling.
ge

7. A landfill is a large, open and low-lying area used for disposing solid waste.
id

8. The process of composting organic wastes into manure with the help of
br

various worms is called vermicomposting.

am

III. Long Answer Questions.

C

1. The crop fields, forests, villages and cities may get submerged by floods.
Crops fail to grow in such conditions which lead to shortage of food. The
communication systems, telephonic as well as electronic, fail in flooded places.
This makes it difficult to contact and help the affected people. The clean and
polluted water gets mixed during a flood. This leads to a shortage of drinking
water. Water logging leads to the spread of diseases like cholera and dengue.
Floods also cause a great damage to human life, plants and animals, many of
whom die. Some animals are carried away with the flood waters.
2. In summers, due to the excessive heat, evaporation and transpiration, shortage
of water occurs. If the monsoon season fails to arrive or is delayed or weak, it
leads to a severe shortage of water throughout the year, as the water lost is not

234
 replenished by rain. Under such conditions, the soil becomes dry, the level of
water in ponds and wells of the region goes down and some of them may even
dry up. The groundwater may also become scarce. Such a long period when
there is little or no rain is known as a drought. If the monsoon fails or a given
place does not receive adequate rainfall for several years in a row, it leads to
severe drought conditions. In drought conditions, it is difficult to get food
and fodder. Crops dry up and do not grow without adequate water. The land
becomes dry and its top layer is blown away by wind, leading to soil erosion.
This further reduces crop production as soil becomes infertile. The natural
vegetation also dries up due to acute scarcity of water.
3. We must conserve water for our survival. Lack or absence of water will lead
to extinction of life from the Earth. Water is very essential for maintaining
balance in the ecosystem. One of the best ways to conserve water is to

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collect rainwater and store it for later use. Collecting rainwater in this way
is called rainwater harvesting. Some other ways of conserving water are:

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use water judiciously at home, school, industries, etc,; take up afforestation
programmes; not use river banks for construction activities.

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4. The major constituents of air, or the Earth’s atmosphere, are nitrogen, oxygen
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and argon. By volume, air contains nearly 78% nitrogen, 21% oxygen, 0.9%
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argon, 0.04% carbon dioxide and small amounts of other gases (methane,
ozone, neon and helium among others). Air also contains varying amounts of
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water vapour and dust.

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5. Some methods of waste disposal are:

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a. Putting waste in landfills

Before the waste is transported to garbage dumping sites, sorting is done and
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recyclable materials are separated from it. The remaining waste is dumped in
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landfills. A landfill is a large, open and low-lying area used for disposing solid
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waste. In this low- lying area, solid waste is spread and covered with a layer
of soil. Above this soil, waste is put again and covered with soil. This is done
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several times till the landfill area is filled completely. After this, this large area
can be converted to a park or playground.
b. Composting
Composting is a method of waste disposal in which organic waste is
deposited in a pit in the ground and allowed to decompose naturally. Fruit
and vegetable peels, spoilt food, tea leaves, dry leaves, dead plants and egg
shells are generally used for composting. The final product is called compost,
which is used as manure for plants.
The process of composting organic wastes into manure with the help
of various worms is called vermicomposting. Generally, red worms and

235
 earthworms are used for this purpose. The action of worms produces a
nutrient-rich substance which is added to soil to improve its fertility.
c. Incineration
Some wastes like medical wastes are burnt in special furnaces which turn
these wastes into fine ash.
6. Some of the local organisations follow the waste disposal methods such as
sanitary landfills, incineration and composting.
7. Hazardous waste can be decomposed by incineration. Incineration is a waste
treatment method that involves burning of waste in specialised furnaces. This
high-temperature treatment converts the waste materials into ash, various
gases and heat. This method is useful for mainly treating medical waste and
other hazardous waste, whose disposal is a serious problem. In many places,

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the heat produced in incinerators is used to generate electricity.

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D. Give reasons.
1. Due to heat of the Sun, water from various water bodies changes to water

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vapour. This is called evaporation. Water is also lost by transpiration, a
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process by which leaves of plants give out extra water in the form of water
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vapour.
2. Groundwater reaches our home by digging wells or through tube wells.
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3. Carbon dioxide is a minor but an important component in air because it is

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used by plants for the process of photosynthesis.

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4. The balance of oxygen and carbon dioxide is maintained in the atmosphere

by the oxygen released by plants during photosynthesis and carbon dioxide
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released by humans and animals in the atmosphere. The balance of oxygen

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and carbon dioxide is made due to respiration and photosynthesis.

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5. Recycling of waste helps to lessen the volume of waste and, thus, reduce
the pollution of the environment. It also saves energy as an all-new product
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requires more energy for its manufacture than a recycled product.

236
 Worksheet 1 (Chapters 1 to 6)
A. 1. d. nourishing   2. b. seed   3. c. proteins   4. b. malnutrition
5. b. Mixtures   6. c. Winnowing   7. a. gin   8. a. sericulture
9. b. irreversible   10. c. reactants
B. 1.  True  2. False  3.  True  4.  True

Worksheet 2 (Chapters 7 to 10)

A. 1. a. Water   2. a. Amoeba   3. a. mercury   4. b. abiotic
5. d. Excretion   6. b. Response   8. c. tissue   9. a. Tundra
9. b. hydrocoles   10. c. petiole
B. 1. riveting  2. tundra  3. Corolla  4. Species  5. air  6. Femur

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Worksheet 3 (Chapters 11 to 15)

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A. 1. d. unit   2. c. non-periodic   3. d. rotational   4. a. poles

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5. c. magnetic compass   6. a. keeper   7. c. vaporisation
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8. b. lightning   9. a. battery   10. d. electric circuit.
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B. 1-b,  2-e,  3-a,  4-c,  5-d
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Worksheet 4 (Chapters 16 to 18)

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A. 1. a. seawater   2. c. drought   3. c. Cyclone   4. d. monsoon

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5. b. condenses   6. d. none of these   7. b. waste management

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8. d. none of these   9. b. landfill   10. a. Plastic

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B. 1. surface water  2. Flood  3. Pollution
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4. Biodegradable   5. Landfill
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237
 Practice Test Paper 1
A. Very Short Answer Questions.
1. Producers (plants) manufacture their own food through photosynthesis, in the
presence of sunlight.
2. Vitamin A
3. The method of separating two miscible liquids from their mixture is called
distillation.
4. Decantation is the process by which sedimented liquid is separated by
pouring it in the other container very slowly without disturbing the settled
sediments at the bottom of the container. Sedimentation is the process of
settling down of heavy insoluble impurities.

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5. Liquids that do not mix with each other are called immiscible liquids.
6. Cotton, wool, jute and silk.

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7. Matter can exist in three main states: solid, liquid and gas. Solid matter

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is composed of tightly packed particles. A solid will retain its shape; the
particles are not free to move around. Liquid matter is made of more loosely
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packed particles. Gas has freely moving particles.
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8. Living organisms such as plants and animals form the biotic components
(living components) of our environment. Non-living things such as soil, air,
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water and light are the abiotic components (non-living components) of our
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environment.
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9. A scientist who specialises in the study of plants is known as a botanist.

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10. Epiphytes are plants that live on other plants; and instead of collecting water
with roots, they obtain water and minerals from rain and from debris that
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collects on the supporting plants through hair on their leaves.

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11. Five vertebrates are human beings, dogs, cats, lions and fishes.
12. Aquatic, forest, desert, tundra and grassland
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B. Short Answer Questions.

1. Food has some chemical substances called nutrients. These components of
foods are needed by our body for proper growth and maintaining good health.
2. In a homogeneous mixture, constituents are uniformly spread and each
part of the mixture has the same property. In a heterogeneous mixture,
constituents are not evenly spread throughout the mixture and each part of
the mixture does not have the same property.
3. Weaving is the process in which two sets of yarn are interlaced at right angles
to form a fabric or cloth. Spinning is a process in which fibres are twisted to
produce continuous threads.
238
 4. Hemp is a plant fibre extracted from the stems of the hemp plant. The
harvested stalks are retted and dried to obtain long strands of fibre. Hemp
fibres are used in manufacturing of ropes, nets, clothes and paper.
Flax fibres are obtained from the stems of the flax plant. These fibres are
soft, but twice as strong as cotton. These are used to make ropes, high-quality
paper and tea bags. The cloth made by weaving flax is called linen.
Silk cotton is a soft and fluffy plant fibre obtained from the kapok tree. The
kapok tree bears fruits, which burst on ripening, exposing the raw silk cotton
fibres. These fibres are lightweight and are used to stuff pillows, cushions and
life jackets.
5. We need to group things for the following reasons:
• Grouping of objects makes our work convenient and saves our energy.

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• I t saves our time as we can locate them easily. If objects are not grouped, a
lot of time is wasted in searching them.

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• I t helps us to study the properties of similar objects and helps us
understand the exceptions better.

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6. Changes that can be reversed are called reversible changes. Changes that
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cannot be reversed are called irreversible changes. Some examples of
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reversible changes are freezing water to make ice, melting of ice cream,
evaporation of water (reversed by condensation), folding a cloth and
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squeezing a toothpaste tube. Examples of irreversible change are blooming

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of flower from bud, curding of milk, cooking of food, bursting of a balloon,

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growth of a baby and burning of wood.

7. Reproduction is the process by which living organisms produce new,
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individual organisms of their own kind.

br

These are some examples of stimuli and responses:

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a) We withdraw our hand if we accidentally touch a hot kettle or the thorn
of a plant.
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b) If any object approaches our eye, we close our eyes at once.
c) The shoot of a plant grows towards light (stimulus). This is called
phototropism. The root grows towards gravity (stimulus). This is called
geotropism.
d) Many flowers close (petals fold inward) during sunset and re-open with
sunrise.
8. In plants like the banyan tree and corn plant, extra roots arise from the stems
and branches. These roots grow downwards and fix to the soil. These types of
roots, called prop roots, provide extra support to the plant.

239
 9. An earthworm moves using two sets of muscles—one set that is present in
each segment and the other set that runs along the length of its body. It moves
by repeated contractions and expansions of the muscles. When the segment
muscles contract, its body stretches and becomes thinner. It fixes the front
part of its body to the soil. Next, the length-wise muscles contract and its
body becomes shorter and wider. It releases the front part of its body, and
fixes the rear part, thus pulling the body forward.
10. Rib cage is the enclosure of bones located in the chest region. It is made up of
curved bones. There are 12 pairs of ribs (24 bones) in an adult. The rib cage
protects the heart and lungs.

C. Long Answer Questions.

1. Vitamin A (Retinol)

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Functions: Keeps the eyes and skin healthy, needed for normal body growth

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Sources: Green leafy vegetables, pumpkin, carrot, papaya, cod liver oil,
butter, milk

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Vitamin B1 (Thiamine) rs
Functions: Needed for the proper functioning of the nervous system and
the heart
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Sources: Whole grains, green peas, milk, cauliflower, potato, seafood and
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eggs, sprouts, germinated seeds

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Vitamin B2 (Riboflavin)
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Functions: Needed for healthy skin, for proper growth and development of
the body
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Sources: Milk, cheese, eggs, leafy vegetables, mushrooms

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Vitamin B3 (Niacin)
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Functions: Needed for healthy skin, for proper functioning of digestive and
nervous system
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Sources: Potatoes, tomatoes, whole cereals, fish, meat

Vitamin B12 (Cobalamin)
Functions: Required for the normal functioning of the brain and nervous
system, necessary for the formation of red blood cells
Sources: Fish, meat, eggs, liver, milk and milk products
Vitamin C (Ascorbic acid)
Functions: needed for the formation of skin, bones and blood vessels and
healing of wounds
Sources: citrus fruits such as lemon and orange, amla, tomato, guava and
green leafy vegetables
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 Vitamin D (Calciferol)
Functions: helps the body to absorb calcium, needed for strong bones and teeth
Sources: foods include cod liver oil, fatty fish, liver, egg yolk. Note: Our skin
produces vitamin D when exposed to sunlight.
Vitamin E (Tocoferol)
Functions: protects the body’s cells from damage, needed for healthy skin and
eyes, builds stronger immunity
Sources: nuts, seeds, vegetable oils, green leafy vegetables and liver
Vitamin K (Phylloquinone)
Functions: essential in the clotting of the blood
Sources: green leafy vegetables like spinach, broccoli and cabbage, fruits like

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avocado, grapes, kiwifruit, blueberries

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2. Liquids are either miscible or immiscible. Liquids that mix well with each

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other are called miscible liquids. Liquids that do not mix with each other are
called immiscible liquids. Miscible liquids can be separated by the process of

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distillation. A special apparatus like Liebig’s condenser is used for distillation.
Water, petrol and diesel are examples of liquids that are distilled.
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3. Water undergoes several cleaning methods before being supplied to our
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homes as drinking water. The steps in the purification of water are as
follows:
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At first, the water collected from pond, stream or river is passed through
large screens (a type of filter) to remove large, solid impurities such as leaves,
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sticks, insects and pebbles. This process is called screening.

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Next, the water is allowed to stand. Finer solid impurities that are heavier
than water settle down forming a layer at the bottom. This is sedimentation.
br

At this stage, alum is added to water to speed up the sedimentation. This

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is known as loading. The dissolved particles of alum help the lighter and
finer impurities to settle down. The cleaner water is then transferred, leaving
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behind the sediments, by the process of decantation.

The water is then passed through sand filters. This is filtration. Sand filters
separate very fine dirt particles from water. Often, a layer of coal is present
above the sand filters.
Chlorine is added to water to kill the germs (harmful microorganisms) present
in it. This is called chlorination. The purified water is stored in large tanks.

241
 4. Steps involved in making of jute are:
Step 1: The jute plant grows more than three metres in height. While
harvesting, the stems or stalks are cut off from close to the ground.
Step 2: The stalks are tied together in bundles and soaked in water for about
20 days. This process rots the stems, loosening the long strands of jute fibre.
The jute fibres are pulled out, washed and dried. This process of separating
fibres from stems is called retting.
Step 3: The long, dried jute fibres are tied into bundles and sent to jute mills.
Jute fibres are very strong and do not break easily.
Step 4: In the mills, jute fibres are first combed and then spun into yarns. They are
then woven or knitted into sacks, bags, carpets, mats, nets and other products.
5. Properties of matter are:

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Roughness: The property of a substance to appear uneven/corrugated or
smooth, when felt or touched. A silk dress is smooth whereas the bark of

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a tree is rough. The bark of a tree has tiny bumps which make it rough to
touch. Unpolished wood, sandpaper and rocks have rough surfaces. Polished

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wood, ceramic tile and flower petals have smooth surfaces. Smooth surfaces
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reflect light and often appear lustrous/shiny.
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Hardness: A material is hard if its shape cannot be changed easily by pressing.
A rock is hard whereas cotton is soft. Diamond is the hardest known
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substance on the Earth. Wood, brick and iron are examples of hard materials.
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Sponge, silk, modelling clay and potter’s clay are soft materials.
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6. Chemical changes are those changes in which chemical reaction occurs in the
substances and new substances are formed. A chemical change occurs due
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to a chemical reaction between the substances that are mixed together. The
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substances that combine together to undergo a chemical change are called

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reactants. The new substances formed are called products. Some examples of
chemical changes are:
C

• C
 ooking of food: Cooking is a chemical change. Chemical reactions occur
due to heat and new substances are formed. The original ingredients
cannot be recovered from the cooked item. This change is irreversible.
• B
 urning of materials: Burning of materials like wood, paper, coal, petrol
and kerosene is a chemical change. When a substance burns, it chemically
reacts with oxygen in the air. When wood burns, ash and various gases
are formed. These materials cannot be combined to recover the wood. So,
burning is an irreversible change.

242
 • G
 rowth of living organisms: Plants and animals not only grow in size, but
there are hundreds of chemical reactions taking place inside their bodies.
For growth and development, living organisms get the nourishment from
the food they eat. Growth cannot be reversed. Hence, growth of living
organisms is an irreversible change.
• R
 usting of iron: Rusting of iron is a chemical change. Rust is formed when
iron reacts with oxygen in the presence of water or moisture to form a
new substance, iron oxide (reddish-brown rust). Rusting causes wastage of
the iron metal. It is an irreversible process.
7. Abiotic components mean non-living components. Sunlight, air, water, soil
and temperature are some of the abiotic components of the environment.
These components interact with one another to form conditions of weather,

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soil, water availability, etc. in a place.

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8. • L
 eaves make food for the plant by photosynthesis. During photosynthesis,

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leaves utilise water and carbon dioxide (raw materials) to prepare food
in the presence of sunlight. In this process, oxygen is given out. The

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green pigment chlorophyll present in the leaves traps sunlight for the
photosynthesis reaction to take place. The food is in the form of glucose (a
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type of sugar). This glucose is used by the plant for obtaining energy. The
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extra glucose is converted to starch and is stored in fruits, stems and roots.
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• P
 lants breathe through their leaves with the help of stomata. These tiny
pores open and close during the exchange of gases.
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• L
 eaves of plants give out extra water in the form of water vapour through
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stomata. The process of releasing water vapour through the stomata is

called transpiration. This helps plants in cooling down. As water escapes
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from the leaves, more water is absorbed and pulled up through the roots.
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In this process, minerals, along with water rise up through the stem.
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9. Movement in human beings:

The skeleton gives shape and support to the body. The bones of the skeleton,
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along with the muscles, enable movement of the various body parts. Bones
are joined at joints which allow movement of the bones. At a joint, bones
are held together by ligaments. Different types of joints allow movements in
different directions. Muscles are attached to bones by tendons. Human beings
are able to move due to contraction and relaxation of muscles which work in
pairs.

243
 Practice Test Paper 2

A. Very Short Answer Questions.

1. The distance between any two points is defined as the length.
2. An object is said to be in motion if it changes its position with respect to its
surroundings in a given time.
3. When an object moves along a straight line, it is said to be in rectilinear
motion. When an object moves along a curved path, it is said to be in
curvilinear motion.
4. Iron and nickel are magnetic substances.
5. The three different states of water are ice (solid), water (liquid) and steam (gas).

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6. Two examples of translucent materials are frosted glass and butter paper.
7. A lunar eclipse occurs when the Sun, the Earth and the moon come in straight

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line such that the shadow of the Earth falls on the moon.
8. Terminals of a bulb are the points at which the bulb is connected to a path of
electric current.
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9. Water collected in streams, rivers, lakes, ponds, etc. is called surface water.
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10. The thick blanket or later of air surrounding the planet Earth is called the
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atmosphere.
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B. Short Answer Questions.

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1. Few objects show more than one type of motion while working; these are
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multiple motions. Motion of bicycle shows multiple motions. The wheels of a

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bicycle show rotational motion and the bicycle as a whole shows translatory
motion. Similarly, the Earth shows rotational motion and the rotation shows
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periodic motion.
2. When an object moves to-and-fro or back-and-forth about a fixed point, it is
C

said to be in oscillatory motion. Motions of a swing and the pendulum of a

clock are the examples of oscillatory motion.
3. Magnets can be used to find the directions as a freely suspended magnet
always comes to rest in the North-South direction. Also, a magnetic compass
is an instrument to find directions of the Earth’s magnetic poles.
4. A magnet should never be hammered. It should be prevented from falling
from height. Heating a magnet may demagnetise it. Keepers should be used to
store magnets.

244
 5. The water cycle is a continuous cycle by which water circulates between the
Earth’s oceans, atmosphere and land.
6. Light travels in a straight line. This property is referred to as rectilinear
propagation of light. As long as light is travelling in a particular medium, it
moves in straight lines.
7. A dry cell is an electric cell which contains chemicals in the form of a paste.
When the two terminals of the dry cell are connected, electric current flows
through the wire because of the reaction taking place inside it.
8. Materials that allow heat or electric current to flow through them are called
conductors. Materials that do not allow heat or electric current to flow
through them are called insulators.
9. Air consists of oxygen and carbon dioxide. Plants need carbon dioxide to

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inhale for photosynthesis. Other living organisms like animals and human

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beings need oxygen to inhale for living.

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10. The addition of harmful or poisonous substances into the Earth’s atmosphere
is termed as air pollution. Air pollution is caused due to burning of petrol and

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diesel in vehicles, burning of coal in power stations, eruption of volcanoes,
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burning of fossil fuels in factories, burning of garbage in open and forest fires.
As a result, we inhale polluted air which causes various diseases like heart
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diseases, lung diseases, burning eyes and cancer. We can avoid air pollution by
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planting trees, getting vehicles checked regularly for pollution levels, recycling
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materials and using cleaner fuels such as CNG.

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C. Long Answer Questions.

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1. In ancient times, people used body parts to measure lengths. Various units
br

such as cubit, handspan, arm span, footspan and pace (or stride) were used
for this purpose.
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• A
 cubit is the length between the tip of the middle finger and the elbow of
an outstretched arm.
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• A
 handspan is the length between the tips of the thumb and the little
finger of an outstretched palm.
• An arm span is the length of the outstretched arms.
• A footspan is the length between the tip of the big toe and the heel.
• A pace or stride is the length covered in a single step while walking.
2. Various types of motions are translatory, rotational, oscillatory, periodic and
non-periodic, random and multiple motions.
The motion in which all the parts of an object move through the same
distance in same time is called translatory motion. Translatory motion is
of two types—rectilinear motion and curvilinear motion. Consider a train
245
 moving on a straight track. Every part of the train as well as the passengers
in the train move the same distance in the same duration of time. This is an
example of translatory motion. When an object moves along a straight line, it
is said to be in rectilinear motion. When an object moves along a curved path,
it is said to be in curvilinear motion.
The motion in which an object moves about a fixed axis without any change
in its radius is called rotational motion. In this motion, different parts of
the object move through different distances in the same duration of time.
Examples of rotational motion are a spinning top or potter’s wheel and planet
Earth rotating on its axis.
When an object moves to-and-fro or back-and-forth about a fixed point, it is
said to be in oscillatory motion. Motions of a swing and the pendulum of a

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clock are examples of oscillatory motion.

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A motion that repeats itself after regular intervals of time is called periodic

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motion. Examples of periodic motion are swinging of a pendulum, motion of
the hands of a clock, the rotation of the Earth and revolution of the Earth.

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A motion that does not repeat itself at regular intervals of time is called non-
periodic motion. Examples of non-periodic motion are kite flying in the sky,
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hitting of tennis ball by a player and the beating of our heart.
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A motion is said to be random when the direction and speed of the object keep
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changing. A bird flying in the sky, a honeybee buzzing around in the park, the
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motion of a ball in a football match are few examples of random motion.

Many a time, more than one type of motion can be seen in an object. Such
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objects show multiple motions. Motion of a bicycle is an example of multiple

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motions. The wheels of a bicycle show rotational motion and the bicycle as a
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whole shows translatory motion.

3. The poles of a magnet are the regions where its magnetic strength is strongest.
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Therefore, if a bar magnet is rolled over some iron pins, the maximum
number of pins will get attracted to its two ends, which are its poles.
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4. Water can be changed from one state to another by freezing, melting,

evaporation and condensation. If we freeze water, it changes into ice that
is solid. Again, when we bring ice to room temperature, it melts to become
water that is liquid. On boiling the water, the steam starts coming out of it
which is the gaseous form of the water. Again, condensation changes water
vapour into water. Hence, it turns into liquid from gas.
5. A shadow is formed when an opaque object comes in the path of light. As
light travels in straight lines, the path of the light is blocked by the opaque
object and a dark region called shadow is formed on the opposite side of the
light source. Shadow is defined as a dark area formed when an opaque object

246
 obstructs the path of light. A transparent object will not cast any shadow,
whereas a translucent object will cast a faint shadow. Shadows are formed
because light does not bend while travelling through a given medium.
A shadow has the following characteristics:
• T
 he colour of the shadow is always dark, that is, black or grey,
irrespective of the colour of the object.
• A
 shadow shows only the outline and the shape of the object; and not its
details.
• T
 he size of the shadow depends on (i) the distance between the light source
and the object, and (ii) the distance between the object and the screen.
• A shadow cannot be obtained without a screen.

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6. The parts of an electric torch and their functions are as follows:

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• Plastic casing: The entire circuit is protected by a cylindrical plastic casing.

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• B
 ulb or lamp: The front part of the plastic casing has a bulb, which is
covered by a transparent plastic or glass.

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• R
 eflector: The reflector is a shiny surface which reflects the light rays and
gives a bright, steady beam of light.
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• S lide switch: The flow of electric current is broken when the switch is OFF
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and the flow of current starts when the switch is ON.

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• Metal spring: The spring connects the batteries to the circuit.

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• B
 atteries/Electric cells: These are the source of electric current which gives
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power to the bulb. There may be one or more cells in a torch.

• Lamp contact: The point where the batteries connect to the bulb or lamp.
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7. Water is one of the most essential materials required for life. One cannot
br

survive without water. Water is an important constituent of our body. The

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human body is about 70 per cent water. We digest our food with the help of
water. Waste from our body is removed in the form of urine and sweat which
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are again water based. We use water to wash, bathe, clean and cook and for
generating electricity. It is also used in industries and agriculture.
A plant’s body is approximately 60 to 65 per cent water. Plants use water
to transport food and nutrients from their roots to each and every corner of
their body and vice versa. Plants use water and carbon dioxide and convert
them into glucose (food) in the presence of sunlight in the process called
photosynthesis. Water is also used in the germination of seeds.

247
 Water is also the habitat of millions of aquatic plants and animals. Similar
to humans, animals also contain a large amount of water in their bodies.
A greater number of organisms live in oceans and seas than on land. Water
keeps evaporating from the various water bodies and condenses and falls as
rain. This continuous cycle is essential for all living organisms.
Apart from use in our everyday life, water has various other uses. Water is
also used as a means of transportation. Agriculture requires huge amount
of water. There will be no crops without water. Water is used to generate
electricity. This is known as hydropower. Various industries such as paper
industry, petroleum refineries, cloth industries, chemical industries require
water.
8. The two types of wastes are biodegradable and non-biodegradable.

s
Wastes that are capable of being broken down or decomposed into simple

es
substances by the action of microorganisms are called biodegradable wastes.

Pr
Biodegradable wastes include fruit and vegetable peels, paper, wood, cotton,
human and animal waste and many other natural materials.

ity
Wastes that cannot be broken down or decomposed by microorganisms
are known as non-biodegradable wastes. Examples are metals, plastics and
rs
glass bottles. Such wastes do not undergo the natural decaying processes and
ve
remain in the environment for hundreds of years. Non-biodegradable wastes
ni

contribute to solid waste and harm our environment. Therefore, this kind of
waste should be recycled and reused as much as possible.
U

For the purpose of segregation of waste, two types of bins are used—green
ge

bin and blue bin. The green bin is meant for biodegradable waste and the
blue bin for non-biodegradable waste. The earlier the wastes are segregated,
id

the better it is.

br
am
C

248
 Read and Answer 1

Answer these questions.

1. Carbon dioxide is one of the greenhouses gases in our atmosphere. Over-
production of carbon dioxide results in increase in the production of greenhouses
gases which can further result in global warming. Each person, organisation, home,
etc. also contributes in production of excess carbon emission. This is known as
carbon footprint. This can cause increase in global temperature of Earth’s surface.
2. Schools or organisations use electricity. If there is wastage of electricity, there is
increase in carbon footprint. The vehicles used in these schools and organisations
also generate CO2 as waste.

s
3. An individual can help by turning off the computer, television and lights when they

es
are not being used; walking or using a bicycle whenever possible instead of using a car
or bus; reducing the amount of trash created by recycling and reusing items.

Pr
4. Reducing-reusing-recycling of any material helps in less accumulation of waste.

ity
Hence, there is reduction in carbon footprint.
rs
Think and answer.
ve

1. This is because a laptop uses less energy than a desktop.

ni

2. Yes, because unnecessary speeding of car consumes a lot of petrol. Consumption

U

of petrol releases high amount of greenhouses gases, thereby, increasing carbon

footprint.
ge

3. (This is a topic for discussion. Ask students of heating of water uses energy or
id

not.) Washing clothes in hot water increases carbon footprint as heating water will
br

require more energy.

am

4. Humans and their carbon footprint.

Read and Answer 2

C

Answer these questions.

1. Coral reefs are one of the major marine biomes. We can find them in warm,
shallow water of sea.
2. Coral reefs are living organisms. These tiny living organisms are called polyps.
These polyps live on the outside of the reef. They are living organisms because they
have a definite lifespan.
3. Tourists can destroy coral reefs by overfishing, pollution, touching them, standing
or bumping into them with their boats.

249
 4. Coral reefs provide protection to coastlines from erosion,and they also provide
food, medicines, etc. If they die, marine life will be affected.

Think and answer.

1. Barrier reef is the world’s largest coral reef system, known as great barrier reef. It is
located off the coast of Queensland, Australia.
2. Yes, Maldives has coral reefs.
3. ‘Coral reefs—A living marvel’

Assertion – Reasoning
1; B  2; D  3; C  4; B  5; E  6; A  7; C  8; D  9; E  10; B

s
11; A  12; D  13; A  14; C  15; D  16; E  17; A  18; C

es
Pr
GO GREEN

ity
A. The picture shows water pollution. Polluted water is often toxic, It affects the life
of animals living in that water and those drinking it.
rs
B. 1. b solar energy   2. b greenhouse effect   3. b Plastic and polythene bags
ve

C. The burning of municipal waste can cause high-levels of air pollution or smog-like
ni

conditions.
U

A to Z Challenge
ge

1. ANTARCTICA 2. BIRDS 3. CONDENSATION

id

4. DRY ICE 5. EGESTION 6. FLOOD

br

7.
GILLS 8. HEMP 9. INSULATORS
am

JUTE
10 11.
KEY 12.
LENGTH
13. MAGNET 14. NITROGEN 15. ODOMETER
C

16. PROBOSCIS 17. QUARTZ 18. REPRODUCTION

19. SHEARING 20. THRESHING 21. URINE
22. VENATION 23. WATER 24. XEROPHYTES
25. YELLOW FEVER 26. ZOOLOGY

250
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
Additional
Worksheets es
s
 Worksheet 1
Chapter 1: Food and its Sources

I. Fill in the blanks.

1. Food has some chemical substances called .
2. Food may include one or more items called .
3. are organisms that break down dead and decaying
organisms.
4. . are animals that eat plants as well as other animals.

s
es
5. Plants make their own food by .
II. State whether the following statements are True or False.

Pr
1. Milk is a rich source of protein and calcium.

ity
2. Honey is a sweet liquid made by butterflies from the nectar of flowers.

rs
3. Carnivores are animals that eat only plants and plant products.
4. All food chains begin with plants.
ve

5. Meat is a good source of vitamins.

ni

III. Match the following.

U

1. Butterfly Caraway
ge

2. Spider Cinnamon
id

3. Bear Herbivores
br

4. Bark Omnivores
am

5. Seeds Proboscis
Carnivores
C

IV. Give two examples for each of the following:

1. Carnivores
a)  b) 
2. Herbivores
a)  b) 
3. Spices
a)  b) 

Name: ...................................................... Class: .................... Date: ....................

252
 Worksheet 2
Chapter 1: Food and its Sources

I. Very Short Answer Questions.

1. Name the various oils that are extracted from seeds of plants.
2. What are the sources of food?
3. Define parasites.
4. What is heterotroph?
5. What is a food chain?

s
es
6. Give four examples for herbivores and carnivores.
7. What is host?

Pr
8. Define nutrition.

ity
II. Short Answer Questions. rs
1. Write any four sources of food we get from plants with examples.
ve
2. Explain omnivores with examples.
3. Why do all animals depend upon plants either directly or indirectly? Explain.
ni

4. Differentiate between autotrophs and heterotrophs.

U

5. Explain in detail ingredients of food.

ge

6. What are the functions of food?

id

III. Long Answer Questions.

br

1. Describe in detail the food products obtained from animals.

am

2. Differentiate between scavengers and decomposers in detail.

3. Write any two food habits of animals with examples.
C

Name: ...................................................... Class: .................... Date: ....................

253
 Worksheet 1
Chapter 2: Components of Food

I. Fill in the blanks.

1. is the source of various components or nutrients.
2. Starch is a type of .
3. Soyabeans are rich in .
4. is the indigestible portion of plant food.
5. and are called protective foods.

s
es
II. State whether the following statements are True or False.
1. Carbohydrates are the prime source of energy for our body.

Pr
2. Anaemia is caused due to the deficiency of phosphorus in the blood.

ity
3. The fibre content of food is called proteins. rs
4. Water helps to maintain body temperature.
ve
5. Roughage helps to prevent constipation.
III. Match the following.
ni

1. Carbohydrates Milk
U

2. Fats Banana
ge

3. Proteins Nuts
id

4. Vitamin E Rice
br

5. Potassium Butter
am

Pulses
IV. Give two examples for each of the following:
C

1. Functions of proteins
a)  b) 
2. Consequences of obesity
a)  b) 
3. Minerals
a)  b) 

Name: ...................................................... Class: .................... Date: ....................

254
 Worksheet 2
Chapter 2: Components of Food

I. Very Short Answer Questions.

1. Define nutrients.
2. List five main components of food.
3. Define energy-giving foods.
4. What are the fat containing foods?
5. Define vitamins.

s
es
6. What role does vitamin E play in our body?
7. What is malnutrition?

Pr
8. What is a deficiency disease?

ity
II. Short Answer Questions. rs
1. What are the two types of carbohydrates? Differentiate them.
ve
2. Explain what are fats.
3. Explain several vitamins with their functions and sources.
ni

4. Explain roughage and its importance.

U

5. Give any three functions of water in our body.

ge

6. Explain balanced diet.

id

7. Briefly explain nutritional value of foods with examples.

br

III. Long Answer Questions.

am

1. Explain components of food.

2. Explain minerals with their functions and sources.
C

3. Explain balanced diet briefly.

4. Explain deficiency diseases and their associated nutrients.

Name: ...................................................... Class: .................... Date: ....................

255
 Worksheet 1
Chapter 3: Separation of Substances

I. Fill in the blanks.

1. are formed when two or more substances are mixed
together in any ratio.
2. is the process in which a gas changes into liquid.
3. Liquids that do not mix with each other are called .
4. The of a substance is its ability to dissolve in a given

s
solvent.

es
5. and mixed together form a solution.

Pr
II. State whether the following statements are True or False.

ity
1. Water and oil are immiscible liquids.
2. Alum is added to water to speed up sedimentation.
rs
3. A saturated solution is a solution in which more solute can be dissolved.
ve

4. Plants do not absorb minerals from the soil through water.

ni

5. Milk is a mixture of water, fat, protein, sugars and other substances.

U

III. Match the following.

ge

1. Ice cream a.  Water

2. Miscible liquids b.  Sugar
id
br

3. Magnetic c.  Mix well with each other

4. Soluble solid d.  Mixture
am

5. Universal solvent e.  Separation of metals

C

f.  
Oil

Name: ...................................................... Class: .................... Date: ....................

256
 Worksheet 2
Chapter 3: Separation of Substances

I. Very Short Answer Questions.

1. Define evaporation.
2. What are the methods of separation?
3. Explain what is sieving.
4. What is distillation?
5. Give any two examples of mixtures.

s
es
6. What is filtration?
7. Define ‘mixture’.

Pr
8. What is a saturated solution?

ity
II. Short Answer Questions. rs
1. What are the properties of mixtures?
ve
2. Explain winnowing and how it is used.
3. Describe in detail sedimentation and decantation.
ni

4. Explain the importance of water as a solvent.

U

5. What are the two types of mixtures and how do they differ
ge

6. Distinguish between hand-picking and sieving.

id

7. Explain magnetic separation with example.

br

III. Long Answer Questions.

am

1. Describe the steps for purification of water with diagram.

2. Explain in detail why substances need to be separated from mixtures.
C

3. Explain the different methods of separating solids from solids.

4. Describe how two miscible and immiscible liquids are separated with the help
of a diagram.

Name: ...................................................... Class: .................... Date: ....................

257
 Worksheet 1
Chapter 4: Fibre to Fabric

I. Fill in the blanks.

1. Cotton, jute, flax are some examples of fibres.
2. The plant grows more than three metres in height.
3. is a plant fibre obtained from coconut plants.
4. The rearing of silkworms to produce silk is called .
5. The process of separating harvested cotton fibres from its seeds is called

s
es
.
II. State whether the following statements are True or False.

Pr
1. Fabric is a cloth produced from threads.

ity
2. Nylon, rayon and acrylic are examples of natural fibres.
3. Sacks for storing grains are mostly made of jute.
rs
4. The fabric made from jute is popularly known as burlap.
ve

5. The process of removing wool from sheep by using special clippers is called
ni

weaving.
U

III. Match the following.

ge

1. Animal fibres Coconut plants

2. Synthetic fibres Stems of plants
id
br

3. Bast fibres Wool and silk

4. Coir Sisal
am

5. Cotton Nylon and rayon

C

Black soil and alluvial soil

IV. Unscramble the letters to find the answers.
1. The process in which fibres are twisted to produce continuous threads
(NPINGNSI)
2. The process in which two sets of yarn are interlaced at right angles to form a
fabric (AWNEVGI)
3. Type of natural fibre (ASLIS)
4. One of the major producer of jute in the world (DHSBGEALNA)
5. Process of separating fibres from stems (ITNETGR)

Name: ...................................................... Class: .................... Date: ....................

258
 Worksheet 2
Chapter 4: Fibre to Fabric

I. Very Short Answer Questions.

1. Define spinning.
2. Define weaving.
3. Name the types of fibres.
4. What is ginning?
5. Which are the major cotton-producing states in India?

s
es
6. What are the different types of coir?
7. Define shearing.

Pr
8. What are synthetic fibres?

ity
II. Short Answer Questions. rs
1. What is the need for clothes?
ve
2. Describe cotton and cotton plant.
3. What are the steps involved in production of jute?
ni

4. What are the other plant fibres? Explain.

U

5. Describe wool.
ge

6. Describe silk.
id

7. What are synthetic fibres?

br

III. Long Answer Questions.

am

1. Describe how fibres are made into fabrics.

2. Describe in detail plant fibres and their types.
C

3. Describe in detail animal fibres.

Name: ...................................................... Class: .................... Date: ....................

259
 Worksheet 1
Chapter 5: Sorting Materials into Groups

I. Fill in the blanks.

1. helps us to study the properties of similar objects.
2. can be grouped on the basis of the material they are made
up of.
3. and are translucent.
4. The term is generally applied to solids and gases.

s
es
5. The substances which get attracted by a magnet are called .
II. State whether the following statements are True or False.

Pr
1. Petrol and kerosene are miscible in H2O.

ity
2. Different materials are made of same elements and have different
arrangement of atoms.
rs
3. Materials that have magnetic property are used in motors.
ve

4. Solid has definite shape and definite volume.

ni

5. Books and carry bags are made up of paper.

U

III. Complete the crossword using the given clues.

ge

1 Down
1. Materials which allow
id

flow of heat through

br

2
them.
am

3 4
2. Fourth state of matter.
4. Mass per unit volume of
C

material.
Across
5
3. It has definite volume but
no definite shape.
5. Sorting things together
with similar properties.

Name: ...................................................... Class: .................... Date: ....................

260
 Worksheet 2
Chapter 5: Sorting Materials into Groups

I. Very Short Answer Questions.

1. Define grouping.
2. What are the three states of matter?
3. What is atom?
4. Write the molecular formulas of water and common salt?
5. Give any two examples of magnetic materials.

s
es
6. What is solubility?
7. What are the three types of transparency?

Pr
8. Name any two objects that sink in water.

ity
II. Short Answer Questions. rs
1. What are the benefits of grouping of objects?
ve
2. Define the term plasma.
3. Explain element and compound.
ni

4. Explain roughness, hardness and lustre.

U

5. Write characteristics of states of matter.

ge

6. Differentiate between miscible and immiscible liquids.

id

7. What is flotation? Give an example.

br

III. Long Answer Questions.

am

1. Describe the properties of materials for grouping.

2. Explain in detail the composition of matter.
C

3. Explain in detail conduction of heat and electricity.

4. Describe in detail transparency and flotation.

Name: ...................................................... Class: .................... Date: ....................

261
 Worksheet 1
Chapter 6: Changes Around Us

I. Classify the changes as reversible (R) or irreversible (IR).

1. Cooking of food.
2. Burning paper.
3. Melting of ice cream.
4. Baking a cake.
5. A bud blooming into flower.

s
es
II. State True or False.
1. While constructing bridges and large machines, riveting is done to fix metal

Pr
plates together.

ity
2. While laying railway tracks, small gaps are left between adjoining rails. This
is because iron rails expand in summers and if gaps are not left, the rails
rs
would expand and bend.
ve

3. Heating and cooling can bring about a change in the physical state of matter.
ni

4. When iron objects are exposed to moist air, a reddish-brown covering of

U

rust (new substance) is formed on the surface of iron. This covering corrodes
(deteriorates) the iron surface.
ge

5. Cooking is a reversible change.

id

III. Short Answer Questions.

br

1. Define catalyst.
am

2. Give one use of mercury thermometer.

3. Why are telephones and electric cables fixed a little loose at the poles?
C

4. Why do railway tracks have small gaps between adjoining rails?

5. What is riveting?
IV. Long Answer Questions.
1. Describe in detail some applications of expansion and contraction.
2. What are some characteristics of chemical changes? Explain.
3. Differentiate between expansion and contraction in detail.
4. Explain some characteristics of physical changes.
5. Explain some common causes of physical and chemical changes.

Name: ...................................................... Class: .................... Date: ....................

262
 Worksheet 2
Chapter 6: Changes Around Us

I. Name the following.

1. The reverse of melting.
2. Changes in which only the form of substance changes but no new substance
is formed.
3. The process of changing a liquid into gas.
4. A new substance formed when iron reacts with oxygen in the presence of

s
water or moisture.

es
5. This process is done to fix metal plates together.

Pr
II. Fill in the blanks.
1. A thermometer contains mercury inside the bulb.

ity
2. A change in which only the form of a substance changes but no new
rs
substances are formed is known as change.
ve
3. expands on heating and contracts on cooling.
ni

4. When a substance burns, it chemically reacts with in the air.

U

5. Growth is a/an change.

III. Match the following.
ge

1. Black coating on silver articles a. to become bigger

id

2. Heating a raw egg to obtain a boiled egg b. chemical change

br

3.
Expand c.
corrosion
am

4. Iron oxide d. catalyst

5.
Chlorophyll e.
rust
C

IV. Answer the following.

1. Give two characteristics of chemical changes.
2. Give two examples of reversible and irreversible changes each.
3. Explain physical changes with examples.
4. What kind of change is the growth in living organisms? Explain.
5. Explain how a mercury thermometer works.
6. How can one open extremely tight metal lid of a jar easily?
7. How can heating and cooling bring about a change in the physical state
of matter?
Name: ...................................................... Class: .................... Date: ....................
263
 Worksheet 1
Chapter 7: Things Around Us

I. Fill in the blanks.

1. Our Environment is classified into and
components.
2. breathe through tiny openings (spiracles) present on
their bodies.
3. Processes such as and occurring in the

s
body produce waste materials.

es
4. A is the smallest structural and functional unit of a living

Pr
organism.
5. Soil is sometimes called the .

ity
II. State whether the following statements are True or False. rs
1. Non-living things such as soil, air, water and light are the abiotic components.
ve
2. The oxygen needed for respiration is exhaled from the air by breathing.
ni

3. Solid wastes are removed by the digestive system in the form of faeces.
U

4. Soil is the top layer of the Earth’s surface in which plants grow.
5. Animals whose body temperature changes with the outside temperature are
ge

called warm-blooded animals.

id

III. Match the following.

br

1. Respiration a.  15-20 years

am

2. Primary consumers b.  Loam

3. Banana c. Animals
C

4. Soil type d.  Oxygen

5.
Biotic components e. 
Herbivores
f.  
Water

Name: ...................................................... Class: .................... Date: ....................

264
 Worksheet 2
Chapter 7: Things Around Us

I. Very Short Answer Questions.

1. Define respiration reaction.
2. State the lifespan of male mosquitoes and butterflies.
3. What is a cell?
4. Define temperature.
5. List the various types of soil.

s
es
6. List names of some animals that lay eggs.
7. Define phototropism.

Pr
8. What are warm-blooded animals?

ity
II. Short Answer Questions. rs
1. Explain metabolism and excretion.
ve
2. Give examples for stimuli and responses.
3. Write a short note on lifespan.
ni

4. Explain any two abiotic components.

U

5. Define producers and consumers.

ge

6. Explain multicellular organisms.

id

7. Define species and reproduction.

br

III. Long Answer Questions.

am

1. Describe living things and their characteristics.

2. Describe movement and response to stimuli.
C

Name: ...................................................... Class: .................... Date: ....................

265
 Worksheet 1
Chapter 8: Habitat of the Living

I. Fill in the blanks.

1. animals have air-filled organs and bladders.
2. In Polar regions, is dominated by mosses, grasses and
lichens.
3. In North America, the grasslands are called .
4. A is a region of the Earth’s surface.

s
es
5. A large variety of plants and animals live in and
.

Pr
II. State whether the following statements are True or False.

ity
1. The temperature deciduous forest has four seasons—winters, spring, summer
and autumn. rs
2. Camels store fat in the hump for energy and water.
ve

3. Living organisms can live in isolation.

ni

4. Bromeliads are related to the pineapple family.

U

III. Match the following.

ge

1. Plants in water a.  Store fat in hump

2. Deserts b.  Ribbon-like leaves
id

3. Camels c.  Contain woodlice

br

4. Bromeliads d.  Sahara

am

5. Hydrilla e. Xerophytes
C

f.  
Hydrophytes

Name: ...................................................... Class: .................... Date: ....................

266
 Worksheet 2
Chapter 8: Habitat of the Living

I. Very Short Answer Questions.

1. Define biodiversity.
2. What are the five major habitats?
3. Define grasslands.
4. What are called xerophytes?
5. Define permafrost.

s
es
6. Name some of the creatures found in a marine habitat.
7. What are the two types of water bodies on the Earth’s surface?

Pr
II. Short Answer Questions.

ity
1. Describe biome. rs
2. Describe in detail polar regions.
ve
3. What is known as boreal forests? Explain.
4. Explain bromeliads.
ni

5. The animals living in water are called hydrocoles. Explain.

U

6. Explain desert habitat with examples.

ge

III. Long Answer Questions.

id

1. Explain in detail tropical rainforest.

br

2. Why can’t organisms live in isolation? Discuss in detail.

am
C

Name: ...................................................... Class: .................... Date: ....................

267
 Worksheet 1
Chapter 9: Plants—Form and Function

I. Fill in the blanks.

1. The part of the plant that remains in the soil is called .
2. The is the part of a plant that contains the reproductive
structures.
3. and are transported from the root
upwards to the shoot through the stem.

s
4. The tip of the leaf is called the .

es
5. The branch of science that deals with the study of plant life is called

Pr
.
II. State whether the following statements are True or False.
1. The stem of the plant is divided into nodes and leaves.
ity
rs
2. Stomata cannot be seen with the naked eye.
ve

3. Reticulate venation is seen in onion plants.

ni

4. In aquatic plants pollination is done by water.

U

5. The leaf is the thin, flattened, green part of a plant.

ge

III. Match the following.

1. Herbs a. Venation
id

2. Stem b. Onion
br

3. Veins c. Grapevine
am

4. Fibrous root d.  Watermelon

C

5. Climbers e. Spinach
f.  
Internodes

Name: ...................................................... Class: .................... Date: ....................

268
 Worksheet 2
Chapter 9: Plants—Form and Function

I. Very Short Answer Questions.

1. What is root system?
2. How is soil erosion prevented?
3. Define stem.
4. What is the function of a flower?
5. What are the different types of pollination?

s
es
6. Define nodes.
7. What is shoot system?

Pr
II. Short Answer Questions.

ity
1. What are the functions of the root? rs
2. What are the different types of roots? Explain with examples.
ve
3. Describe the parts of leaf in detail.
4. What is transpiration?
ni

5. Describe venation and its types.

U

6. Explain the the role of seeds in reproduction.

ge

III. Long Answer Questions.

id

1. Describe the parts of the flower in detail with diagram.

br

2. Explain pollination and its types.

am
C

Name: ...................................................... Class: .................... Date: ....................

269
 Worksheet 1
Chapter 10: Animals—Form and Movement

I. Fill in the blanks.

1. Muscles are attached to bones by strong, white, connective tissue called
.
2. A is a place where two or more bones meet.
3. Snakes are .
4. is the longest and strongest bone in our body.

s
es
5. A cockroach walks in a pattern.
II. State whether the following statements are True or False.

Pr
1. The skull protects the brain and is made up of 24 bones.

ity
2. The word animal comes from the Greek word animalis.
3. X-rays were discovered in the year 1895.
rs
4. Invertebrates are animals that have backbone or vertebral column.
ve

5. The skeleton gives shape and support to the body.

ni

III. Match the following.

U

1. Earthworm a.  spiral shell

ge

2. Fish b. invertebrates
id

3. Snake c. vertebrates
br

4. Snail d. mucus
am

5. Cockroach e.  moist skin

f.  
bone marrow
C

IV. Arrange the jumbled words.

a) HATELRE b) TACGALIER
c) EPISLV d) BERVTETEARS
e) DENTNOS

Name: ...................................................... Class: .................... Date: ....................

270
 Worksheet 2
Chapter 10: Animals—Form and Movement

I. Very Short Answer Questions.

1. Which is the longest bone in our body?
2. How many pairs of legs and antennae do cockroaches have?
3. What are tendons?
4. Give any three examples for vertebrates and invertebrates?
5. Define joint.

s
es
6. Who discovered X-rays and in which year?
7. How many blood cells does the bone marrow produces in a day?

Pr
8. What is ligament?

ity
II. Short Answer Questions. rs
1. Describe the features of movement in fish.
ve
2. Differentiate between vertebrates and invertebrates with examples.
3. Explain how a snail moves.
ni

4. What are the different types of joints in human body? Explain.

U

5. What are ligaments and tendons? Explain.

ge

6. Describe the human skeleton with its functions.

id

7. How are X-rays used for diagnosing medical conditions?

br

8. Explain in detail how a bird moves.

am

III. Long Answer Questions.

1. Explain in detail the parts of human skeleton.
C

2. Describe movement in cockroach in detail with a diagram.

3. How does an earthworm move? Explain.

Name: ...................................................... Class: .................... Date: ....................

271
 Worksheet 1
Chapter 11: Measurement and Motion

I. Fill in the blanks.

1. is important in every sphere of life.
2. An is the length of the outstretched arms.
3. The SI unit of time is .
4. A spinning top or potter’s wheel is motion.
5. When an object moves along a straight line, it is said to be in

s
es
.
II. State whether the following statements are True or False.

Pr
1. A doctor administers medicines according to the measured dose.

ity
2. A handspan is the length between the tip of the big toe and the heel.
3. The centimetre symbol is dm.
rs
4. The steam engine was invented by James Watt.
ve

5. A train moving along a curved track is curvilinear motion.

ni

III. Match the following.

U

1. 1 millimetre 0.9144 m
ge

2. 1 quintal Rotational motion

id

3. 1 yard 1/1000 m
br

4. A moving fan Curvilinear motion

am

5. A car taking turn 100 kg

Steam engine
C

IV. Unscramble the letters to find the answers.

1. A car racer measures the time duration in which he finishes the (AERC).
2. In the CGS system, the unit of time is (OENCDS).
3. The distance between any two points is defined as the (NTGHLE).
4. A motion that repeats itself after regular intervals of time (EIDCPROI).
5. Motion of a swing and the pendulum of a clock are examples of this motion
(ALOTSOCRIYL).

Name: ...................................................... Class: .................... Date: ....................

272
 Worksheet 2
Chapter 11: Measurement and Motion

I. Very Short Answer Questions.

1. What is a unit?
2. List some non-standard units of measurement.
3. Define footspan.
4. What is nanometre?
5. What is odometer?

s
es
6. What are the common tools for measuring length?
7. What is motion?

Pr
8. What is non-periodic motion?

ity
II. Short Answer Questions. rs
1. What is measurement?
ve
2. Explain measurement of length and how length is measured.
3. Define SI unit with its physical quantity.
ni

4. What is accurate measurement of length with formula?

U

5. How are the lengths of curved lines measured?

ge

6. List the various types of motions.

id

7. Explain rotational motion with examples.

br

III. Long Answer Questions.

am

1. Explain in detail the history of transport with its timeline.

2. Describe how the length of curved line is a measured with diagram.
C

3. Explain the various types of motions briefly.

Name: ...................................................... Class: .................... Date: ....................

273
 Worksheet 1
Chapter 12: Fun with Magnets

I. Fill in the blanks.

1. The are the regions of a magnet where its magnetic power
is the strongest.
2. poles attract each other.
3. A freely suspended magnet always comes to rest in the
direction.

s
4. is a sure test of magnetism.

es
5. is a naturally occurring magnet.

Pr
II. State whether the following statements are True or False.

ity
1. The word ‘magnet’ comes from a Latin word.
2. Horseshoe magnet is a natural magnet.
rs
3. The N-N poles attract each other.
ve

4. Magnets are used to find directions.

ni

5. Permanent magnets retain their magnetism for a long time.

U

III. Match the following.

ge

1. Magnetic substance a.  Bar magnet

2. Non-magnetic substance b.  S-S poles
id
br

3. Attraction c. Iron
4. Repulsion d.  Magnetic compass
am

5. Artificial magnet e.  Paper

C

f.  
N-S poles

Name: ...................................................... Class: .................... Date: ....................

274
 Worksheet 2
Chapter 12: Fun with Magnets

I. Very Short Answer Questions.

1. What is a magnet?
2. What are magnetic substances?
3. What are non-magnetic substances?
4. What is a magnetic pole?
5. What is a magnetic compass?

s
es
6. Give some examples of magnetic substances.
7. Give some examples of non-magnetic substances.

Pr
8. What are the poles of a magnet?

ity
II. Short Answer Questions. rs
1. What are natural and artificial magnets?
ve
2. Explain poles of a magnet with examples.
3. What would happen if a magnet is split into two pieces?
ni

4. Explain attraction and repulsion of a magnet.

U

5. How is a magnet used to find directions?

ge

6. What is a magnetic compass and how is it used?

id

7. What are permanent and temporary magnets?

br

III. Long Answer Questions.

am

1. Explain the discovery of magnets.

2. How does the Earth behave like a huge magnet?
C

3. How should magnets be taken care of?

4. What are the uses of magnets?

Name: ...................................................... Class: .................... Date: ....................

275
 Worksheet 1
Chapter 13: Rain, Thunder and Lightning

I. Fill in the blanks.

1. The place on the Earth receiving the least rainfall is .
2. is the gaseous state of water.
3. Plants also release huge amounts of water vapour in the air through
.
4. The sound caused by lightning is called .

s
es
5. and are usually very humid.
II. State whether the following statements are True or False.

Pr
1. Nearly 81% of the Earth’s surface is covered with water.

ity
2. The states of water can be interchanged from one state to another.

rs
3. The process in which a solid changes into liquid is called freezing.
4. The freezing point of water is 0 oC.
ve

5. The sound of the thunder is heard first and the lightning flash is seen a few
ni

seconds later.
U

III. Match the following.

ge

1. Change of gas to solid 0 oC

2. Ice melts at Evaporation
id
br

3. Liquid rain+ Cold air 100 oC

4. Change of liquid to gas Deposition
am

5. Boiling point of water Hailstones

C

Change of solid to liquid

IV. Unscramble the letters to find the answers.
1. When water vapour is formed by boiling water, it is called (ETAMS).
2. This water goes deep down into the soil and collects as (ONERTGURWAD).
3. Plants also release huge amounts of water vapour in the air through
(NITASPONRTRAI).
4. Many tiny water droplets combine together to form a (DOUCL).
5. Water vapour is (EISILBIVN).

Name: ...................................................... Class: .................... Date: ....................

276
 Worksheet 2
Chapter 13: Rain, Thunder and Lightning

I. Very Short Answer Questions.

1. How much percentage of water on the Earth is in the form of ice?
2. What are the three states of water?
3. What is thunder?
4. How are glaciers formed?
5. What are the different forms of ice?

s
es
6. What is vaporisation?
7. What are droplets?

Pr
8. How is water vapours formed?

ity
II. Short Answer Questions. rs
1. Explain the three states of water.
ve
2. Draw a well-diagram for interconversion of states of water.
3. Explain the process of sublimation.
ni

4. What is water cycle?

U

5. Define crystal and precipitation.

ge

6. What are the effects of lightning?

id

III. Long Answer Questions.

br

1. Explain in detail the interconversion of states of water with a neat diagram.

am

2. Explain the processes involved in water cycle with a neat diagram.

3. Explain in detail thunder, lightning and precautions during a thunderstorm.
C

Name: ...................................................... Class: .................... Date: ....................

277
 Worksheet 1
Chapter 14: Light, Shadows and Reflection

I. Fill in the blanks.

1. Objects that do not emit light of their own are called .
2. An object that gives out light is also called a .
3. In air, light moves about km in just one second.
4. The property of light travelling in straight lines is responsible for the
formation of .

s
es
5. The size of the image depends upon the distance between
and .

Pr
II. State whether the following statements are True or False.

ity
1. Natural sources of light include the Sun, stars, firefly and glow worm.
2. When the surface is rough, the light is reflected in same directions.
rs
3. The image does not undergo lateral inversion.
ve

4. A beam of light emerging from a point source goes out in all directions.
ni

5. Propagation means ‘movement through a medium’.

U

III. Match the following.

ge

1. Electric bulb a.  Opaque material

2. Translucent b.  Shadow
id
br

3. Cardboard c.  Artificial source of light

4. Diffused reflection d.  Cellophane paper
am

5. Transparent e.  Butter paper

C

f.  
Floor

Name: ...................................................... Class: .................... Date: ....................

278
 Chapter 14: Light, Shadows and Reflection

IV. Complete the crossword using the given clues.

1

s
es
Down

Pr
1. Consisting of straight lines

ity
3. Natural sources of light rs
Across
ve
2. If the distance decreases, the size of image ........................
4. A shadow cannot be obtained without a ........................
ni

5. Materials that do not allow light to pass through them

U

V. Tick (✔) the correct answer.

ge

1. The materials that allow some light to pass through them are:
id

a) Translucent b) Opaque c) Luminous d) Transparent

br

2. Sunlight takes about minutes to reach the Earth.

am

a) 9 b) 7 c) 8 d) 6
3. In a given medium, light travels in a
C

a) Narrow line b) Straight line c) Narrow path d) Thin line

4. A occurs when the Sun, the Earth and the moon come in
straight line.
a) Solar eclipse b) Full moon c) Lunar eclipse d) Reflection
5. The natural source of light is:
a) Torch b) Electric bulb c) Firefly d) Laser

279
 Worksheet 2
Chapter 14: Light, Shadows and Reflection

I. Very Short Answer Questions.

1. Define luminous objects.
2. List the three types of materials on the basis of transparency.
3. Expand LASER.
4. Define shadow.
5. What does size of a shadow depend on?

s
es
6. Define pinhole camera.
7. What is reflection of light?

Pr
8. Names the types of eclipses.

ity
II. Short Answer Questions. rs
1. Describe the characteristics of a shadow.
ve
2. Define solar eclipse and lunar eclipse.
3. Define reflection of light and explain its types.
ni

4. Describe the difference between an image and a shadow.

U

5. What is lateral inversion?

ge

6. What are the three things essential for the formation of a shadow?
id

7. Describe how light travels.

br

III. Long Answer Questions.

am

1. Describe the types of materials on the basis of transparency with examples.

2. Explain in detail how light travels in a straight line with diagram.
C

3. Explain in detail about pinhole camera and types of reflections with diagram.

Name: ...................................................... Class: .................... Date: ....................

280
 Worksheet 1
Chapter 15: Electricity and Circuits

I. Fill in the blanks.

1. flows from positive terminal to negative terminal.
2. A switch is also called a .
3. Materials that do not allow electric current to flow through them are called
.
4. is the best conductor of electricity.

s
es
5. A is a simple safety device used to protect electrical devices
from damage.

Pr
II. State whether the following statements are True or False.

ity
1. The electrical energy is converted to light energy and solar energy.
2. Electricity is a form of energy.
rs
3. An electric torch is a small, portable lamp that gets its power from batteries.
ve

4. All materials allow electric current to flow through them.

ni

5. Cells and batteries are some sources of electric current.

U

III. Match the following.

ge

1. Electric bulbs a.  Filament of bulbs

2. Batteries b.  Easily carried or moved
id
br

3. Tungsten c.  Making wires

4. Portable d.  Emit light
am

5. Conductors e.  Supply more power

C

f.  Rubber

Name: ...................................................... Class: .................... Date: ....................

281
 Chapter 15: Electricity and Circuits

IV. Give two examples for each of the following:

1. Everyday appliances
a)  b) 
2. Good electrical conductors
a)  b) 
3. Insulators
a)  b) 
4. Power distribution cables
a)  b) 
5. Graphite
a)  b) 

s
es
V. Tick (✔) the correct answer.
1. In the modern industrial society, electricity is considered to be:

Pr
a)
Electric current b)
Backbone

ity
c)
Amber d)
Tungsten

rs
2. An electric cell which contains chemicals in the form of paste is referred to as:
a) Dry cell b) Switch c) Electric Bulb d) Lamp
ve

3. The space inside the glass case is filled with .

ni

a) Reactive gas b) Light c) Inert gas d) Salt Solution

U

4. Which cells are used in watches and calculators?

ge

a) Electric cell b) Dry Cell c) Batteries d) Button cell

id

5. Which device is used for making or breaking an electric circuit?

br

a) Switch b) Cell
c) Electric Light Bulb d) Electricus
am
C

282
 Worksheet 2
Chapter 15: Electricity and Circuits

I. Very Short Answer Questions.

1. Define electric current.
2. What is a closed circuit?
3. What are conductors of electricity?
4. Define terminals.
5. Define the word ‘electricity’.

s
es
6. Define battery.
7. Define fuse.

Pr
8. What is an open circuit?

ity
II. Short Answer Questions. rs
1. Give two conditions that must be met to establish an electric circuit.
ve
2. Draw the symbols of some common parts of the electric circuit.
3. Give some common applications of conductors and insulators.
ni

4. Describe the sources of electric current.

U

5. Draw open circuit and closed circuit.

ge

6. Describe electric light bulb.

id

7. Give any four rules of electrical safety.

br

III. Long Answer Questions.

am

1. Explain in detail about dry cell with diagram.

2. Describe electricity and its uses.
C

3. Explain in detail about electric torch with diagram.

Name: ...................................................... Class: .................... Date: ....................

283
 Worksheet 1
Chapter 16: Water and its Importance

I. Fill in the blanks.

1. The human body contains about per cent of water.
2. is used to generate electricity.
3. The resources which exist naturally on the Earth are called .
4. The and water gets mixed during a
flood.

s
es
5. are caused due to cyclones.
II. State whether the following statements are True or False.

Pr
1. One cannot survive without water.

ity
2. Water is also used in the germination of seeds.
3. Human body contains large amount of water.
rs
4. Two-fourth of the Earth’s surface is covered with water.
ve

5. A greater number of organisms live in oceans and seas than on land.

ni

III. Match the following.

U

1. Surface water a. Plants

ge

2. 97 per cent water b.  Drought

id

3. 60 to 65 per cent water c.  Transportation

br

4. Gujarat d. Watermelon
am

5. Water e. Ponds
f.  
Oceans
C

Name: ...................................................... Class: .................... Date: ....................

284
 Chapter 16: Water and its Importance

IV. Complete the crossword using the given clues.

1 2 3

s
es
Down
2. Purest form of water

Pr
3. Electricity produced by water

ity
Across rs
1. The only planet that supports life
ve
4. Violent storm with very strong winds in circle
5. Unfit for drinking
ni

V. Tick (✔) the correct answer.

U

1. Sea water is called

ge

a) washing b) saline c) groundwater d) streams

id

2. The water comes out of the land in the form of streams called
br

springs.
am

a) natural b) sooner c) glucose d) rain

3. The process in which the water released into the air by plants is called
C

.
a) water b) minerals c) transpiration d) oxygen
4. The goes to streams and rivers.
a) rain water b) groundwater c) seawater d) spring
5. The brain has per cent of water.
a) 90 b) 65 c) 70 d) 83

285
 Worksheet 2
Chapter 16: Water and its Importance

I. Very Short Answer Questions.

1. Give some examples for non-living natural resources.
2. What are the two types of natural resources?
3. What are the various sources of water?
4. Define seawater.
5. What is monsoon?

s
es
6. What is cyclone?
7. Write the uses of water in various fields.

Pr
8. What is famine?

ity
II. Short Answer Questions. rs
1. What is rain?
ve
2. Explain surface water.
3. What is photosynthesis?
ni

4. Describe drought.
U

5. Briefly explain what happens when monsoon fails for several years?
ge

6. Why it is necessary to conserve water?

id

7. What is water vapour?

br

8. Why is water important for living organisms?

am

III. Long Answer Questions.

1. Explain floods.
C

2. Briefly explain ‘rainwater harvesting’.

Name: ...................................................... Class: .................... Date: ....................

286
 Worksheet 1
Chapter 17: Air Around Us

I. Fill in the blanks.

1. rays could cause skin cancer.
2. does not support burning.
3. The atmosphere contains % of carbon dioxide.
4. Air has no .
5. Earthworms breathe through their skin.

s
es
II. State whether the following statements are True or False.
1. Air acts as a medium for sound waves to travel.

Pr
2. Nitrogen gas is the smallest constituent of the Earth’s atmosphere.

ity
3. The amount of water vapour present in the water is called humidity.
rs
4. Water vapour is formed when water gets heated and changes into gas.
ve
5. Carbon dioxide and air are the raw materials for photosynthesis.
III. Match the following.
ni

1. Birds Air
U

2. Windmill Nose and Lungs

ge

3. Cow Gills
id

4. Tadpoles Water
br

5. Water Vapour and Dust Fly

am

Rotates
IV. Arrange the jumbled words.
C

a) SMAPETREOH b)
EARTBHE
c) RATANUL d)
TORUNPIE
e) LULOIPTON

Name: ...................................................... Class: .................... Date: ....................

287
 Worksheet 2
Chapter 17: Air Around Us

I. Very Short Answer Questions.

1. What is atmosphere?
2. Define oxygen.
3. Define humidity.
4. Why is respiration important for living?
5. Why is the ozone layer important for us?

s
es
6. Define pollution.
7. What is air pollution?

Pr
II. Short Answer Questions.

ity
1. What is air? rs
2. What is the composition of air?
ve
3. Why is nitrogen essential for growth of plants?
4. Which gas is used for manufacturing soft drinks?
ni

5. How are dust and smoke present in air?

U

6. Explain the activities that cause air pollution.

ge

III. Long Answer Questions.

id

1. Describe the following:

br

a)  Oxygen b)  Carbon dioxide c)  Water vapour

am

2. How does air support life on our planet?

3. Explain the uses of air in everyday life.
C

Name: ...................................................... Class: .................... Date: ....................

288
 Worksheet 1
Chapter 18: Garbage In, Garbage Out

I. Fill in the blanks.

1. is a large, open and low-lying area used for disposing
solid waste.
2. Biodegradable waste can be made into compost by the way of
.
3. Red worms and earthworms are used for the process of .

s
4. is a waste treatment method that involves burning of waste

es
in specialised furnaces.

Pr
5. is the process of converting waste materials into new and
useful products.

ity
II. State whether the following statements are True or False. rs
1. Vegetable waste is a form of solid waste.
ve
2. Biodegradable waste cannot be decomposed into simple substances.
ni

3. The green bin is meant for non-biodegradable waste.

U

4. The process of rotting of a material into simple substances is called decay.

5. Organic waste is obtained from living sources such as plants or animals.
ge

III. Match the following.

id

1. Solid waste a.  Smoke

br

2. Liquid waste b.  Biodegradable waste

am

3. Gaseous waste c.  Paper

4. Green bin d.  Incineration
C

5. Blue bin e.  Dirty water

f.  
Non-biodegradable waste

Name: ...................................................... Class: .................... Date: ....................

289
 Chapter 18: Garbage In, Garbage Out

IV. Give two examples for each of the following:

1. Solid waste
a)  b) 
2. Biodegradable waste
a)  b) 
3. Non-biodegradable waste
a)  b) 
4. Liquid waste
a)  b) 
5. Gaseous waste
a)  b) 

s
es
V. Tick (✔) the correct answer.
1. Plastic material is a type of

Pr
a) Solid waste b) Liquid waste

ity
c) Gaseous waste d) Biodegradable waste

rs
2. A banana peel takes how much time to get decomposed?
a) 1 year b) 2 months c) 20 days d) 6 months
ve

3. Non-biodegradable waste is put in

ni

a) Green bin b) Red bin c) Blue bin d) Yellow bin

U

4. Which method is used for treating medical wastes?

ge

a) Composting b) Incineration c) Vermicomposting d) Recycling

id

5. Which of the following is not a biodegradable waste?

br

a) Paper b) Wood c) Cotton d) Metals

am
C

290
 Worksheet 2
Chapter 18: Garbage In, Garbage Out

I. Very Short Answer Questions.

1. What are the three types of waste on the basis of physical state?
2. Give some examples of solid waste.
3. Define biodegradable waste.
4. What is waste management?
5. What is composting?

s
es
6. Define vermicomposting.
7. What is incineration?

Pr
8. What are the 3Rs of waste management?

ity
II. Short Answer Questions. rs
1. Explain about biodegradable waste with examples.
ve
2. Explain about non-biodegradable waste with examples.
3. Explain vermicomposting.
ni

4. Explain ‘Incineration—Waste Treatment Method’.

U

5. Explain recycling of plastics and its ways.

ge

6. Explain recycling of paper and its ways.

id

7. What are the ways to minimise waste?

br

III. Long Answer Questions.

am

1. Explain segregation of waste.

2. Explain in detail about landfills and composting.
C

3. Explain the 3Rs of waste management.

Name: ...................................................... Class: .................... Date: ....................

291
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Worksheets’ Answers
 Answers

Chapter 1: Food and its Sources

Worksheet 1
I. Fill in the blanks.
1. nutrients 2. ingredients 3. Decomposers 4. Omnivores
5. photosynthesis
II. State whether the following statements are True or False.

s
1. True 2. False 3. False 4. True

es
5. False
III. Match the following.

Pr
1. Proboscis 2. Carnivores 3. Omnivores 4. Cinnamon

ity
5. Caraway
IV. Give two examples for each of the following:
rs
1. a) Lion b) Fox
ve

2. a) Cow b) Goat
ni

3. a) Cinnamon b) Clove
U
ge

Worksheet 2
I. Very Short Answer Questions.
id

1. The various oils that are extracted from seeds of plants are mustard oil,
br

sunflower oil and groundnut oil.

am

2. The food that we eat is obtained from two main sources—plants and animals.
However, certain materials, such as salt and water, are obtained from
C

the Earth.
3. Organisms that live on or inside the bodies of other live organisms are called
parasites.
4. Organisms that cannot make their own food, and obtain it from other sources
are called heterotrophs.
5. A food chain is a sequence which shows how living things in an environment
are related to each other according to their feeding habits.
6. Four examples of herbivores are cow, goat, horse and deer, and examples of
carnivores are lion, tiger, snake and fox.

293
 7. The organism that provides food and shelter to a parasite is called host.
8. The process by which our body takes in food and uses it for growth and
development is called nutrition.
II. Short Answer Questions.
1. Four sources of food we get from plants are roots, stems, leaves and flowers:
Roots: The roots of many plants such as carrot, radish, turnip and beetroot
serve as food for us.
Stems: Sugar cane, potato, ginger and onions are the stems of plants that we eat.
Leaves: Leaves that we eat include cabbage, spinach, lettuce, coriander, mint,
Amaranthus and fenugreek.
Flowers: The flowers of plants that we eat include cauliflower, broccoli, and

s
flowers of banana and pumpkin plants.

es
2. Omnivores are animals that eat plants as well as other animals. They are also

Pr
known as omnivorous animals. Bear, raccoon, crow, cockroach and human
beings are omnivores. Their mouth parts are adapted such that they can feed

ity
on both plants and other animals. These animals can eat a variety of food.
For example, crows eat fruits from trees as well as worms and rats. Bears eat
rs
fish, ants and other insects in addition to leaves and fruits.
ve

3. A food chain is a sequence which shows how living things in an environment

ni

are related to each other according to their feeding habits. All food chains
begin with plants, as plants make their own food by photosynthesis. Animals
U

eat either plants or other animals. The arrows in a food chain show its
ge

direction. All animals depend upon plants either directly or indirectly.

id

Thus, a simple food chain can also be given as:

br

Primary Secondary Tertiary

Producer
Consumer Consumer Consumer
am

(Plants)
(Snail) (Frog) (Kingfisher)
C

4. Autotroph: Some organisms, such as green plants make their own food by
the process of photosynthesis. Organisms that can prepare their own food are
called autotrophs. Green plants, algae and certain bacteria are autotrophs.
Heterotroph: Animals and human beings cannot make their own food and
obtain it from other sources. Such organisms are called heterotroph.
5. Ingredients of food: Food may include one or more items called ingredients.
A fruit such as an apple or a banana is considered to be a single ingredient.
However, a food item such as tea may contain several ingredients—water, tea
leaves, milk and sugar. Further, potato curry includes a number of ingredients,
such as potatoes, onions, tomatoes, ginger, garlic, oil, salt, water and several

294
 spices. The ingredients of a food item are cooked in a particular way to bring
out the flavour and taste of the food.
7. The functions of food are as follows:
• F
 ood supplies the body with energy. Energy is used by the body for doing
various activities, such as walking, running, writing and talking. The heart
needs energy to beat all the time.
• F
 ood enables the growth and development of the body. A tiny organism
grows on to become an adult because of intake of nutritious food.
• F
 ood helps the body to produce new cells that are required to replace old,
worn-out cells. The process of building new cells happens round-the-clock
in our body.
• F
 ood protects our body against germs and diseases. It gives our body the

s
es
ability to fight infections.
• Food also has a social function; all festivities happen around food.

Pr
III. Long Answer Questions.

ity
1. The food products obtained from animals are:
Meat: Meat is obtained from animals such as goat, sheep, chicken, duck, fish
rs
and prawns. Meat is a good source of proteins.
ve

Milk and milk products: Animals such as cow, buffalo, goat, sheep and camel
ni

give us milk. Milk is a rich source of protein and calcium. Calcium is essential
U

for the healthy development of teeth and bones. Various products, called
dairy products, are made from milk. These include curd, paneer (cottage
ge

cheese), cheese, butter, ghee and cream.

id

Eggs: We get eggs from hen, duck and goose.

br

Honey: Honey is a sweet liquid made by bees from the nectar of flowers. It is
gathered from beehives. Honey has many health benefits.
am

2. Scavengers: Some carnivores and omnivores, known as scavengers, are

C

animals that do not hunt other animals, but feed on the flesh of dead animals.
They are extremely important for the environment as they help to keep it
clean by eating up the dead bodies of various animals. Vulture, crow, jackal
and hyena are examples of scavengers.
Decomposers: Decomposers are organisms that break down dead and
decaying organisms. When a plant or an animal dies, its decaying body is
broken down or decomposed by the decomposers. The nutrients present in
the dead body are returned to the soil by the action of decomposers. Bacteria
and fungi are the most important decomposers.

295
 3. Food habits of animals:
Herbivores: Herbivores are animals that eat only plants and plant products.
They are also called herbivorous animals. Cow, buffalo, goat, horse, deer,
giraffe, squirrel and butterfly are a few examples of herbivores.
Herbivorous animals have specialised mouth parts that help them to eat plants.
• C
 ows, buffaloes, horses and goats have sharp, cutting teeth in front for
tearing off leaves and grasses. Their back teeth (molars) are flat and wide
for grinding the food. The process by which food is crushed and grounded
by teeth is called mastication.
• S quirrels have two large, sharp, cutting teeth in the front of each jaw.
These enable them to bite into hard nuts and grains. These teeth keep
growing constantly throughout their lives.

s
es
• B
 utterflies have a tube-like part (called proboscis) attached to their head.
It acts like a straw while sucking up nectar from flowers. Proboscis is also

Pr
present in mosquitoes to suck blood.
Carnivores: Carnivores are animals that eat other animals. They are also

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called carnivorous animals. Tiger, lion, fox, wolf, jackal, snake, eagle and
rs
spider are some examples of carnivores.
ve
These animals have mouth parts that are adapted to tear and chew flesh.
• F
 lesh-eating animals such as lion, tiger and wolf have very sharp, long,
ni

pointed canines in the front of their mouth which help them to tear flesh.
U

• F
 lesh-eating birds such as eagle, vulture, kite and owl have curved and
ge

pointed beaks. Their specialised beaks enable them to tear flesh.

id

• S ome animals such as frog, chameleon and garden lizard have long, sticky
tongues to catch insects.
br

• S nakes have highly flexible jaws, allowing them to open their mouth wide
am

open and swallow their prey whole. Their diet includes small animals such
as small birds, frogs, lizards, rats, eggs and insects.
C

296
 Answers

Chapter 2: Components of Food

Worksheet 1
I. Fill in the blanks.
1. Food 2. carbohydrates   3. proteins 4. Roughage
5. Vitamins and minerals
II. State whether the following statements are True or False.
1. True 2. False 3. False 4. True

s
es
5. True
III. Match the following.

Pr
1. Rice 2. Butter 3. Milk 4. Nuts

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5. Banana
IV. Give two examples for each of the following:
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1. a)  Build muscles b)  Build tissues
ve

2. a) Diabetes b) Heart diseases

ni

3. a) Calcium b) Iron
U

Worksheet 2
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I. Very Short Answer Questions.

id

1. Nutrients are the substances present in the food that are essential for the
br

proper growth and functioning of the body.

am

2. Carbohydrates, fats, proteins, vitamins and minerals.

3. Foods rich in carbohydrates are also called energy-giving foods.
C

4. Nuts, fish, meat, cheese and oil.

5. Vitamins are used to help the organs to work properly.
6. It protects the body’s cells from damage; it is needed for healthy skin and
eyes; and it builds stronger immunity.
7. Improper nutrition due to deficiency or overdose of nutrients or unbalanced
diet is called malnutrition.
8. A disease that is caused due to lack of one or more nutrients in the diet is
called a deficiency disease.

297
 II. Short Answer Questions.
1. The two types of carbohydrates are sugars and starch.
• S ugars are simple carbohydrates. Glucose, fructose, sucrose and lactose
are a few examples of sugars. Common sources of sugars are honey, table
sugar, jaggery (gur) and fruits. Jams, jellies, juices, chocolates and toffees
are also high in sugar.
• S tarch is a complex carbohydrate. It is in the form of starch that plants
store energy. Starch is found in large amounts in staple foods such as rice,
wheat, maize (corn) and potato. Processed foods such as bread and pasta
are also good sources of starch.
2. Fats are also sources of energy. In fact, fats are the energy reserves of our
body, storing energy for future use. Extra carbohydrates are converted to fats

s
and stored in the body. Fats provide more energy as compared to the same

es
amount of carbohydrates. However, our body uses fats when there is shortage

Pr
of carbohydrates.
3. There are several known vitamins that perform specific functions in the body.

ity
Some vitamins, their functions and sources are given in Table
rs
Vitamins Functions Sources
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Vitamin A keeps the eyes and skin healthy, green leafy vegetables, pumpkin,
ni

needed for normal body growth carrot, papaya, cod liver oil,
butter, milk
U

Vitamin C needed for the formation of citrus fruits such as lemon and
ge

skin, bones and blood vessels orange, amla, tomato and green
and healing of wounds leafy vegetables
id

Vitamin D helps the body to absorb foods include cod liver oil, fatty
br

calcium, needed for strong bones fish, liver, egg yolk, mushroom
am

and teeth

4. Dietary fibre or roughage is the indigestible portion of plant food. It does not
C

provide any nutrients. Nonetheless, it forms an important part of our diet.

This is because:
• Roughage adds bulk to the food and gives a feeling of satiety.
• R
 oughage helps in the proper functioning of the digestive system and
therefore prevents constipation. It helps to get rid of undigested food and
also throws wastes and toxins from the body.
• Roughage binds with excess bad cholesterol and throws it out of the body.
5. Three functions of water are:
• W
 ater acts as a medium of transport in our body. It is through water that
different substances move throughout the body.

298
 • It helps our body absorb nutrients from the food we eat.
• It helps our body throw out waste in the form of urine and sweat.
6. A balanced diet is a diet which contains all the necessary nutrients in
adequate amounts, needed for the proper functioning of healthy body. In a
balanced diet, energy-giving foods (carbohydrates and fats), bodybuilding
foods (proteins) and protective foods (vitamins and minerals) are included in
right amounts.
7. Sometimes, improper cooking methods destroy the nutrients present in foods.
This lowers their nutritional value. Some examples are given below.
• F
 ruits and vegetables should always be washed before peeling or cutting.
If we wash them after cutting, certain vitamins (B and C) and minerals get
washed away with water.

s
es
• V
 egetables should not be overcooked. Overcooking destroys the nutrients
present in them.

Pr
• F
 oods rich in vitamin C should be eaten raw as cooking and heating
destroys the vitamin.
• R
ity
 efined foods such as maida have lower nutritional value as compared to
rs
whole grain foods such as atta.
ve
III. Long Answer Questions.
ni

1. Components of food
U

Food is the source of various components or nutrients. Mainly, there are five
types of components, each of which plays a special role in the growth and
ge

development of the body.

id

The main components are:

br

• Carbohydrates—provide energy to the body

am

• Fats—used as energy reserves of the body

• Proteins—build muscles, tissues and new cells
C

• Vitamins—help the organs to work properly

• Minerals—maintain the overall functioning of the body
Each of these nutrients is required by the body to remain fit and healthy.
Besides these nutrients, we also have water and roughage.
2. Similar to vitamins, minerals are also called protective foods. Our body needs
them to stay healthy. Minerals are certain elements needed by our body in
very small amounts. Some vital minerals include Calcium, Iron, Sodium,

299
 Potassium, Phosphorus and Iodine. Their functions and sources are given
below.
Mineral Functions Sources
Calcium (Ca) needed for the formation of milk and milk products, nuts,
strong bones and teeth soyabean, ragi, tapioca and green
leafy vegetables
Iron (Fe) essential for the formation of red meat, liver, pulses, chickpeas
haemoglobin (a red pigment (gram), green leafy vegetables and
present in red blood cells) whole grains
Sodium (Na) important for the proper common salt, beetroot, milk and
functioning of the nervous system, seafood
maintains blood pressure

s
Potassium needed for muscles and nerves to meat, fish, apricot, banana,

es
(K) work properly, maintains normal potato, coconut water, soyabean
body growth and nuts

Pr
Phosphorus essential for the formation of meat, fish, eggs, milk and whole
(P) bones and teeth, formation of grains

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energy molecules which supplyrs
energy to each and every cell of
the body
ve

Iodine (I) essential for the proper iodised salt and seafood (fish,
ni

functioning of thyroid gland, seaweed)

U

needed for the body to convert

food to energy
ge

3. The food we eat has a direct effect on our health. Our body needs all the
id

nutrients in the right amounts to remain in good health. Lack or excess

br

of nutrients in our diet leads to poor health. Therefore, we need to eat a

combination of various foods forming a balanced diet.
am

A balanced diet is a diet which contains all the necessary nutrients in

C

adequate amounts, needed for the proper functioning of a healthy body. In

a balanced diet, energy-giving foods (carbohydrates and fats), body-building
foods (proteins) and protective foods (vitamins and minerals) are included
in right amounts. Sufficient quantities of water and roughage should also be
present. Balanced diet is not the same for all people. This is because people
differ in their nutrient requirements.
• G
 rowing children need more proteins in their diet for muscle and tissue
building.
• P
 regnant women and nursing mothers need more proteins, calcium and
iron in their diet for the growing baby.

300
 • L
 abourers require more carbohydrates and fats in their diet owing to hard
physical work.
• Athletes require more proteins and carbohydrates to meet their energy needs.
• P
 eople suffering from obesity or chronic diseases are often advised to cut
down on foods rich in fats and sugars.
4. Eating insufficient nutrients over a long period of time causes deficiency
diseases. Diseases that are caused due to lack of one or more nutrients in the
diet are called deficiency diseases. These diseases are non-transmissible, that
is, they cannot be transmitted from one person to another.
The most common deficiencies are discussed below:
Deficiency of carbohydrates: Carbohydrates supply energy to our body. Lack
of carbohydrates in the diet causes weakness, lack of energy and reduced

s
es
stamina. In such a case, the person feels tired easily.
Deficiency of proteins: Proteins build the cells, tissues and muscles of our

Pr
body. Lack of proteins leads to muscle weakness, stunted growth, loss of
weight and skin problems.
a) 
ity
Kwashiorkor: It is a disease commonly seen in children caused by severe
rs
deficiency of proteins. Its symptoms include swollen belly, swollen ankles
ve
and feet, thinning of hair and patchy skin. If detected early, this disease is
treated by adding protein to the child’s diet.
ni

Marasmus: It is a disease in children caused by extreme deficiency of

b) 
U

proteins and carbohydrates in the diet. This is called Protein Energy

ge

Malnutrition and leads to marasmus. The child becomes very thin, skin
becomes loose and legs get weakened. There is lack of energy and poor
id

muscle development. It is treated by giving special diet to the child along

br

with sufficient water.

am

Deficiency of vitamins and minerals: Deficiency of different vitamins and

minerals leads to different diseases.
C

Vitamin A: Night blindness

Vitamin B1: Beriberi
Vitamin B2: Skin diseases
Vitamin B3: Pellagra
Vitamin B12: Anaemia
Vitamin C: Scurvy
Vitamin D: Rickets
Vitamin K: Haemorrhage

301
 Answers

Chapter 3: Separation of Substances

Worksheet 1
I. Fill in the blanks.
1. Mixtures 2. Condensation    3. immiscible liquids
4. solubility 5. Solute and solvent
II. State whether the following statements are True or False.
1. True 2. True 3. False 4. False

s
5. True

es
III. Match the following.

Pr
1. d.  Mixture 2. c.  Mix well with each other
3. e.  Separation of metals 4. b.  Sugar

ity
5. a. Water rs
Worksheet 2
ve

I. Very Short Answer Questions.

ni

1. Evaporation is the process in which a liquid changes into gas.

U

2. The methods of separation are threshing, winnowing, hand-picking, sieving

ge

and magnetic separation.

3. Sieving is a method of separating the constituents of a mixture having
id

particles of different sizes.

br

4. Distillation is the method of separating two miscible liquids from their mixture.
am

5. Two examples of mixtures are:

C

• A
 ir is a mixture of several gases, such as nitrogen, oxygen, carbon dioxide,
water vapour and argon.
• Tap water is a mixture of water, salts and minerals.
6. Filtration is a method to separate an insoluble solid from a liquid by passing
the mixture through a filtering device.
7. Mixtures are formed when two or more substances are mixed together in
any ratio.
8. A saturated solution is a solution in which no more solute can be dissolved.

302
II. Short Answer Questions.
1. The properties of mixtures are:
• T
 he components of a mixture retain their individual properties. For
example, the properties of different types of macaronis do not change
when mixed together. This is because the molecules of the constituents do
not change.
• The constituents of a mixture can be in any ratio.
• The constituents can be separated from a mixture by different methods.
• Mixtures do not have fixed melting and boiling points.
2. Winnowing is a method used to separate chaff from the grains by means
of wind. This method of separation is based on the property that grain is

s
heavier than the dry, scaly chaff (bits of husks). The threshed grain is taken in

es
a winnowing basket and dropped gradually from a height. The grain, being
heavier, falls straight down to the ground. The lighter chaff gets blown away

Pr
by the wind and gets collected in a separate heap away from the grains. For
winnowing, the direction of wind is always the main factor.

ity
3. Sedimentation: Sedimentation is the method in which the heavier particles
rs
of an insoluble solid in a liquid are allowed to settle down. The particles
ve
that settle down forming a layer at the bottom are called sediments. After
sedimentation, decantation is carried out.
ni

Decantation: Decantation is the method by which the liquid is poured out

U

without disturbing the sediments.

ge

4. Water is essential for all organisms on Earth. Water acts as a solvent medium
through which organisms absorb nutrients for growth and survival. Water is
id

called the universal solvent. It is important in the following ways.

br

• W
 ater acts as a medium of transport in our body. Different substances
am

dissolve in it and move throughout the body.

• Our body absorbs nutrients in the dissolved form in water.
C

• Water helps our body to throw out waste in the form of urine and sweat.
• Plants absorb minerals from the soil through water.
• T
 he food prepared in the leaves of plants is distributed to other plant
parts in the form of solution in water.
• Many animals living in water breathe in oxygen dissolved in water.

303
 5. The two types of mixtures are homogeneous mixtures and heterogeneous
mixtures.

Mixtures

Homogeneous Mixtures Heterogeneous Mixtures

Constituents are Constituents are not evenly

uniformly spread and spread throughout the mixture
each part of the mixture and each part of the mixture
has the same property. does not have the same property.

6. Hand-picking: Hand-picking is a method of separating unwanted substances

s
es
from a mixture by picking them carefully with hand. The impurities differ
in shape, size, colour and appearance from the grain, and can be easily seen

Pr
among the grain particles. The quantity of the ingredient to be separated is in
lesser amount.

ity
Sieving: Sieving is a method of separating the constituents of a mixture
rs
having particles of different sizes. The sieve to be used is selected based on
ve
the mixture to be separated. In our homes, a sieve with very fine pores is used
to clean wheat flour (atta). The husk particles (wheat bran) are retained in
ni

the sieve whereas the flour particles pass through it. At building construction
U

sites, a sieve with larger pores is used to separate stones and rocks from fine
sand.
ge

7. Some substances are attracted to a magnet, and are called magnetic

id

substances. In a mixture where one of the components is magnetic in nature

br

and the other is non-magnetic, the components can be separated using a

magnet. For example, iron is magnetic while sand is non-magnetic. So, we
am

can use a magnet to separate iron filings mixed in sand. The iron filings get
attracted to the magnet and stick to it while the sand particles are left behind.
C

III. Long Answer Questions.

1. Water undergoes several cleaning methods before being supplied to our
homes as drinking water. The steps in the purification of water are as follows:
Step 1: At first, the water collected from pond, stream or river is passed
through large screens (a type of filter) to remove large, solid impurities such
as leaves, sticks, insects and pebbles. This process is called screening.
Step 2: Next, the water is allowed to stand. Finer solid impurities that
are heavier than water settle down forming a layer at the bottom. This
is sedimentation. At this stage, alum is added to water to speed up the
sedimentation. This is known as loading. The dissolved particles of alum

304
 help the lighter and finer impurities to settle down. The cleaner water is then
transferred, leaving behind the sediments, by the process of decantation.
Step 3: The water is then passed through sand filters. This is filtration. Sand
filters separate very fine dirt particles from water. Often, a layer of coal is
present above the sand filters.
Step 4: Chlorine is added to water to kill the germs (harmful microorganisms)
present in it. This is called chlorination.
Step 5: The purified water is stored in large tanks.
(For diagram, refer to Fig. 3.14 on page 40 of textbook.)
2. Substances need to be separated from their mixtures for the following
reasons.

s
• T
 o remove undesirable or harmful constituents: Often, food grains such

es
as rice and pulses contain tiny stones or pebbles. These may cause harm
to our body. Therefore, they are removed from the grains before cooking.

Pr
Water is filtered or purified in homes to remove sand, germs and harmful
chemicals. Tea leaves are separated using a strainer while preparing tea.
• T
ity
 o obtain useful constituents: Various useful products such as butter, ghee
rs
and cream are obtained from milk by separation methods. Salt is obtained
ve
from sea water. Petroleum or crude oil is separated into many constituents,
for example, petrol, diesel, kerosene, lubricating oil and asphalt.
ni

• T
 o obtain pure substances: Pure substances are required in laboratories for
U

carrying out experiments. They are also used in the medicine industry.
ge

3. The methods of separation are threshing, winnowing, hand-picking, sieving

and magnetic separation.
id

• Threshing: Threshing is a method carried out after harvesting a crop, by

br

which the grains are separated from the stalks. Threshing is done either
am

manually or with the help of a machine called combine harvester. In

manual threshing, the crop is taken in bundles and beaten against a hard
C

surface, so as to loosen the grains from the husk (the dry outer covering of
seeds) and straw. Sometimes, the harvested stalks are threshed by crushing
these using bullocks. A combine harvester is a large machine that is
designed to perform three tasks—cutting, threshing and cleaning the crop.
Even after threshing, the grains contain dry husk and bits of straw, which
are further separated by the process of winnowing.
• W
 innowing: Winnowing is a method used to separate chaff from the
grains by means of wind. This method of separation is based on the
property that grain is heavier than the dry, scaly chaff (bits of husks). The
threshed grain is taken in a winnowing basket and dropped gradually

305
 from a height. The grain, being heavier, falls straight down to the ground.
The lighter chaff gets blown away by the wind and gets collected in a
separate heap away from the grains. For winnowing, the direction of wind
is always the main factor.
• Hand-picking: Hand-picking is a method of separating unwanted
substances from a mixture by picking them carefully with hand. The
impurities differ in shape, size, colour and appearance from the grain, and
can be easily seen among the grain particles. The quantity of the ingredient
to be separated is in lesser amount.
• Sieving: Sieving is a method of separating the constituents of a mixture
having particles of different sizes. The sieve to be used is selected based
on the mixture to be separated. In our homes, a sieve with very fine

s
pores is used to clean wheat flour (atta). The husk particles (wheat bran)

es
are retained in the sieve whereas the flour particles pass through it. At
building construction sites, a sieve with larger pores is used to separate

Pr
stones and rocks from fine sand.

ity
• Magnetic separation: Some substances are attracted to a magnet, and are
called magnetic substances. In a mixture where one of the components is
rs
magnetic in nature and the other is non-magnetic, the components can
ve
be separated using a magnet. For example, iron is magnetic while sand is
non-magnetic. So, we can use a magnet to separate iron filings mixed in
ni

sand. The iron filings get attracted to the magnet and stick to it while the
U

sand particles are left behind.

ge

Separation of two miscible liquids:

4.
The method of separating two miscible liquids from their mixture is called
id

distillation. A special apparatus like Liebig’s condenser is used for distillation.

br

Different liquids have different boiling points. Once a liquid boils, it starts
am

evaporating. This property of liquids is used in distillation. The mixture is

heated to evaporate one of the liquids in it. The vapours of the liquid which
C

evaporates are then cooled and condensed to obtain pure liquid again.
When hot air or gas condenses, it changes into a liquid as it becomes colder.
Water, petrol and diesel are examples of liquids that are distilled.
(For diagram, see Fig. 3.12 on page 38 of textbook.)
Separation of two immiscible liquids:
Immiscible liquids can be separated easily. For example, in an oil and water
mixture oil forms a separate layer above water. The two can be separated
by using a separating funnel in which there is an opening and stopper at the
bottom. The lower layer is drained out of the opening at the bottom of the
apparatus and is collected in a beaker. The upper layer remains in the funnel.
(For diagram, see Fig. 3.13 on page 39 of textbook.)

306
 Answers

Chapter 4: Fibre to Fabric

Worksheet 1
I. Fill in the blanks.
1. plant 2. jute 3. Coir 4. sericulture
5. ginning
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. Wool and silk 2. Nylon and rayon

ity
3. Stems of plants 4. Coconut plants
rs
5. Black soil and alluvial soil
ve
IV. Unscramble the letters to find the answers.
1. SPINNING 2. WEAVING
ni
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3. SISAL 4. BANGLADESH
5. RETTING
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id

Worksheet 2
br

I. Very Short Answer Questions.

am

1. Spinning is a process in which fibres are twisted to produce continuous

threads.
C

2. Weaving is the process in which two sets of yarn are interlaced at right angles
to form a fabric or cloth.
3. Fibres are of two types—natural fibres and synthetic fibres.
4. The raw cotton is sent to machines called gins for separating the seeds. This
process is called ginning.
5. The major cotton-producing states in India are Gujarat, Maharashtra, Andhra
Pradesh, Telangana, Karnataka and Haryana.
6. There are two types of coir—brown coir (obtained from ripe, brown
coconuts) and white coir (obtained from immature, green coconuts).

307
 7. The process of removing wool from sheep by using special clippers is
called shearing.
8. The fibres obtained artificially by chemical processes are called synthetic fibres.
II. Short Answer Questions.
1. We wear clothes to cover our bodies. Clothes protect our bodies from heat,
cold, dust and insects. They also make us look good. The kind of clothes we
wear varies widely. People wear different kinds of clothes in different regions
of the world. Also, the clothes we wear depend upon the season. We wear
light, cotton clothes in summer and thick, woollen clothes in winter. Clothes
vary according to our daily needs. We wear special dresses for festivals and
celebrations. Some people such as policemen, nurses, pilots and soldiers wear
uniforms at work. School children wear their school uniforms.

s
2. Cotton is the soft, white and fluffy fibre that surrounds the seeds of the

es
cotton plant. It grows inside round, seed-bearing structures called cotton

Pr
bolls. The cotton shrub grows well in warm season, nutrient-rich soil and
needs moderate rainfall. It requires about 6–8 months to mature. Frost

ity
destroys the cotton crop and, therefore, it is grown and harvested avoiding
the winter season. The best soils for cotton are black soil (found in Gujarat,
rs
Maharashtra, Andhra Pradesh) and alluvial soil (found in Punjab, Haryana).
ve
In India, the major cotton-producing states are Gujarat, Maharashtra, Andhra
ni

Pradesh, Telangana, Karnataka and Haryana.

U

3. Step 1: The jute plant grows more than three metres in height. While
harvesting, the stems or stalks are cut off from close to the ground.
ge

Step 2: The stalks are tied together in bundles and soaked in water for about
id

20 days. This process rots the stems, loosening the long strands of jute fibre.
br

The jute fibres are pulled out, washed and dried. This process of separating
fibres from stems is called retting.
am

Step 3: The long, dried jute fibres are tied into bundles and sent to jute mills.
Jute fibres are very strong and do not break easily.
C

Step 4: In the mills, jute fibres are first combed and then spun into yarns.
They are then woven or knitted into sacks, bags, carpets, mats, nets and other
products.
4. Hemp is a plant fibre extracted from the stems of the hemp plant. The
harvested stalks are retted and dried to obtain long, strands of fibre. Hemp
fibres are used in the manufacture of ropes, nets, clothes and paper.
Flax fibres are obtained from the stems of the flax plant. These fibres are
soft, but twice as strong as cotton. These are used to make ropes, high-quality
paper and tea bags. The cloth made by weaving flax is called linen.

308
 Silk cotton is a soft and fluffy plant fibre obtained from the kapok tree. The
kapok tree bears fruits which burst on ripening, exposing the raw silk cotton
fibres. These fibres are lightweight and are used to stuff pillows, cushions and
life jackets.
5. Wool is the fibre obtained from the hair of sheep and some other animals like
rabbit and deer. The process of removing wool from sheep by using special
clippers is called shearing. After shearing, the wool is packed in bales. It is
cleaned and combed by a machine in mills and then separated and spun into
a fibre. This fibre is then woven or knitted to make woollen clothes.
Wool is a fluffy fibre and hence retains air. Since air is a bad conductor of
heat, wool has the property of retaining heat. Woollen clothes do not allow
our body heat to escape and thus keep us warm. Therefore, clothes made

s
from wool are worn in cold weather.

es
Australia is the leading producer of wool in the world, followed by

Pr
New Zealand and China. India is among the top ten wool producers of the
world. Besides clothing, wool is also used to make upholstery, carpets and

ity
felt footwear.
6. Silk is obtained from the cocoon of the silkworm. Silkworms are insects
rs
which feed on the leaves of the mulberry trees. A silkworm secretes a silk
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(raw) thread which it spins around itself. Each silkworm spins a continuous
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thread of up to 800 metres long to make a cocoon. The cocoon is boiled in

water to kill the silkworm. Then the cocoon is unwound to get silk fibre. The
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rearing of silkworm to produce silk is called sericulture. Silk is an expensive

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fibre. Silk was first used and developed in China about 7,000 years ago. From
China it came to India, and then went to the Middle East, Europe and Africa.
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Silk trade was so extensive and important that the major set of trade routes
br

between Europe and Asia became known as the Silk Route. Many people
am

believe that it is not right to use silk, as silkworms are killed in boiling water
to obtain silk.
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7. The fibres obtained artificially by chemical processes are called synthetic

fibres. Nylon, rayon and polyester are common synthetic fibres. They are
made from chemicals that are mainly obtained from petroleum. Clothes made
from synthetic fibres are stronger than the clothes made from natural fibres.
They do not wrinkle easily and dry quickly. But synthetic fibres have less
absorption capacity. Therefore, they do not absorb sweat and as a result, the
fabrics made from these fibres are not suitable for a hot and humid weather.
These fibres are often blended with other natural fibres to obtain better
quality fabrics which have strength and can also breathe and absorb sweat.
Terrycot, terry wool are some examples of synthetic fabrics.

309
 III. Long Answer Questions.
1. Process to make fibres into fabrics:
STEP 1: Fibres are thin strands obtained from either plants or animals.
These are converted into yarns of threads by spinning. Spinning is a process
in which fibres are twisted to produce continuous threads. Traditionally,
spinning was done using a hand spindle (takli) or a spinning wheel (charkha).
Nowadays, this process is done using machines.
STEP 2: The yarn, so obtained, is then made into cloth mainly by two
processes—weaving and knitting. Weaving is the process in which two sets of
yarn are interlaced at right angles to form a fabric or cloth. Weaving is done
on a device called a loom. Some looms are operated by hand while some are
run by electricity. Knitting is the process of interlacing threads or yarns to

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form connected loops. It is done by either long needles or knitting machines.

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2. Plant fibres

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Plant fibres are extensively used by us. Cotton, jute, flax, hemp and coir are
the common plant fibres.

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Plant Fibres
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Fruit Fibres Bast Fibres Leaf Fibres
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Fibres obtained from Fibres obtained Fibres obtained

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fruits of plants. For from stems of from leaves

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example, cotton and plants. For example, of plants. For

coir (coconut fibres). jute, flax and hemp. example, sisal.
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br

Cotton
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Cotton is the soft, white and fluffy fibre that surrounds the seeds of the
cotton plant. It grows inside round, seed-bearing structures called cotton
C

bolls. The cotton shrub grows well in warm season, nutrient-rich soil and
needs moderate rainfall. It requires about 6–8 months to mature. Frost
destroys the cotton crop and, therefore, it is grown and harvested avoiding
the winter season. The best soils for cotton are black soil (found in Gujarat,
Maharashtra, Andhra Pradesh) and alluvial soil (found in Punjab, Haryana).
In India, the major cotton-producing states are Gujarat, Maharashtra, Andhra
Pradesh, Telangana, Karnataka and Haryana.
Jute
Jute is a long and shiny plant fibre obtained from the stem of the jute
plant. The jute crop requires plenty of water for growth and, therefore, it
is cultivated during the monsoon season. It grows best in alluvial soil. The

310
 temperature range of 20 oC to 40 oC is best suited for the crop. After planting,
it takes about four months to mature. India, Bangladesh and China are the
major producers of jute in the world. Jute is also referred to as ‘the golden
fibre’ due to its shine.
Coir
Coir is a plant fibre obtained from coconut plants. It is the coarse and strong
fibrous material found between the hard shell and the outer skin of coconuts.
There are two types of coir—brown coir (obtained from ripe, brown
coconuts) and white coir (obtained from immature, green coconuts). Coir is
used for making doormats, floormats, ropes, brushes and as a filling material
in mattresses, sofas and automobile seats. India and Sri Lanka together
produce about 90% of the world’s total coir.

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3. Animal fibres

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Animal fibres include wool and silk.

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Wool: Wool is the fibre obtained from the hair of sheep and some other
animals like rabbit and deer. The process of removing wool from sheep by

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using special clippers is called shearing. After shearing, the wool is packed in
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bales. It is cleaned and combed by a machine in mills and then separated and
spun into a fibre. This fibre is then woven or knitted to make woollen clothes.
ve

Wool is a fluffy fibre and hence retains air. Since air is a bad conductor of
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heat, wool has the property of retaining heat. Woollen clothes do not allow
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our body heat to escape and thus keep us warm. Therefore, clothes made
from wool are worn in cold weather.
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Australia is the leading producer of wool in the world, followed by New

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Zealand and China. India is among the top ten wool producers of the world.
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Besides clothing, wool is also used to make upholstery, carpets and felt
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footwear.
Silk: Silk is obtained from the cocoon of the silkworm. Silkworms are insects
C

which feed on the leaves of the mulberry trees. A silkworm secretes a silk (raw)
thread which it spins around itself. Each silkworm spins a continuous thread
of up to 800 metres long to make a cocoon. The cocoon is boiled in water to
kill the silkworm. Then the cocoon is unwound to get silk fibre. The rearing of
silkworms to produce silk is called sericulture. Silk is an expensive fibre. Silk
was first used and developed in China about 7,000 years ago. From China it
came to India, and then went to the Middle East, Europe and Africa. Silk trade
was so extensive and important that the major set of trade routes between
Europe and Asia became known as the Silk Route. Many people believe that it
is not right to use silk, as silkworms are killed in boiling water to obtain silk.

311
 Answers

Chapter 5: Sorting Materials into Groups

Worksheet 1
I. Fill in the blanks.
1. Grouping 2. Objects
3. Frosted glass and butter paper 4. solubility
5. magnetic substances
II. State whether the following statements are True or False.

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1. False 2. False 3. True 4. True
5. True

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III. Complete the crossword using the given clues.

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c
1

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2
p n
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3
l i q u i d d
4
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a u e
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s c n
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m t s
a 5
g r o u p i n g
id

r t
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s y
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Worksheet 2
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I. Very Short Answer Questions.

1. Grouping means placing or sorting things together with similar properties.
2. The three states of matter are:
• Solid
• Liquid
• Gas
3. An atom is the smallest indivisible particle of matter.
4. The molecular formulas of water and common salt are H2O and NaCl.

312
 5. Two examples of magnetic materials are:
• Iron.
• Cobalt.
6. The solubility of a substance is its ability to dissolve in a given solvent.
7. The three types of transparency are:
• Transparent
• Translucent
• Opaque
8. Two objects that sink in water are:
• Coin
• Stone

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es
II. Short Answer Questions.
1. Grouping of objects has several benefits. They are:

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• Grouping of objects makes our work convenient and saves our energy.

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• I t saves our time as we can locate them easily. If objects are not grouped, a
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lot of time is wasted in searching for them.
• I t helps us to study the properties of similar objects and helps us
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understand the exceptions better.

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2. Plasma is the fourth state of matter. It is a form of matter in which most of

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the electrons move around freely among the nuclei of atoms. They are not
bound to the nucleus. The properties of plasma differ from those of the other
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states. Plasma is found in electric sparks and in stars.

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3. Element: An element is a substance made of the same type of atoms. Each

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element is represented by a unique symbol. For example, Cu, Al, Fe, H, O and
am

C are the symbols for elements Copper, Aluminium, Iron, Hydrogen, Oxygen
and Carbon, respectively. The smallest particle of an element that exhibits the
same properties is an atom.
C

Compound: A compound is a substance made of different types of elements.

A compound is represented by a formula. For example, H2O is the formula
for water and NaCl for common salt. The smallest particle of a compound
that exhibits the same properties as the compound is a molecule.
4. Roughness: This is the property of a substance to appear uneven/corrugated
or smooth and even, when felt or touched. A silk dress is smooth whereas the
bark of a tree is rough.
Hardness: A material is hard if its shape cannot be changed easily by pressing.
Diamond is the hardest known substance on the Earth. Wood and iron are
the examples of hard materials. Sponge and potter’s clay are soft materials.

313
 Lustre: Lustre means the shine or gloss of a material. Metals, when polished,
display a brilliant lustre. Gold and silver are widely used for making jewellery
because of this property. Lustrous surfaces reflect light and therefore appear
glossy/shiny.
5. Characteristics of states of matter:
Solid:
• Particles are tightly packed within matter.
• It has definite shape and definite volume.
Liquid:
• Particles are less tightly packed than in solids.
• It has definite volume but no definite shape.

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Gas:

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• Particles are loosely packed and move about freely.

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• It has no definite shape or definite volume.
6. Miscible liquids: Liquids that can be mixed in any ratio forming a solution

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are called miscible liquids. For example milk, honey, orange juice and alcohol
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are miscible in water.
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Immiscible liquids: Liquids that do not mix with each other are called
immiscible liquids. For example petrol, kerosene and coconut oil are
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immiscible in water.
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7. Flotation: Flotation is the ability of a substance to float on water. Some

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materials float on water whereas some materials sink. A material which is less
dense than water will float on it. A material which is more dense than water
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sinks in it. Ice floats on water, whereas an iron nail sinks in water.
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III. Long Answer Questions.

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1. Properties of materials for grouping

The process of classification of objects is done based on the similarities and
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differences in their properties. The properties may vary depending on the

nature of classification. We sort them on the basis of colour, shape and size.
Thus, the properties for classification vary for different situations. Objects
around us are made up of different materials. A few examples are given below.
• Books and newspapers are made of paper.
• Kitchen utensils and bathroom taps are made of metal.
• Doors and furniture are made of wood.
• Dresses and bedsheets are made of cloth.
Materials like, paper, wood, metal and cloth have different properties. So,
objects can be grouped on the basis of the material they are made up of.

314
 A material can be used to make many objects. For example, paper is used to
make books, newspapers, paper cups, carry bags and tissue paper. Many a
time, a particular object can be made from different materials. For example,
cups can be made of paper, glass or metal. While making an object, it is
extremely important to choose the material with the desired properties.
2. An atom is the smallest indivisible particle of matter. We cannot see an
atom with naked eyes. When atoms combine together, they form molecules.
For example, an oxygen (O2) molecule is made of 2 atoms of oxygen. On
the other hand, water (H2O) molecule is made of 2 hydrogen atoms and
1 oxygen atom. An element is a substance made of the same type of atoms.
There are 118 different elements known so far. Ninety-eight of these exist
naturally. Rest of the elements are synthetic, that is, they have been developed
in laboratories. Hydrogen, oxygen, nitrogen, carbon, copper, aluminium,

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iron, gold and silver are some common elements. Each element is represented
by a unique symbol. For example, Cu, Al, Fe, H, O and C are the symbols

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for elements Copper, Aluminium, Iron, Hydrogen, Oxygen and Carbon,
respectively. The smallest particle of an element that exhibits the same

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properties is an atom. A compound is a substance made of different types of
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elements. Combined in a fixed ratio, water (H2O) is made of two elements—
hydrogen (H) and oxygen (O). So, water is a compound. Similarly, common
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salt (NaCl) is also a compound as it is made of elements sodium (Na) and

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chlorine (Cl). A compound is represented by a formula. For example, H2O is

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the formula for water and NaCl for common salt. The smallest particle of a
compound that exhibits the same properties as the compound is a molecule.
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For example, the smallest particle of water is a water molecule and not
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hydrogen or oxygen atom. Different materials are made of different elements

and have different arrangement of atoms.
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3. Conduction of Heat:
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Conduction is the ability of a material to allow heat or electricity to flow

through it. Based upon this, materials can be grouped into two types
C

conductors and insulators. Conductors are materials that allow the flow of
heat through them, whereas insulators are materials that do not allow the
flow of heat through them. Most metals are good conductors of heat. Wood,
plastic, air, glass and paper are insulators. The property of conduction is used
for making cooking pans. The body of the pan is made of metal, a conductor.
The handle of the pan is made of wood or tough plastic, which are insulators.
The conducting material makes the food get cooked by heat; the insulating
material enables us to hold the pan.

315
 Conduction of Electricity:
Similar to conduction of heat, certain materials are good conductors of
electricity while others are not. Conductors are materials that conduct
electricity. Insulators are materials that do not conduct electricity. Metals are
good conductors of electricity. Plastic, wood, air, cloth, ceramic and rubber
are insulators. Electricity is supplied to our homes through wires and cables.
These cables have thin metal wires for carrying electricity, covered by plastic
for insulation. Various electrical appliances such as electric kettle, electric
iron, mixer, and washing machine have an outer covering of insulating
material to protect us from electrical shock.
4. Transparency:
Transparency is a property which indicates how much light passes through

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an object. On the basis of this property, materials can be of three types—

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transparent, translucent and opaque.
• Transparent materials are those that allow light to pass through them

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completely, so that the object on the other side can be seen clearly. Clear

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glass, water and air are transparent.
• Translucent materials are those that allow some light to pass through
rs
them, but the object on the other side cannot be seen clearly. Frosted glass
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and butter paper are translucent.
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• Opaque materials are those that do not allow light to pass through them
and the object on the other side cannot be seen at all. Wood and metals
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are examples of opaque materials.

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Windows are often made of glass so that sunlight can reach inside our house.
Laboratory containers are usually made of glass so that we can observe the
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chemical reactions. Bags are made of opaque materials so that the things
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inside these are not visible to others.

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Flotation:
Flotation is the ability of a substance to float on water. Some materials float
C

on water whereas some materials sink. A material will float or sink depending
on its density. Density is defined as the mass per unit volume of a material.
A material which is less dense than water will float on it. A material which is
denser than water sinks in it. Wood, feather, ice and oil float on water. Coin,
stone and iron nail sink in water.

316
 Answers

Chapter 6: Changes Around Us

Worksheet 1
I. 1. IR 2. IR 3. R 4. IR
5. IR
II. 1. True 2. True 3. True 4. True
5. False
III. 1. A catalyst is a substance that increases the rate of a chemical reaction without

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itself undergoing a chemical change.

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2. The mercury thermometer is used to check the body temperature.

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3. This is done to allow for contraction during winters, otherwise the cables
might snap.

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4. This is because iron nails expand in summers and if gaps are not left, the rails
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would expand and bend.
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5. While constructing bridges and large machines, riveting is done to fix metal
plates together. The red-hot rivet is passed through aligned holes. When it
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cools, it contracts and holds plates firmly together.

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IV. 1. Some applications of expansion and contraction are:

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Mercury thermometer: A mercury thermometer contains mercury inside the

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bulb. The mercury expands on getting heated and rises up in the thin capillary
tube, showing the temperature. When temperature drops, the mercury
br

contracts and its level falls.

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Cables at poles: Telephone and electric cables are fixed a little loose at the
poles. This is done to allow for contraction during winters, otherwise the
C

cables might snap.

Riveting: While constructing bridges and large machines, riveting is done to
fix metal plates together. The red-hot rivet is passed through aligned holes.
When it cools, it contracts and holds the plates firmly together.
Fixing iron rim onto wooden wheel: The iron rim is made slightly smaller (of
lesser diameter) than the wooden wheel. When the rim is heated, it expands
and it is slipped over the outer edge of the wheel. On cooling, it contracts and
firmly fits the wheel.

317
 2. A chemical change occurs due to the chemical reaction between reactants.
New substances with different properties are formed.
• Mostly, chemical changes are irreversible in nature.
• As compared to physical changes, chemical changes require more energy.
3. Most materials expand (become bigger) when they are heated and contract
(become smaller) when they are cooled. Though the amount of expansion
or contraction is very little, it plays a significant role in many everyday
applications. When a material is heated, its particles move apart from each
other. The space between the particles increases, causing the material to
expand. When a material is cooled, its particles move closer to each other. The
space between the particles decreases, causing the material to contract. On
heating, gases expand the most and solids expand the least. On cooling, gases

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contract the most and solids contract the least.

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4. A physical change affects only the physical properties of a substance, such as
size, shape and state.

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• In a physical change, the molecules of the substances involved do not

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change. No new substance is formed.
• These changes can be reversible or irreversible.
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• The amount of energy required to carry out a physical change is
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usually small.
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5. Some common causes of physical and chemical changes are:

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• Mixing of two or more substances: A physical change takes place when two
or more substances are mixed. For example, when salt is added to water, it
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forms a solution. Salt can be retrieved from the solution by evaporation of

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water and no new substance is formed. Mixing of two substances can also
br

bring about a chemical change. For example, when lemon juice is added to
aerated drinks, a hissing sound is heard and bubbles of carbon dioxide are
am

seen rising in the mixture. In this case, the two substances react and form
new substances with entirely different properties.
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• Heating and cooling: Heating and cooling can bring about a change in
the physical state of matter. For example, solid changes to liquid and
liquid changes to gas on heating, whereas gas changes to liquid and liquid
changes to solid on cooling. Heating a raw egg to obtain a boiled egg is a
chemical change.
• Effect of moist air: When iron objects are exposed to moist air, a reddish-
brown covering of rust (new substance) is formed on the surface of iron.
This covering corrodes (deteriorates) the iron surface. Silver and copper
articles also corrode when exposed to air. Because of corrosion, a black
coating is formed on silver articles, whereas copper articles get coated
with a green coating.
318
Worksheet 2
I. 1. Freezing 2. Physical changes
3. Evaporation 4. Rusting
5. Riveting
II. 1. mercury 2. physical
3. Matter 4. oxygen
5. irreversible
III. 1-c. corrosion 2-b. chemical change
3-a. to become bigger 4-e. rust
5-d. catalyst
IV. 1. A chemical change occurs due to the chemical reaction between reactants.

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es
• New substance with different properties are formed.
• Mostly, chemical changes are irreversible in nature.

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2. Examples of reversible changes are freezing of water to form ice, melting of
ice cream, evaporation of water (reversed by condensation), folding a cloth

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and squeezing a toothpaste tube. Examples of irreversible changes include
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blooming of flower from bud, curdling of milk, cooking of food, bursting of a
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balloon, growth of a baby and burning of wood.
3. Physical changes are those in which only the form of a substance changes
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but no new substances are formed. Physical changes are usually reversible.
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However, many of them are irreversible. For example, when salt is added
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to water, it forms a solution. Salt can be retrieved from the solution by

evaporation of water and no new substance is formed.
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4. The growth in living organisms is an irreversible change. Growth is a

br

characteristic of living organisms. Plants and animals not only grow in size
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but there are also hundreds of chemical reactions taking place inside their
bodies. For growth and development, living organisms get nourishment from
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the food they eat. Growth cannot be reversed. We cannot become babies
again! Hence, growth in living organisms is an irreversible change.
5. A mercury thermometer contains mercury inside the bulb. The mercury
expands on getting heated and rises up in the thin capillary tube, showing the
temperature. When temperature drops, the mercury contracts and its level falls.
6. Dropping the jar in hot water will help the lid to expand and hence the bottle
can be opened easily.
7. Heating and cooling can bring about a change in the physical state of matter.
For example, solid changes to liquid and liquid changes to gas on heating,
whereas gas changes to liquid and liquid changes to solid on cooling. Heating
a raw egg to obtain a boiled egg is a chemical change.

319
 Answers

Chapter 7: Things Around Us

Worksheet 1
I. Fill in the blanks.
1. biotic and abiotic 2. Insects
3. respiration and digestion 4. cell
5. skin of the Earth
II. State whether the following statements are True or False.

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es
1. True 2. False 3. True 4. True
5. False

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III. Match the following.

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1. d. Oxygen 2. e. Herbivores 3. a. 15–20 years 4. b. Loam
5. c. Animals rs
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Worksheet 2
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I. Very Short Answer Questions.

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1. Food + Oxygen Carbon dioxide + Water + Energy

2. Male mosquitoes live for about 10 days and butterflies live for a month.
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3. A cell is the smallest structural and functional unit of a living organism.

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4. Temperature is a measure of warmth or coldness of a substance or

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environment.
am

5. Soil can be of various types. They are clay, sand, silt and loam.
6. Animals such as crocodiles, snakes, birds, frogs, fish and insects lay eggs.
C

7. The shoot of a plant grows towards light; this is called phototropism.

8. Animals whose body temperature does not change with the outside
temperature are called warm-blooded animals.
II. Short Answer Questions.
1. Metabolism: The constant breaking down of substances in the body for
the release of energy or growth of the body is called metabolism. Some of
the byproducts of these chemical reactions are poisonous and must not be
accumulated in our body.
Excretion: Excretion is the process by which waste products and other non-
useful materials are removed from the body of an organism.

320
 2. Some examples of stimuli and responses are:
a) We withdraw our hand if we accidentally touch a hot kettle or the thorn
of a plant.
b) If any object approaches our eye, we close our eyes at once.
c) The shoot of a plant grows towards light (stimulus). This is called
phototropism.
d) The root grows towards gravity (stimulus). This is called geotropism.
e) Many flowers close (petals fold inward) during sunset and re-open with
sunrise.
3. Living things have a definite lifespan. Organisms are born, they grow to
become adults, gradually turn old and, finally, die. Different organisms have

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different lifespans. For example, bacteria live for about 20 minutes, male

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mosquitoes live for about 10 days, butterflies live for a month, dogs live for
10–14 years, elephants live for 50–80 years and tortoises live for 100–150

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years. The lifespan of plants also varies. The pea plant lives for a season, a
banana plant lives for 15–20 years and the neem tree lives for 150–200 years.

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Some pine trees are known to have lived for more than 2000 years.
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4. Sunlight: Sunlight is essential for all living organisms on the Earth. Green
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plants photosynthesise in the presence of sunlight. All animals depend on
plants for food, either directly or indirectly. Plant-eating animals feed on
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plants. Flesh-eating animals, in turn, eat plant-eating animals. So, sunlight is

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the ultimate source of energy for all living organisms.

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Air: Air is a mixture of several gases. Oxygen and carbon dioxide are
two gases that support life on the Earth. Plants need carbon dioxide for
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preparing their food by photosynthesis. Both plants and animals use oxygen
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for respiration. Carbon dioxide is exhaled by animals. It is also added to

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the environment by burning of fuels. Oxygen is given out by plants during

photosynthesis.
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5. Plants (called producers) manufacture their own food through photosynthesis,

in the presence of sunlight. Herbivores (called primary consumers) feed
on plants. Carnivores (called secondary consumers) feed on herbivores.
Omnivores (called secondary consumers) feed on both plants and other
animals. Scavengers and decomposers feed on dead plants and animals, and
release the nutrients trapped inside the body into the soil. The plants absorb
these nutrients. This helps them to grow and manufacture their own food.
6. Many organisms such as human beings, dogs, butterflies, sunflower plant
and mango tree are multicellular, that is, made up of many cells. Multicellular
organisms have a structural organisation. A group of similar cells form a

321
 tissue. A group of similar tissues performing a specific function form an
organ. A set of organs form an organ system (for example, digestive system,
nervous system and respiratory system). Several organ systems form an
organism.
Cell   Tissue   Organ    Organ System   Organism
7. Species: Species is a group of similar-looking organisms that are capable of
breeding among themselves to produce fertile young ones.
Reproduction: Reproduction is the process by which living organisms
produce new, individual organisms of their own kind. It is a characteristic
feature of all living organisms on the Earth. Different organisms reproduce in
different ways.
III. Long Answer Questions.

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es
1. Living things have some common characteristics which make them alive.
Food and Nutrition: Food is the basic need of all living things. Food gives

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them nutrition and energy to survive. Green plants make their own food by
photosynthesis. Animals and human beings obtain food from plants and other

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animals. rs
Respiration: All living things respire. Respiration is the process by which
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living organisms absorb oxygen from the air and use it to produce energy
from the food they eat. This process takes place in living organisms all
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the time. It occurs within each cell of an organism, combining oxygen and
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glucose, and producing carbon dioxide, water and energy. Plants also respire
to release energy from the food they prepare by photosynthesis.
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Growth and Development: All living things grow in size and show
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development in their structure and behaviour.

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Excretion: Excretion is the process by which waste products and other non-
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useful materials are removed from the body.

Reproduction: This is the process by which living organisms produce new
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individual organisms of their own kind.

Movement and response to stimuli: All animals can move from one place
to another. Plants’ movements take place in the form of growth of the roots
downwards and growth of the stem upwards.
Living things also respond to stimuli.
Definite lifespan: All living things have a definite lifespan.
Structural organisation: All living things are made up of cells. Some organisms
are unicellular while others are multicellular.

322
 2. Most living things move on their own from one place to another. Animals
move in order to find food, water and shelter or to protect themselves from
enemies or to find a safe place for reproduction. Elephants walk, kangaroos
hop, eagles fly, snakes crawl and fish swim. Thus, different animals have
different methods of movement. Plants remain fixed to the soil and do not
move the way animals move. However, they show other forms of movement
such as growth of root downwards into the soil, growth of stem upwards,
blooming of flowers and bursting of seed pods. Living things respond to
stimuli. Stimulus is something that causes a change in the activity, behaviour
or reaction of an organism. Response means the change in activity, behaviour
or reaction of an organism caused due to a stimulus. For example, the touch
is the stimulus for the touch-me-not plant, and the folding of the leaves is the
response.

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es
Given below are some more examples of stimuli and responses:
a) We withdraw our hand if we accidentally touch a hot kettle or the thorn

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of a plant.

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b) If any object approaches our eye, we close our eyes at once.
c) The shoot of a plant grows towards light (stimulus). This is called
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phototropism.
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d) The root grows towards gravity (stimulus). This is called geotropism.

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id
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am
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323
 Answers

Chapter 8: Habitat of the Living

Worksheet 1
I. Fill in the blanks.
1. Aquatic 2. vegetation 3. Prairies 4. biome
5. oceans and seas
II. State whether the following statements are True or False.
1. True 2. False 3. False 4. True

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es
III. Match the following.
1. f. Hydrophytes 2. d. Sahara

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3. a. Store fat in hump 4. c. Contain woodlice

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5. b. Ribbon-like leaves

Worksheet 2
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I. Very Short Answer Questions.
1. Biodiversity or biological diversity is a term that describes the variety of living
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beings on the Earth.
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2. Forests, deserts, aquatic, grasslands and Polar regions are the five major
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habitats.
3. Grasslands are big open spaces in which the vegetation is dominated by a
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nearly continuous cover of grasses.

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4. Plants living in deserts are called xerophytes.

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5. Permafrost is defined as the permanently frozen underlying layer of soil.

6. Starfish, crabs, jellyfish, sea anemones and dolphins are some of the creatures
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found in a marine habitat.

7. The two types of water bodies on the Earth’s surface are fresh water bodies
and salt water bodies.
II. Short Answer Questions.
1. A biome is a region of the Earth’s surface and the particular combination of
climate, plants and animals that are found in it. It includes habitats of various
types of organisms dwelling in that region.
2. Tundra regions lie around the North Pole. Temperatures during the Arctic
winter can fall to –51 °C! The average temperature of the warmest month is
between 10 °C and 0 °C. The soil in the tundra regions is often frozen. Water

324
 is unavailable during most of the year. Animals that live here adapt to the
cold winters and raise their young ones quickly in the very short and cool
summers. It has long days during the growing season, sometimes with 24
hours of daylight, and long nights during the winter. There is little diversity of
species here. The vegetation here is dominated by mosses, grasses and lichens.
Snowy owl, tundra swan, Arctic fox and Polar bear are found in the tundra.
3. Taiga, also known as boreal forest or snow forest, is a biome characterised
by coniferous forests consisting mostly of pines, spruces and larches. Most
of these trees are evergreen. The taiga has cold winters and warm summers.
Some parts of the conifers have a permanently frozen sub layer of soil called
permafrost. Drainage is poor due to the permafrost or due to layers of rocks
just below the soil surface. The soil is acidic and mineral-poor. It is covered by
a deep layer of partially decomposed conifer needles.

s
es
4. Bromeliads are related to the pineapple family. Their thick, waxy leaves form
a bowl shape in the centre for catching rainwater. Some bromeliads can hold

Pr
about 60 litres of water and are miniature ecosystems in themselves providing
homes for several creatures including frogs and their tadpoles, salamanders,

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snails, beetles and mosquito larvae. Those that die decompose and furnish
rs
the plant with nutrients. One bromeliad was found to contain several
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small beetles, crane flies, earwigs, a frog, a cockroach, spiders, fly larvae, a
millipede, a scorpion, woodlice and an earthworm.
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5. Animals living in water are called hydrocoles. Aquatic animals show

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adaptations which help them to survive in water. The body is boat-like in

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shape. Such a shape is termed as streamlined. This shape reduces resistance

while swimming in water.
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6. Deserts are regions on the Earth’s surface which show extreme climatic
br

conditions. They have extreme heat and dryness. They get very little or no
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rainfall. The days in a desert are hot while the nights are very cold. There are
two major types of deserts—hot deserts and cold deserts. Sahara in North
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Africa and Thar in India are examples of deserts.

325
 III. Long Answer Questions.
1. The climate in a tropical rainforest is hot and it receives heavy rainfall. The
tropical rainforest is very thick, and not much sunlight is able to penetrate the
forest floor. However, the plants at the top of the rainforest get 12 hours of
intense sunlight every day throughout the year.
In a rainforest, a large number of trees such as mangroves have special
supporting roots like stilt roots. These roots come out from the trunk and
grow downwards into the soil to hold up plants in the shallow soil.
Due to the thick canopy of large trees, small plants climb on others to reach
the sunlight. A large number of creepers and climbers grow in a rainforest. The
plants in a rainforest have a smooth bark and smooth leaves. Rain falling on
the forests drips down from the leaves and trickles down the tree trunks to the

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ground. The plants have shallow roots to help capture nutrients from the top

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level of the soil.

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Rainforests are tremendously rich in animal life. They are populated with
insects like butterflies, arachnids like spiders, reptiles like snakes, amphibians

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like frogs, birds like parrots and mammals like sloths.

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2. Living organisms cannot live in isolation. All organisms interact and depend
on one another. They are also dependent on the abiotic world for their
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survival. The biodiversity of a region on the Earth depends upon the heat,
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temperature, rainfall and humidity in it. The world has been grouped into
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different biomes. A biome is a region of the Earth’s surface and the particular
combination of climate, plants and animals that are found in it. It includes
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habitats of various types of organisms dwelling in that region.

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br
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326
 Answers
Chapter 9: Plants — Form and Function
Worksheet 1
I. Fill in the blanks.
1. root system 2. flower
3. Water and minerals 4. apex
5. botany
II. State whether the following statements are True or False.
1. False 2. True 3. False 4. True

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5. True

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III. Match the following.

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1. e. Spinach 2. f. Internodes
3. a. Venation 4. b. Onion

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5. c. Grapevine rs
Worksheet 2
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I. Very Short Answer Questions.

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1. The part of the plant that remains in the soil is called the root system.
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2. The root of a plant binds the soil particles together, thus preventing the top
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layer of the soil from being blown or washed away.

3. The stem is a part that grows above the ground and bears branches, leaves,
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flowers, buds and fruits.

br

4. Reproduction and providing nectar which serves as food are the functions of
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a flower.
5. Pollination is of two types.
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• Self pollination
• Cross pollination
6. The nodes are the positions at which leaves and buds are attached to the stem.
7. The part of the plant that grows above the soil is called shoot system.
II. Short Answer Questions.
1. The functions of the root are:
• A
 nchorage of the plant: The root of a plant ‘anchors’ it or fixes it to the
soil. Thus, it enables the plant to stay firmly attached to the soil.
• A
 bsorption of water and minerals: The root absorbs water and minerals
from the soil. These are then drawn upwards by the shoot system. Water
327
 is essential for photosynthesis. Minerals help in the proper growth and
development of the plant.
• P
 revention of soil erosion: The root of a plant binds the soil particles
together, thus preventing the top layer of the soil from being blown or
washed away.
2. The different types of roots are:
Tap root: In a tap root, a single, thick, main root grows from the base of the
stem. This root is generally broad at the top and tapers gradually to become
narrow at the bottom. Smaller branch roots called lateral roots grow from
the main root. Plants with tap roots include carrot, beetroot, turnip, mango,
neem, mustard, sunflower, rose and tulsi.
Fibrous root: In a fibrous root, a number of thin, hair-like roots grow from

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the base of the stem. There is no main root. This type of root appears as a

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cluster of fibres. Plants such as grass, maize, wheat, rice, sugar cane and onion

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have fibrous roots.
3. The leaf has different parts—lamina, petiole, apex, margin, midrib and veins.

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• T
 he flat, broad and green portion of the leaf is called the leaf blade or
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the lamina.
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• The lamina is attached to the stem by a narrow stalk called the petiole.
• The tip of the leaf is called the apex.
ni

• The edge or boundary of the leaf is called the leaf margin.

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4. Leaves of plants give out extra water in the form of water vapour through
ge

stomata. The process of releasing water vapour through the stomata is called
transpiration. This helps plants in cooling down. As water escapes from
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the leaves, more water is absorbed and pulled up through the roots. In this
br

process, minerals, along with water, rise up through the stem.

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5. The arrangement of veins in a leaf is called venation. There are two types of
venation—parallel venation and reticulate venation.
C

Parallel venation: In parallel venation, all the veins run parallel to each other
from the base to the apex of the leaf. Parallel venation is seen in plants such
as rice, wheat, bamboo, sugar cane and onion.
Reticulate venation: In reticulate venation, veins are arranged in the form of a
net-like pattern on the leaf. Reticulate venation is seen in plants such as rose,
peepal, mango, neem and Hibiscus.
6. After pollination, the ovary of the flower grows to form the fruit. The ovules
become the seeds. The seeds are enclosed inside the fruit. The fruit ripens
and the seeds mature gradually. Fruits may contain one seed, few seeds or
many seeds. On getting favourable conditions such as adequate air, water and

328
 sunlight, a mature seed develops into a small, new plant. Thus, seeds are the
reproductive units of plants.
III. Long Answer Questions.
1. A flower has different parts arranged in whorls or rings. The parts of a flower
are given below:
• The stalk which attaches the flower to the stem is called the pedicel.
• T
 he tip of the pedicel is swollen and is called the thalamus. The thalamus,
at its top, bears the whorls of the flower.
• T
 he first or outermost whorl of the flower is called the calyx, which consists
of the sepals. Sepals are green, leaf-like parts that are located at the base of
the flower. These protect the flower during the bud stage and while it blooms.

s
• T
 he second whorl of the flower is called the corolla, which consists of the

es
petals. It is the most attractive part of a flower. Mostly, petals are brightly
coloured to attract insects.

Pr
• T
 he third whorl of the flower consists of the stamens. Stamens are the

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male reproductive structures of a flower. Each stamen has a thin stalk
called the filament and a lobed structure at its tip, called the anther. The
rs
anther contains fine, powdery substance called the pollen or pollen grains.
ve
• T
 he fourth or innermost whorl of the flower consists of the carpel or pistil.
The carpel is the female reproductive structure of a flower. The carpel has
ni

three parts—the swollen part at the base called the ovary, the thin stalk
U

called the style and the thickened top part called the stigma. Inside the
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ovary, there are tiny structures called ovules, which later develop into seeds.
2. The pollen grains present in the anther must be transferred to the stigma of
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the flower. Only then the ovary will develop into a fruit and the ovules will
br

form the seeds. The transfer of pollen grains from the anther to the stigma of
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the flower is called pollination.

Pollination can be of two types:
C

Self pollination: transfer of pollen grains occurring in the same flower or

a) 
between the flowers of the same plant
Cross pollination: transfer of pollen grains between flowers on different
b) 
plants of the same species
Pollination mainly occurs by wind, insects, birds and bats. In aquatic plants,
pollination is done by water. The bright colour of petals and fruity smell of
flowers attract the insects. When insects sit on the flower to feed on nectar,
their bodies brush against the powdery pollen. Some pollen grains stick to
their bodies. When they visit another flower, the pollen grains are deposited
on the stigmas, thus enabling pollination. Thus, insects are considered very
important for pollination.
329
 Answers

Chapter 10: Animals — Form and Movement

Worksheet 1
I. Fill in the blanks.
1. tendons 2. joint 3. vertebrates 4. Femur
5. triangular
II. State whether the following statements are True or False.
1. False 2. False 3. True 4. False

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es
5. True
III. Match the following.

Pr
1. e. moist skin 2. d. mucus 3. c. vertebrates 4. a. spiral shell

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5. b. invertebrates
IV. Arrange the jumbled words.
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a) LEATHER b) CARTILAGE
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c) PELVIS d) VERTEBRATES
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e) TENDONS
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Worksheet 2
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I. Very Short Answer Questions.

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1. Femur is the longest and strongest bone in our body. It is the thigh bone. It
br

bears most of the body weight while running, walking or jumping.

am

2. Cockroaches have three pairs of legs and one pair of antennae.

3. Muscles are attached to bones by strong, white, connective tissue called
C

tendons.
4. Examples of vertebrates are cats, fishes and snakes. Examples of invertebrates
are worms, crabs and snails.
5. A joint is a place where two or more bones meet.
6. X-rays were discovered by Wilhelm Roengten, a German physicist, in the
year 1895.
7. On an average, the bone marrow produces 500 billion blood cells in a day.
8. A tough and flexible tissue that connects bone to bone at a joint is known
as ligament.

330
II. Short Answer Questions.
1. Fish have the following features that help them in movement.
i. Bodies of fish have a streamlined shape—narrow at the ends and broader
in the middle. This shape minimises the resistance to flowing water and
enables them to move smoothly and quickly through water.
ii. Fins are membrane-like body parts of fish. They help fish in moving
forward, changing direction and balancing the body in water. The tail is
also a fin (caudal fin) and it is the only fin that is directly connected to the
spine. The wave-like motion of the tail fin pushes the body of fish forward
through water. The number of fins differs from species to species.
iii. Many fish have a tube-shaped swim bladder or air bladder. This air-filled
bladder helps them to stay afloat and adjust the depth under water.

s
es
iv. Bodies of most fish are externally covered with a layer of slimy mucus,
which reduces friction and aids in swimming.

Pr
2. Vertebrates: Vertebrates are animals that have a backbone or vertebral column.
These animals have many bones attached together to form a framework called

ity
the skeleton (endoskeleton). The point where two bones are fitted together is
rs
called a joint. In vertebrates, there is a skull that protects the brain. The bones
ve
and joints enable movement in vertebrates. Examples of vertebrates include
human beings, dogs, cats, lions, fishes, crocodiles, snakes and birds.
ni

Invertebrates: Invertebrates are animals that have no backbone or vertebral

U

column. These animals do not have any internal skeleton made of bones.
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Invertebrates show movement because of other specialised structures.

Examples of invertebrates include insects, worms, crabs, snails, octopuses
id

and starfish.
br

3. Movement in Snail
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A snail is an invertebrate that has a spiral shell into which its whole body can
be withdrawn. The shell is also called its exoskeleton and protects the snail
C

from harsh weather conditions and from predators. Snails move at extremely
low speeds, on an average 1 mm per second. The body of snails release a
slimy substance called mucus, which enables them to move on rough, sharp
surfaces without the risk of injury. The body of a snail is soft and muscular, at
the bottom of which there is an organ called the foot. On the top of its head,
there are one or two pairs of tentacles. Its eyes are located on the tentacles.
Snails move with the help of the muscular foot. The muscles in the foot
expand and contract repeatedly to produce wave-like motion, which pushes
the body forward. The foot produces slimy mucus which forms a smooth
layer on the surface, thus lowering the friction.

331
 4. The different types of joints in human body are:
Ball and socket joint: A round, ball like end of a moving bone fits into a cup-
shaped socket of another bone such that the bone can move in all directions.
Examples: Hip joint and shoulder joint
Pivot joint: In this type of joint, a moving bone rotates within a ring formed
by another bone.
Example: Neck joint (joint between the skull and the first vertebra)
Hinge joint: In hinge joint, the movement of bone takes place back and forth,
just like the hinges of a door.
Examples: Elbow joint and knee joint
Gliding joint: In this type of joint, bones meet at nearly flat surfaces, such that

s
they glide or slide past one another.

es
Examples: Wrist joint and ankle joint

Pr
5. Ligaments:
A tough and flexible tissue that connects bone to bone at a joint is called a

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ligaments. Ligaments maintain the stability of joints during movement.
rs
Tendons:
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Muscles are attached to bones by strong, white, connective tissue called
atendons. Tendons are similar in structure to ligaments. However, tendons
ni

bind muscles to bones whereas ligaments bind bones to bones. Movement of

U

a bone at a joint is possible because of the connected muscles, tendons and

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ligaments
6. Human beings have an advanced skeleton, which performs the following
id

functions:
br

• The skeleton shape and support to the body.

am

• T
 he skeleton protects the delicate, internal organs such as the brain, heart
and lungs.
C

• T
 he bones of the skeleton, along with the muscles, enable movement of
the various body parts.
• T
 he interior of bones contain a substance called the bone marrow, which
produces new blood cells. On an average, the bone marrow produces 500
billion blood cells in a day.
7. X-rays were discovered by Wilhelm Roengten, a German physicist, in the year
1895. X-rays are a kind of radiation that travels in the form of waves. Using
X-rays, we can obtain the pictures of the inside of our body. Different tissues
in our body absorb different amount of radiation. That is why the pictures or
images are obtained in shades of black and white. Besides detecting fractures,
X-rays are also used to check for other medical conditions, such as cancer.
332
 8. Movement in bird:
Birds are vertebrates with distinct features such as feathers and beaks. They
have two legs to walk, hop or run and two wings to fly. Though most birds
can fly, some are flightless such as penguin, ostrich, emu and kiwi. Birds have
streamlined bodies, which minimises air resistance. Birds have a lightweight,
yet strong skeleton.
The bones of birds are hollow and filled with air. This bone structure helps the
birds in two ways—it makes their bodies lighter and it supplies oxygen needed
to lift their bodies for flight. While flapping the wings, birds make use of their
large and strong flight muscles. Flapping of wings has two stages—upstroke
(wings lifted upwards) and downstroke (wings brought downward). Repeated
upstroke and downstroke gives their body the required lift and speed.

s
III. Long Answer Questions.

es
1. Parts of the human skeleton are as follows:

Pr
Skull: The skull protects the brain and is made up of 22 bones. All the
bones in the skull are fixed and immovable except the lower jaw bone.

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The movement of the lower jaw allows us to open and close our mouth for
rs
chewing food and talking.
ve
Rib cage: It is the enclosure of bones located in the chest region. It is made
up of curved bones. There are 12 pairs of ribs (24 bones) in an adult. The rib
ni

cage protects the heart and lungs.

U

Vertebral column: It is a curved and flexible series of bones, extending from

ge

the neck to the lower back. It is also called the backbone or spine. There
are 33 individual bones or vertebrae in it. The vertebral column helps us to
id

straighten, bend or turn our back. It encloses and protects the spinal cord
br

(part of nervous system and connects body parts to the brain).

am

Pelvis (hip): It is the large bony frame near the base of the spine to which the
hindlimbs or legs are attached.
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Femur: It is the thigh bone. Femur is the longest and strongest bone in our
body. It bears most of the body weight while running, walking or jumping.
2. Movement in Cockroach
Cockroaches are invertebrates. A cockroach’s body has three regions—head,
thorax and abdomen. It has three pairs of legs and one pair of antennae. Its

333
 body is covered with a hard, scaly layer called the exoskeleton. The antennae
are highly sensitive to smell and touch. A cockroach has two pairs of wings
which help them to fly short distances.
The legs of a cockroach are long and enable them to walk, run or climb very
fast. The legs have short, thin spikes that detect even the slightest movement in
air. A cockroach walks in a triangular pattern, forwarding three legs at a time.
(For diagram, see Fig. 10.7 on page 124 of textbook.)
3. Movement in earthworm:
An earthworm is an invertebrate, which has a tube-shaped body. Its body
is made up of thin ring-like parts called segments. The earthworm’s skin
releases a thick, slippery liquid which helps keep the skin moist and also
makes it easier to move through underground burrows. Each segment of an

s
earthworm has numerous, tiny, bristle-like hairs called setae, which help them

es
in gripping the soil while moving.

Pr
An earthworm moves using two sets of muscles—one set that is present in
each segment and the other set that runs along the length of its body. It moves

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by repeated contractions and expansions of the muscles. When the segment
muscles contract, its body stretches and becomes thinner. It fixes the front
rs
part of its body to the soil. Next, the length-wise muscles contract and its
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body becomes shorter and wider. It releases the front part of its body, and
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fixes the rear part, thus pulling the body forward.

U
ge
id
br
am
C

334
 Answers

Chapter 11: Measurement and Motion

Worksheet 1
I. Fill in the blanks.
1. Measurement 2. arm span 3. second(s) 4. rotational
5. rectilinear motion
II. State whether the following statements are True or False.
1. True 2. False 3. False 4. True

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es
5. True
III. Match the following.

Pr
1. 1/1000 m 2. 100 kg

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3. 0.9144 metre 4. Rotational motion
5. Curvilinear motion rs
IV. Unscramble the letters to find the answers.
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1. RACE 2. SECOND 3. LENGTH 4. PERIODIC

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5. OSCILLATORY
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Worksheet 2
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I. Very Short Answer Questions.

id

1. A unit is a fixed quantity that is used as a standard of measurement.

br

2. Various non-standard units of measurement are cubit, handspan, arm span,

am

footspan and pace (or stride).

3. A footspan is the length between the tip of the big toe and the heel.
C

4. Nanometre (symbol: nm) is a unit of length that is one-billionth of a metre. It

is 1/1000000000 fraction of metre.
5. The dashboard of the car has an instrument that shows the distance travelled.
This instrument is known as odometer.
6. The measuring tape, ruler and metre scale are the common tools for
measuring length.
7. An object is said to be in motion if it changes its position with respect to its
surroundings in a given time.
8. A motion that does not repeat itself at regular intervals of time is called non-
periodic motion.

335
 II. Short Answer Questions.
1. Measurement is a part of our daily life. When we read a clock, we measure
time. When we buy vegetables, we measure weight. When we travel from
one place to another, we measure the distance, that is, the length of the path
travelled. Most commonly, we measure length, weight, capacity, time and
temperature.
2. Measurement of length is important for calculating distances between
two points. Lengths can be measured by tools such as a ruler, a measuring
tape and a metre scale. The common units for measuring length are metre,
centimetre, millimetre, inch and foot.
3. International System of Units, also called SI Units. SI stands for ‘Système
international d’unitès in French. The units are used in most parts of the world.

s
es
S.No Physical Quantity SI Unit and Symbol
1. Length Metre (m)

Pr
2. Mass Kilogram (kg)

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3. Time Second (s)
4. Length is the measurement of an object from end-to-end. Length, breadth and
rs
height of a room are all lengths that we measure. While measuring the length
ve

of an object using a ruler, we must keep the following points in mind.

ni

• Place the ruler exactly along the length of the object to be measured.
U

• I n case the edge of the ruler is broken or worn out, and the 0-mark cannot
be seen properly, place the object in line with any other clear mark.
ge

Subtract the two readings.

id

Length of the object = End reading – Initial reading

br

5. The lengths of curved lines can be measured by:

am

• using a thread
• using a divider
C

6. Motion can be classified into various types—

• Translatory motion
• Rotational motion
• Oscillatory motion
• Periodic and non-periodic motion
• Random motion
• Multiple motion

336
 7. The motion in which an object moves about a fixed axis without any change
in its radius is called rotational motion. In this motion, different parts of
the object move through different distances in the same duration of time.
Examples of rotational motion are:
• a spinning top or potter’s wheel
• planet Earth rotating on its axis
• a moving fan or windmill
• a merry-go-round rotating
III. Long Answer Questions.
1. Human beings always needed to travel or to go from one place to another in
search of food and shelter. The earliest humans to travel was by foot. Early

s
humans used to walk for days and months to reach a place. Gradually they

es
started using animals for transport. Horses, oxen, donkeys and camels were
domesticated and used for carrying load.

Pr
The wheel was invented around 3500 bce in present-day Iraq. The earliest

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wheels were made of solid wood, without spokes. However, these wheels
were not used for transport, but mostly as the potter’s wheel. It was only
rs
300 years later that wheels began to be used in wagons and chariots. These
ve
vehicles were pulled by animals.
Water transport began with the invention of sailing boats in Egypt, which
ni

were made of bundles of long leaves tied together that would float on water.
U

Wooden boats came to be used later. These boats were carved out of huge
ge

logs of wood. Egyptians used wooden ships for trade by the sea.
This went on for centuries, with gradual improvements in the designs
id

of ships, chariots and wagons. These vehicles carried goods as well as

br

passengers. Then in 1783, the hot-air balloon was invented.

am

Travel was made much faster with the introduction of railways. Rails made of
iron were laid for this, as people realised that wheels rolling on rails require
C

much lesser energy to move. Then, a revolution happened in the 1760s and
1770s when the steam engine was developed by James Watt, a Scottish
inventor and engineer. In the 1800s, the railways became quite widespread.
Around the same time, steam ships improved the way of water transport.
Between 1817 and 1819, the earliest bicycles were invented and were used
practically. Soon after this, the motorbikes and cars were developed. Early
attempts for air transport were unsuccessful, leading to serious injuries and
death of people. The first successful airplane was made around 1910
in Britain.

337
 2. The length of curved lines, for example, the length of boundary of a leaf or
the circumference of a cylindrical bottle, cannot be measured directly using a
ruler. There are two methods to find these measurements.
• Using a thread.
• Using a divider.
Using a thread: Suppose we want to measure the length of the given curved
line AB. Tie a knot at one end of the thread (Note: the thread should be
non-stretchable). Place the knot at point A. Take the thread along a small
part of the curved line. Keeping that part pressed with your fingers, carefully
straighten the thread along another small part of the line. Keep moving
along the line till you reach point B. Make a marking on the thread where it
coincides with point B. Using a ruler, measure the length of the thread from the

s
initial knot to the final marking. This gives the length of the curved line AB.

es
(For diagram, see Fig. 11.6 on page 141 of textbook.)

Pr
Using a divider: A divider is an instrument with two straight, pointed legs,
which is used for marking and measuring lengths. Suppose we are given a

ity
curved line PQ whose length is to be measured. Open out the divider such
that there is a small distance between the legs, say 1 cm or 2 cm. Adjust or fix
rs
this distance by placing the divider against a ruler. Place one leg of the divider
ve
on point X and the other leg on the line. Next, turn the divider and place the
first leg on the line. Keep moving along the line by placing the first leg and
ni

the second leg alternately on the line. Count the number of leaps required to
U

reach point Q.
ge

(For diagram, see Fig. 11.17 on page 142 of textbook.)

3. Motion can be classified into various types:
id

Translatory motion: The motion in which all the parts of an object move
br

through the same distance in same time is called translatory motion.

am

Translatory motion is of two types—rectilinear motion and curvilinear

motion. When an object moves along a straight line, it is said to be in
C

rectilinear motion. An apple falling down from a tree, a vehicle running on a

straight road, soldiers marching in a parade and a bullet shot from a gun are
examples of rectilinear motion.
When an object moves along a curved path, it is said to be in curvilinear
motion. A train moving along a curved track, a ball thrown at an angle and a
stone tied to a string and circled around are examples of curvilinear motion.
Rotational motion: The motion in which an object moves about a fixed axis
without any change in its radius is called rotational motion. In this motion,
different parts of the object move through different distances in the same
duration of time.

338
 Examples of rotational motion are:
• a spinning top or potter’s wheel
• planet Earth rotating on its axis
Oscillatory motion: When an object moves to-and-fro or back-and-forth
about a fixed point, it is said to be in oscillatory motion. Motions of a swing
and the pendulum of a clock are examples of oscillatory motion. When the
string of a guitar is plucked, it moves to-and-fro very rapidly.
Similarly, when a drum is struck, its membrane moves back-and-forth very
fast. Such motions are called vibratory motion.
Periodic and non-periodic motion: A motion that repeats itself after regular
intervals of time is called periodic motion. Examples of periodic motion are
swinging of a pendulum, motion of the hands of a clock, the rotation of

s
es
the Earth (rotation completes in every 24 hours) and revolution of the Earth
around the Sun (it takes 365¼ days).

Pr
A motion that does not repeat itself at regular intervals of time is called
non-periodic motion. Examples of non-periodic motion are kite flying in the

ity
sky, hitting of tennis ball by a player and the beating of our heart (heart beats
rs
faster when we exercise or run; it beats slower when we sleep).
ve
Random motion: A motion is said to be random when the direction and
speed of the object keep changing. A bird flying in the sky, a honeybee
ni

buzzing around in the park, the motion of a ball in a football match, the
U

flying of a dandelion seed in air and the waving of a flag are examples of
ge

random motion.
Multiple motion: Many a time, more than one type of motion can be seen in
id

an object. Such objects show multiple motions. A few examples of multiple

br

motions are given as follows:

am

• M
 otion of a bicycle: The wheels of a bicycle show rotational motion, and
the bicycle as a whole shows translatory motion.
C

• Motion of a swinging pendulum: The motion is oscillatory and periodic.

339
 Answers

Chapter 12: Fun with Magnets

Worksheet 1
I. Fill in the blanks.
1. poles 2. Opposite 3. North-South 4. Repulsion
5. Lodestone or magnetite
II. State whether the following statements are True or False.
1. False 2. False 3. False 4. True

s
es
5. True
III. Match the following.

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1. c. Iron 2. e. Paper 3. f. N-S poles 4. b. S-S poles

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5. a. Bar magnet

Worksheet 2
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I. Very Short Answer Questions.
1. A magnet is a piece of material that is able to attract certain substances such
ni

as iron, cobalt and nickel towards itself. This property of magnets is called
U

magnetism.
ge

2. Substances that are attracted towards a magnet are called magnetic substances.
3. Substances that are not attracted by a magnet are said to be non-magnetic
id

substances.
br

4. One of the two regions of a magnet where the magnetic power is the
am

strongest.
5. A small instrument having a freely-rotating magnetised needle pivoted at its
C

centre that indicates the direction of the Earth’s magnetic poles.

6. Iron, cobalt, nickel and many iron-containing alloys are some examples of
magnetic substances.
7. Wood, paper, glass and plastic are a few examples of non-magnetic substances.
8. North Pole and South Pole are the two poles of a magnet.
II. Short Answer Questions.
1. Natural Magnet: Lodestone or magnetite is a naturally-occurring magnet or a
natural magnet.
Artificial Magnet: Artificial magnets are made from magnetic materials by
artificial means. Artificial magnets are made into various shapes and sizes
such as bar, ring, U-shaped, horseshoe, circular and cylindrical.
340
 2. Every magnet has two poles—the North Pole (N) and the South Pole (S). The
poles are the regions of a magnet where its magnetic power is the strongest.
Example: If you take a bar magnet and roll it over some iron pins, you will
find that maximum number of pins get attracted to its two ends, which are its
poles. Thus, in a bar magnet, the poles are located at its two ends.
3. Each of the two pieces will become two individual magnets, each with two
poles—North and South. The magnetic poles cannot be isolated from each
other. If the two pieces are further split into smaller pieces, each piece will
become a separate, smaller magnet.
4. When a magnet is brought close to another magnet, either of these two
situations arise:
a. The magnets move closer to each other, or they are said to attract each

s
other (attraction).

es
b. The magnets move away from each other, or they are said to repel each
other (repulsion).

Pr
5. A freely suspended magnet always comes to rest in the North-South direction.
The end of the magnet that points towards the geographic north is called the

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north-seeking pole or simply the North Pole of the magnet. The end of the
rs
magnet that points towards the geographic south is called the south-seeking
ve
pole or simply the South Pole of the magnet.
6. A magnetic compass is a small instrument having a freely-rotating magnetised
ni

needle pivoted at its centre that indicates the direction of the Earth’s magnetic
U

poles. The dial of the compass has different directions marked on it. For
ge

finding directions, the compass is first kept on a flat, horizontal surface. It is

rotated slowly till the North Pole of the magnetised needle coincides with the
id

north marked on the dial. In this position, the various directions marked on
br

the dial indicate the geographic directions.

7. Some magnets are permanent while some are temporary. Permanent magnets
am

retain their magnetism for a long time, whereas temporary magnets retain
their magnetism for a short duration. Magnets are also made using electric
C

current. Such magnets are termed as electromagnets.

III. Long Answer Questions.
1. Discovery of magnets
The discovery of magnets dates back to around 4000 years ago. According
to the most popular legend, magnet was discovered accidentally by an elderly
Greek shepherd named Magnes. It is said that once he was herding his sheep
in the mountains of Magnesia (a place in Northern Greece). Suddenly, he
noticed that the nails of his shoes and the metal tip of his staff got attached to
the huge, black rock of the mountain. To detach his stick from the stone, he
had to pull hard. The Greeks realised that the rock had this strange property
of attraction and named it ‘magnetite’.
341
 It was found that a piece of this rock, when suspended freely, pointed itself in
a certain direction. Therefore, it came to be used for finding directions. Due
to this property it was called lodestone, which means ‘leading stone’.
2. Earth behaves as a huge magnet
Our Earth behaves like a huge bar magnet. The South Pole of this huge
magnet lies close to the Earth’s geographic North Pole and the North Pole of
this magnet lies close to the Earth’s geographic South Pole.
When you freely suspend a magnet, its North Pole is attracted by the
magnetic South Pole of Earth. So, it actually points towards the magnetic
South Pole of the Earth, which is the geographic North Pole. In the same way,
the South Pole of the freely suspended magnet is attracted by the magnetic
North Pole of the Earth, which is the geographic South Pole.
The Earth’s magnetism is caused by the hot, liquid iron present deep under its

s
es
surface.
3. Care of magnets

Pr
Magnets should be used and stored with care, otherwise they may lose their
magnetic properties. In other words, they may get demagnetised. One should

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remember the following points while handling magnets.
rs
a. A magnet should never be hammered with any hard object, else it will get
ve
demagnetised.
b. A magnet might lose its magnetism if it falls from a height.
ni

c. Heating a magnet can also demagnetise it.

U

d. Improper storage of magnets may weaken their magnetic properties.

To prevent this, keepers are used to store magnets. Keepers are pieces
ge

of iron that are placed across the poles of a magnet to help preserve its
id

magnetism. A horseshoe magnet needs only one keeper. Bar magnets are
br

stored in pairs with two keepers.

4. Uses of magnets
am

Magnets are widely used in the following ways:

a. Magnets are used in cranes to separate and lift iron and steel objects from
C

scrap heaps.
b. They are used in the construction of electrical motors and generators.
Motors are used in fans, pumps, mixer-grinders and many other appliances.
c. They are an important component in speakers, headphones and microphones.
d. Magnets (electromagnets) are used in electric bells.
e. Magnets are used in hard disks and compact discs to store data.
f. They are used in credit cards, ATM cards and other swipe cards. The
reverse side of these cards has a black stripe or band. This stripe is made
up of tiny magnetic particles and stores information.
g. MRI (Magnetic Resonance Imaging) scanning is a medical technique used
to form images of the body.
342
 Answers

Chapter 13: Rain, Thunder and Lightning

Worksheet 1
I. Fill in the blanks.
1. Antarctica 2. Water vapour 3. transpiration 4. thunder
5. Coastal areas and marshy areas
II. State whether the following statements are True or False.
1. False 2. True 3. False 4. True

s
es
5. False
III. Match the following.

Pr
1. Deposition 2. 0 oC 3. Hailstones 4. Evaporation

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5. 100 oC
IV. Unscramble the letters to find the answers.
rs
1. STEAM 2. GROUNDWATER
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3. TRANSPIRATION 4. CLOUD
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5. INVISIBLE
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Worksheet 2
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I. Very Short Answer Questions.

id

1. Only 2% of the water on Earth exists as glaciers in the form of ice.

br

2. The three states of water are:

am

• Solid
• Liquid
C

• Gas
3. Thunder is the sound caused by lightning.
4. Huge deposits of snow gathered in layers throughout the year give rise
to glaciers.
5. The different forms of ice are:
• Snow
• Hailstones
• Frost

343
 6. The process in which a liquid changes into gas is called vaporisation.
7. The water vapour cools down and condenses on dust particles present in the
atmosphere to form tiny water called droplets.
8. Water vapour is formed when water either evaporates or boils.
II. Short Answer Questions.
1. Water on the Earth exists in three states—solid, liquid and gas. Ice is the
solid state of water formed when water freezes. Snow, hailstone and frost
are different forms of ice. In very cold places, the water of rivers and lakes
becomes frozen and changes into ice. Water vapour is the gaseous state of
water. It is formed when water either evaporates or boils. Water vapour is
invisible. When water vapour is formed by boiling water, it is called steam.
2. Refer textbook for the diagram.

s
es
3. The process in which a solid directly changes into gas without passing
through the liquid stage is called sublimation. Common substances such as

Pr
naphthalene balls and solid air fresheners undergo sublimation. The reverse
of sublimation is deposition, in which a gas directly converts into solid. A

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familiar example of deposition is seen in oil lamps, where soot is formed on
rs
the sides of lamps from hot vapours by deposition.
ve
4. The water cycle is a continuous cycle by which water circulates between
the Earth’s oceans, atmosphere and land. It involves various processes such
ni

as evaporation, condensation, precipitation and transpiration. All these

U

processes form a continuous cycle called water cycle.

ge

5. Crystal is a small piece formed when a substance turns into a solid and has
particles arranged in a regular pattern.
id

Precipitation refers to any form of water such as rain, snow, sleet or

br

hail, which falls to the Earth’s surface from the atmosphere. It is through
am

precipitation that fresh water comes to the Earth.

6. The effects of lightning are:
C

• Lightning strikes can be dangerous.

• T
 hey can cause objects to catch fire because of the tremendous heat
generated during the process.
• L
 ightning can cause heavy damage to trees, buildings, electrical and
telephone lines and also humans.
III. Long Answer Questions.
1. Interconversion of states of water:
The three states of water can be changed from one form to another. These are
discussed below.

344
 • Melting: The process in which ice changes into water is called melting.
Melting of a substance takes place when it absorbs heat. Melting takes
place at a particular temperature, which is called its melting point. For
example, Ice melts at 0 ˚C.
• F
 reezing: The process in which water changes into ice is called freezing. It is
the reverse of melting. Freezing also takes place at a particular temperature,
called the freezing point. The freezing point of water is 0 ˚C.
• Vaporisation: The process in which water changes into water vapour is
called vaporisation. This occurs in two ways—evaporation and boiling.
Evaporation is a type of vaporisation that occurs at a slow rate from the
surface of the liquid at a low temperature. On the other hand, boiling is
a type of vaporisation that occurs rapidly throughout the liquid at a high

s
temperature. Boiling of a liquid takes place at a particular temperature

es
called the boiling point. The boiling point of water is 100 ˚C.

Pr
• Condensation: The process in which water vapour changes into water is
called condensation. It is the reverse of evaporation. Water vapour changes

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to liquid water or condenses when it comes into contact with a cold
surface. rs
(Refer to textbook for diagram.)
ve
2. The Water Cycle:
ni

The water cycle is a continuous cycle by which water circulates between the
U

Earth’s oceans, atmosphere and land. It involves various processes such as

evaporation, condensation, precipitation and transpiration.
ge

• D
 ue to the heat of the Sun, water evaporates continuously from various
id

water bodies such as oceans, seas, rivers, lakes, ponds and streams and
br

forms water vapour. Plants also release huge amounts of water vapour
in the air through transpiration. The water vapour, being lighter, rises up
am

in the atmosphere. Higher up in the atmosphere, the air starts becoming

cooler. As a result, the water vapour cools down and condenses on dust
C

particles present in the atmosphere to form tiny water droplets.

• M
 any tiny water droplets combine together to form a cloud. If the air is
very cold, the cloud is made up of tiny ice crystals. Gradually, the tiny
water droplets stick together and form bigger drops. When the clouds
become too heavy and cannot hold the water drops, these drops fall to the
Earth’s surface as rain. This is called precipitation.

345
 • P
 recipitation refers to any form of water such as rain, snow, sleet or
hail, which falls to the Earth’s surface from the atmosphere. It is through
precipitation that fresh water comes to the Earth. Sometimes, while
passing through the atmosphere, liquid rain comes in contact with very
cold air, and freezes on the way. It then falls as snow, sleet or hail.
• T
 he rainwater runs off over land and fills the ponds, lakes, rivers and
oceans. This way the evaporated water comes back to the Earth. Some
rainwater falls to the land and flows beneath the Earth’s surface through
tiny pores in the soil. This is called percolation. This water goes deep
down into the soil and collects as groundwater. Groundwater is drawn out
using wells and electrical pumps.
• H
 uge deposits of snow gathered in layers throughout the year give rise

s
to glaciers. Glaciers melt and the water flows into rivers and streams.

es
This water evaporates again to form clouds. All these processes form a
continuous cycle, that is, the water cycle.

Pr
(Refer to textbook for diagram.)

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3. Thunder and lightning
Many times, heavy rain accompanied with strong winds give rise to
rs
thunderstorms or thundershowers. Thunderstorms are characterised by
ve
thunder and lightning.
ni

• T
 hunder is the sound caused by lightning. Lightning is the sudden flow
U

of electric charges (electricity) between clouds or between a cloud and the

ground.
ge

• D
 uring lightning, a bright flash of light is seen and a sound in the form
id

of thunder is heard. We see the lightning flash first and hear the sound of
br

thunder a few seconds later. This is because light travels faster than sound
through air.
am

• L
 ightning strikes can be dangerous. They can cause objects to catch fire
because of the tremendous heat generated during the process. Lightning
C

can cause heavy damage to trees, buildings, electrical and telephone lines
and also humans.
Precautions during a thunderstorm:
• I f a thunderstorm is forecasted by the weather department, do not go
outdoors. Stay inside an enclosed shelter. Avoid using electrical devices of
all kinds.
• I n case you are outdoors, bend and lower yourself keeping away from the
ground as much as possible. Stay away from water. Do not stand under a
tree or near a tall tower.
• Avoid going near wire fences, metal pipes and rail tracks.

346
 Answers

Chapter 14: Light, Shadows and Reflection

Worksheet 1
I. Fill in the blanks.
1. non-luminous objects 2. source of light
3. 3,00,000 4. shadows
5. object and pinhole
II. State whether the following statements are True or False.

s
es
1. True 2. False 3. False 4. True
5. True

Pr
III. Match the following.

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1. Artificial source of light 2. Butter paper
3. Opaque material 4. Floor
rs
5. Cellophane paper
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IV. Complete the crossword using the given clues.
ni

r
1
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2
i n c r e a s e s
ge

c
s
3
t
id

t i
br

a l
am

r i
4
s c r e e n
C

e
o
5
p a q u e
r
V. Tick (✔) the correct answer.
1. a) Translucent 2. c) 8 3. b) Straight line 4. c) Lunar eclipse
5. c) Firefly

347
 Worksheet 2
I. Very Short Answer Questions.
1. Objects that emit light of their own are called luminous objects.
2. The three types of materials are transparent, translucent and opaque.
3. LASER: Light Amplification by Stimulated Emission of Radiation.
4. A shadow is defined as the dark area formed when an opaque object
obstructs the path of light.
5. The size of the shadow depends on the distance between the light source and
the object and the distance between the object and the screen.
6. A pinhole camera is a small box with a black interior and a tiny hole at the
centre of one of its sides.

s
7. The process of bouncing back of light rays after hitting a surface is known as

es
reflection of light.

Pr
8. Eclipses are of two types: solar eclipse and lunar eclipse.
II. Short Answer Questions.
1.
A shadow has the following characteristics:
ity
rs
• T
 he colour of a always dark, that is, black or grey, irrespective of the
ve
colour of the object.
ni

• A
 shadow shows only the outline and the shape of the object, and not
its details.
U

• The size of a shadow depends on:

ge

(i) the distance between the light source and the object, and
id

(ii) the distance between the object and the screen.

br

• A shadow cannot be obtained without a screen.

am

2. A solar eclipse occurs when the Sun, the moon and the Earth come in a
straight line such that the shadow of the moon falls on a part of the Earth.
C

A lunar eclipse occurs when the Sun, the Earth and the moon come in a
straight line such that the shadow of the Earth falls on the moon.
3. Reflection of light: The process of bouncing back of light rays after hitting a
surface is known as reflection of light.
Types: Regular reflection and Diffused reflection
Regular reflection:
When the surface is smooth and shiny, such as polished metal, glass or water,
the light is reflected at the same angle as it strikes the surface. This is called
regular reflection.

348
 Diffused reflection:
When the surface is rough, the light is reflected in different directions. This is
called diffused reflection.
4. Differences between an image and a shadow:
Image Shadow
1. An image has the colour and the 1. A shadow is always black or grey,
details of the object. irrespective of the colour of the object.
2. The length of an image remains 2. The length of a shadow varies with the
the same as that of the object. position of the screen and the light source.

3. An image undergoes lateral 3. A shadow does not undergo lateral

s
inversion. inversion.

es
5. Lateral inversion: When you stand in front of a mirror, you see your image.

Pr
Your image looks exactly like you. It shows the colour as well as the outline.
If you raise your right hand, your image appears to raise its left hand. If you

ity
move your left leg, your image appears to move its right leg. This left-right
reversal of an image is called lateral inversion.
rs
6. Shadows are formed because light does not bend while travelling through a
ve

given medium.
ni

For the formation of a shadow, three things are essential:

U

i) A source of light
ge

ii) An opaque object

iii) A screen or surface behind the object
id

If any of these things is absent, the shadow will not be formed.

br

7. Light travels at a very fast speed. In fact, it is the fastest thing in the universe.
am

Nothing can travel faster than light. In air, light moves about 3,00,000
km in just one second. Unlike sound, light can travel in vacuum. Sunlight
C

takes about 8 minutes to reach the Earth. That means the light we see at
this moment had left the Sun 8 minutes before. Olaus Roemer, a Danish
astronomer, calculated the speed of light for the first time in 1676.
III. Long Answer Questions.
1. Depending upon how much light can pass through materials, they can be
classified into transparent, translucent and opaque.
Transparent materials: Transparent materials are those that allow light to
pass through them completely, so that the object on the other side can be
seen clearly.

349
 Examples: Clear glass, clean water, air and cellophane paper are transparent.
We can see through these objects clearly.
Translucent materials: Translucent materials are those that allow some light
to pass through them, but the object on the other side can be seen partially.
Examples: Frosted glass, butter paper, oily paper and muddy water are
translucent. We can see the object on the other side but not its details.
Opaque materials: Opaque materials are those that do not allow light to pass
through them and the object on the other side cannot be seen at all.
Examples: Wood, cement, cardboard, brick and metals are examples of
opaque materials. We cannot see through these objects.
2. In a given medium, light travels in a straight line. This is referred to as
rectilinear propagation of light. Rectilinear means ‘consisting of straight

s
es
lines’ and propagation means ‘movement through a medium’. As long as light
is travelling in a particular medium, it moves in straight lines. Rectilinear

Pr
propagation of light is represented by straight lines in the form of rays and
beams. A ray of light is a narrow path of light represented by a thin line with

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an arrowhead. The arrowhead shows the direction in which light is travelling.
rs
A beam of light consists of several rays emerging from a light source. If
the source of light is very small, it is called a point source. A beam of light
ve

emerging from a point source goes out in all directions. The property of light
ni

travelling in straight lines is responsible for the formation of shadows. (Refer

U

textbook for the diagram.)

3. Pinhole camera: A pinhole camera is a small box with a black interior and
ge

a tiny hole at the centre of one of its sides. It is a simple camera used for
id

obtaining images of objects.

br

The light rays from the object pass through the extremely tiny hole and
produce an upside-down or inverted image of the object on the opposite side,
am

which acts as the screen. The box should be lightproof and allow light to pass
only through the hole.
C

The size of the image depends upon the distance between the object and
the pinhole. If this distance increases, the size of the image decreases. If this
distance decreases, the size of the image increases.
Types of reflection:
Regular reflection: When the surface is smooth and shiny, such as polished
metal, glass or water, the light is reflected at the same angle as it strikes the
surface. This is called regular reflection.
Diffused reflection: When the surface is rough, the light is reflected in
different directions. This is called diffused reflection. (Refer textbook for the
diagram.)

350
 Answers

Chapter 15: Electricity and Circuits

Worksheet 1
I. Fill in the blanks.
1. Electric current 2. key 3. insulators 4. Silver
5. fuse
II. State whether the following statements are True or False.
1. False 2. True 3. True 4. False

s
es
5. True
III. Match the following.

Pr
1. Emit light 2. Supply more power

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3. Filament of bulbs 4. Easily carried or moved
5. Making wire rs
IV. Give two examples for each of the following:
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1. a) Television b) Air Conditioner

ni

2. a) Salt solution b) Graphite

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3. a) Cotton b) Dry air

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4. a) Aluminium b) Copper
5. a)  Carbon b)  Lead of pencils
id

V. Tick (✔) the correct answer.

br

1. b) Backbone 2. a) Dry cell 3. c) Inert gas 4. d) Button cells

am

5. a) Switch
C

Worksheet 2
I. Very Short Answer Questions.
1. Electric current is the flow of electric charges through a path.
2. A circuit which provides unbroken and continuous path for the current to
flow is called a closed circuit.
3. Materials that allow electric current to flow through them are called
conductors of electricity.
4. Terminals are the points at which the bulb is connected to a path of electric
current.

351
 5. The word ‘electricity’ comes from the Latin word ‘electricus’ which means
‘like amber’.
6. A collection of two or more cells connected together is called a battery.
7. A fuse is a simple safety device used to protect electrical devices from damage.
8. A circuit that is not continuous and current cannot flow through it is called
an open circuit.
II. Short Answer Questions.
1. The two conditions that must be met to establish an electric circuit are:
• A source of electric current.
• An unbroken path for the current to flow.
2. The symbols of some common parts of the electric circuit are:

s
es
Cell Bulb Switch ON Switch OFF Battery

Pr
3. Some common applications of conductors and insulators are:

ity
• Wires for carrying electric current have a central inner part made of metal
(usually copper), while the outer cover is made of plastic.
rs
• The handle of a screwdriver-cum-tester is made of hard plastic.
ve

• Electrical switches are made of plastic to provide insulation to our body

ni

while current flows inside the circuits.

U

• In heaters, the coils are made of metal so that they glow bright when
heated up.
ge

4. A source is a device that can produce and supply electric current. Electricity is
id

produced in large power stations by using the energy of flowing water or that
br

of hot steam. This form of electricity is supplied to our homes through wires
and cables. We use this electric current for powering most of our everyday
am

appliances, for example, television, washing machine, mixer-grinders. Cells

and batteries are also sources of electric current. They produce electric current
C

as a result of chemical reactions occurring inside them.

5. Refer textbook for the answer.
6. An electric bulb is designed to emit light. It consists of a coiled filament
made of tungsten. This filament is supported by thin, straight support wires.
The support wires stand on a glass mount, which is further connected to the
terminals. Terminals are the points at which the bulb is connected to a path of
electric current. This entire set-up is enclosed in a glass case. The space inside
the glass case is filled with an inert gas or non-reactive gas.
7. The rules of electrical safety are:
• Never put fingers or other objects inside electrical sockets.
• Never touch switches with wet hands or wet feet.
352
 • Do not go near power distribution cables.
• D
 o not pull a plug out using the cord. Hold the plug tightly and then
remove it from the socket.
• Keep electrical devices away from water.
• For using any electrical device, ask an elder to connect it for you.
III. Long Answer Questions.
1. A dry cell is an electric cell which contains chemicals in the form of a paste.
The parts of a typical dry cell are explained below:
• The metal cap at its top acts as the positive terminal.
• T
 he outermost part of the dry cell is a zinc case. The bottom of the zinc
case acts as the negative terminal.

s
• From the base of the metal cap, a carbon rod runs down the cell.

es
• T
 he carbon rod is surrounded by a mixture of powdered manganese oxide

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and carbon.
• This is further surrounded by a paste of ammonium chloride.

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When the two terminals of the dry cell are connected, electric current
rs
flows through the wire because of the reaction taking place inside it. (Refer
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textbook for the diagram.)
2. Electricity is a form of energy. It is used by us all the time, day or night.
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Electricity is essential not just for our homes, but also for industries and
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factories, where large machines are powered by electricity. In satellite

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communication, electricity is used for sending and receiving waves or signals.

In cold storage, electricity is used to keep food items cold for refrigeration.
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In hospitals, several machines and equipment run on electricity. Therefore,

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electricity is considered to be the ‘backbone’ or the ‘pillar’ of the modern

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industrial society.
Electricity, as a form of energy, could do wonders, and that is why it remained
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a field of extreme curiosity among various scientists of the past. The way we
use electricity today is a result of numerous researches and discoveries by
hundreds of scientists. Some of the well-known scientists who did important
works on electricity include Benjamin Franklin, William Gilbert, Michael
Faraday, Alessandro Volta, Hans Christian Oersted and Thomas Edison.
The word ‘electricity’ comes from the Latin word ‘electricus’ which means
‘like amber’. This is so because of the earlier observations of amber becoming
charged when rubbed.
The lightning that we see in the sky during a thunderstorm is also an effect of
electricity.

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 3. An electric torch is a small, portable lamp that gets its power from batteries.
(Refer textbook for the diagram.)
The parts of an electric torch and their functions are as follows:
• Plastic casing: The entire circuit is protected by a cylindrical plastic casing.
• B
 ulb or lamp: The front part of the plastic casing has a bulb, which is
covered by a transparent plastic or glass.
• R
 eflector: The reflector is a shiny surface which reflects the light rays and
gives a bright, steady beam of light.
• S lide switch: The flow of electric current is broken when the switch is OFF
and the flow of current starts when the switch is ON.
• Metal spring: The spring connects the batteries to the circuit.

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• B
 atteries/Electric cells: These are the source of electric current which gives

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power to the bulb. There may be one or more cells in a torch.

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• L
 amp contact: This is the point where the batteries connect to the bulb or
lamp.

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 Answers

Chapter 16: Water and its Importance

Worksheet 1
I. Fill in the blanks.
1. 70 2. Water
3. natural resources 4. clean and polluted
5. Floods
II. State whether the following statements are True or False.

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es
1. True 2. True 3. True 4. False
5. True

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III. Match the following.

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1. Ponds 2. Oceans 3. Plants 4. Drought
5. Transportation rs
IV. Complete the crossword using the given clues.
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1
e a r
2
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4
c y c l o n e
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5
s e a w a t e r
V. Tick (✔) the correct answer.
1. b) saline 2. a) natural 3. c) transpiration 4. a) rainwater
5. c) 70

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 Worksheet 2
I. Very Short Answer Questions.
1. Some examples for non-living natural resources are:
• Air
• Water
• Soil
• Minerals
2. The two types of natural resources:
• Living natural resources.
• Non-living natural resources.
3. The various sources of water are surface water, rainwater, seawater and

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groundwater.
4. Seawater is water contained in seas and oceans. It is saline. It contains

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dissolved salts which are brought by the rivers and rocks in the oceans.

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5. Monsoon is the rainy season that follows the summer season in India.
6. Cyclone is a violent storm in coastal areas with very strong winds which
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move in a circle.
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7. Water is used in households, in industries, in agriculture, for generating

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electricity, and as a means of transportation.

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8. The condition when there is a drought for a long time, leading to scarcity of
water and food, is called a famine.
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II. Short Answer Questions.

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1. When water vapour in the sky condenses, it rains. Rainwater is one of the
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purest forms of water. It does not contain impurities but it may contain dust
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particles and some dissolved gases like carbon dioxide. Rain in polluted cities
contains some harmful gases also which can make rain acidic.
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2. Water collected in streams, rivers, lakes, ponds, etc., is called surface water.
Surface water is naturally replenished by precipitation. This water contains
suspended impurities and dissolved salts. This also contains many other
undesirable substances called pollutants, such as sewage and other industrial
wastes. Therefore, it is not fit for drinking. It can be used for drinking
purpose after appropriate treatment.
3. Plants use water and carbon dioxide and convert them into glucose (food) in
the presence of sunlight in the process called photosynthesis.

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 4. The summer in India is followed by a rainy season or monsoon. In summers,
due to excessive heat, evaporation and transpiration, shortage of water
occurs. If the monsoon season fails to arrive or is delayed or weak, it leads
to a severe shortage of water throughout the year, as the water lost is not
replenished by rain. Under such conditions, the soil becomes dry, the level
of water in ponds and wells of the region goes down and some of them may
even dry up. The groundwater may also become scarce. Such a long period
when there is little or no rain is known as drought.
5. When the monsoon fails or a given place does not receive adequate rainfall
for several years in a row, it leads to severe drought conditions. In drought
conditions, it is difficult to get food and fodder. Crops dry up and do not
grow without adequate water. The land becomes dry and its top layer is
blown away by wind, leading to soil erosion. This further reduces crop

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production as soil becomes infertile.
6. Only a small fraction of water available on the Earth is fit for use by human

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beings, plants and animals. Most of the water cannot be used directly. The
level of the groundwater is decreasing drastically. The number of people using

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water is increasing with a rapidly growing population. If we do not conserve
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water and use it judiciously, it will soon become scarce.
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7. Water vapour is the gaseous form of water. The quantity of water vapour
present in the air varies from place to place and from time to time. On a rainy
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day, air contains more water vapour than on a dry, sunny day.
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8. Water is an important constituent of the bodies of human beings, plants and

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animals and is essential for almost all life functions. These include digestion,
excretion and maintenance of body temperature. Water is also the habitat of
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millions of aquatic plants and animals.

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III. Long Answer Questions.

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1. In our country, most of the rainfall occurs during the monsoon season. In
many parts of the country, it rains heavily during the monsoon, leading to
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a rise in the level of water in rivers, lakes and ponds. The water may rise
above the banks and then spread over large areas. Such a condition is called
a flood. The crop fields, forests, villages and cities may get submerged by
floods. Crops fail to grow in such condition which leads to a shortage of
food. The communication systems, telephonic as well as electronic, fail in
flooded places. This makes it difficult to contact and help the affected people.
The clean and polluted water gets mixed during a flood. This leads to a
shortage of drinking water. Water logging leads to the spread of diseases like
cholera and dengue. Floods also cause a great damage to human life, plants
and animals, many of whom die. Some animals are carried away with the
flood waters. In coastal areas, floods are caused due to cyclones. A cyclone

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 is a violent storm with very strong winds which move in a circle. It is often
accompanied by high tidal waves. States like West Bengal, Odisha, Kerala,
Assam, Bihar and Andhra Pradesh are some places which are prone to floods
and cyclones.
2. One of the best ways to increase the availability of underground water, which
is our main source for drinking water and the water used for agriculture, is
to collect rainwater and store it for later use. Collecting rainwater in this way
is called rainwater harvesting. In this, the rainwater is collected where and
when it falls, and is prevented from flowing into the rivers. If the rainwater
falls in places that are mostly covered with concrete roads and buildings, it
flows down to drains and then to rivers. This water does not replenish the
underground water. A lot of effort is required to get this water back into our
homes as water did not seep into the ground. Therefore, rainwater harvesting

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is especially needed in cities where the rainwater usually flows into the drains.
Therefore, in such places, two major techniques are used to save rainwater.

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Firstly, rainwater is collected on the rooftop in a storage tank. This water is
sent through pipes or directly to pits in the ground. This then seeps into the

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groundwater. Secondly, rainwater is allowed to go into the ground directly
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from the roadside drains that collect rainwater.
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 Answers

Chapter 17: Air Around Us

Worksheet 1
I. Fill in the blanks.
1. Ultraviolet 2. Carbon dioxide
3. 0.04 4. colour
5. moist
II. State whether the following statements are True or False.

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1. True 2. False 3. False 4. True
5. False

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III. Match the following.

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1. Fly 2. Rotates 3. Nose and Lungs 4. Gills
5. Air rs
IV. Arrange the jumbled words.
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a) ATMOSPHERE b) BREATHE c) NATURAL d) ERUPTION

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e) POLLUTION
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Worksheet 2
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I. Very Short Answer Questions.

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1. The thick blanket or layer of air surrounding the planet Earth is called the
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atmosphere.
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2. Oxygen is a gas constitutes about 21% of the air. It has no colour, taste or
smell.
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3. The amount of water vapour present in the air is called humidity.

4. All living things respire. Respiration is the process by which living organisms
absorb oxygen from the air and use it to produce energy from the food
they eat.
5. The ozone layer present in the upper atmosphere absorbs most of the harmful
ultraviolet rays of the Sun and prevents them from reaching the surface of
the Earth.
6. Pollution is defined as the addition of substances into the environment that
have harmful effects.
7. The addition of harmful or poisonous substances into the Earth’s atmosphere
is termed as ‘air pollution’.
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 II. Short Answer Questions.
1. Air is present everywhere around us. We can feel it when it moves. Air is
one of the unique components that make life possible on the planet Earth.
It is essential for the survival of living things because they breathe in air.
Air has mass and occupies space. It has no colour, smell or taste. Pure air is
transparent.
2. Air is a mixture of gases. The major constituents of air, or the Earth’s
atmosphere, are nitrogen, oxygen and argon. By volume, air contains nearly
78% nitrogen, 21% oxygen, 0.9% argon, 0.04% carbon dioxide and small
amounts of other gases (methane, ozone, neon and helium among others). Air
also contains varying amounts of water vapour and dust.
The amounts of various gases do not remain the same at all parts of the Earth.

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It varies with place and also with time.

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3. Nitrogen is essential for the growth of plants. Nitrogen-rich fertilisers are

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added to soils lacking in nitrogen. Plants cannot use the atmospheric nitrogen
directly. Certain bacteria in the soil convert or ‘fix’ atmospheric nitrogen to

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nitrogen compounds that the plants absorb from the soil through their roots.

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4. Carbon dioxide is widely used to manufacture carbonated soft drinks and
soda water. The fizz in soft drinks is caused by the bubbles of carbon dioxide.
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5. Smoke is released by factories, moving vehicles, burning of fuels, eruption of

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volcanoes, forest fires, etc. This smoke stays in the air for long.
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Dust consists of fine soil particles, unburnt fuel particles, animal hairs, tiny
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fibres, dead skin cells and other materials. These particles become part of
the air.
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6. Air pollution is caused by many ways, some of which are:

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• Burning of petrol or diesel in vehicles

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• Burning of fossil fuels in factories

• Burning of coal in power stations
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• Burning of garbage in the open

• Forest fires
• Eruption of volcano

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III. Long Answer Questions.
1. a) 
Oxygen: Oxygen constitutes about 21% of the air. It has no colour,
taste or smell. Oxygen gas is vital for the process of respiration in living
organisms, in which energy is produced from the food they consume.
Plants give out oxygen during photosynthesis. Oxygen is present in
dissolved form in water, which is taken in by aquatic animals.
Oxygen supports burning and is itself used up during the process of burning.
When a substance burns, it chemically reacts with oxygen in the air.
On high mountains, the air is thinner than on the Earth’s surface. This
means the level of oxygen is lesser. This is why mountaineers going on
expedition carry oxygen cylinders with them. Deep sea divers also use
oxygen cylinders because human body cannot breathe in the oxygen

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dissolved in water.

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Carbon dioxide: The atmosphere contains about 0.04% carbon dioxide.
b) 

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Carbon dioxide is vital for plants as it is a raw material required for
preparing food by photosynthesis. It is released by living organisms during

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respiration. Human beings and many animals exhale carbon dioxide
through their nose. Carbon dioxide is also given out when a material burns.
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During burning of a substance, oxygen is used up and carbon dioxide is
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produced. Factories and vehicles emit a lot of carbon dioxide into the air.
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Carbon dioxide does not support burning and so, on many occasions, it is
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used to extinguish fires.

Water vapour: Water vapour is the gaseous form of water. The quantity of
c) 
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water vapour present in the air varies from place to place and from time to
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time. On a rainy day, air contains more water vapour than on a dry, sunny
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day. Water vapour is formed when water gets heated and changes into gas.
The heat of the Sun causes water to evaporate from ponds, lakes, rivers and
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oceans. This way water vapour forms and mixes with the air. Plants release
water vapour into the air through transpiration. The air we breathe out
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also contains water vapour. Water vapour, on coming in contact with a cold
surface, condenses to form liquid water.
The amount of water vapour present in the air is called humidity. The
study of humidity is important for forecasting weather, such as possibility
of rainfall or occurrence of fog.

361
 2. Air is an abiotic component of the environment that is crucial for the
existence of life on the Earth.
Respiration: All living things respire. Respiration is the process by which
living organisms absorb oxygen from the air and use it to produce energy
from the food they eat. Different organisms take in air in different ways.
Animals such as cows, elephants, crocodiles and human beings breathe
through nose and lungs. Many aquatic animals such as fish, tadpoles and
octopuses breathe using gills. Birds take in air through lungs and air sacs. In
insects, exchange of gases takes place through spiracles (tiny holes on their
bodies). In plants, gaseous exchange occurs through stomata. Earthworms
breathe through their moist skin.
Photosynthesis: Plants make their own food by the process of photosynthesis.

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Carbon dioxide and water are the raw materials for photosynthesis. Plants

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absorb carbon dioxide from the air. During photosynthesis, oxygen is
produced, which is released into the air.

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Importance of nitrogen: Nitrogen gas is the largest constituent of the Earth’s

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atmosphere. Nitrogen is an essential component of proteins, which are the
biological molecules present in all living organisms.
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3. Air is needed for breathing. Apart from this, air has the following uses.
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• T
 he atmosphere of the Earth traps the heat of the Sun, thus maintaining
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a favourable temperature for living things to survive. Without the

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atmosphere, all the heat would escapes.

• A
 ir acts as a medium for sound waves to travel. We can hear various
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sounds because of air. In the absence of air, sound waves would not be
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able to travel.
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• T
 he ozone layer present in the upper atmosphere absorbs most of the
harmful ultraviolet rays of the Sun and prevents them from reaching the
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surface of the Earth. Ultraviolet rays could cause skin cancer.

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• T
 he atmosphere plays an important role in weather changes. The
conditions of the atmosphere and factors like wind speed, humidity,
temperature and clouds determine the weather of a place.
• A
 ir is needed for the movement of areoplanes, helicopters, parachutes,
hot-air balloons and sailboats.
• Animals such as birds, bats and many insects can fly because of the air.
• A
 ir helps windmills to rotate. Windmills are, in turn, used to grind grains,
draw water from wells and even to generate electricity.
• Moving air or wind helps in pollination and also in the dispersal of seeds.

362
 Answers

Chapter 18: Garbage In, Garbage Out

Worksheet 1
I. Fill in the blanks.
1. Landfill 2. composting
3. vermicomposting 4. Incineration
5. Recycling
II. State whether the following statements are True or False.

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1. True 2. False 3. False 4. True
5. True

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III. Match the following.

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1. Paper 2. Dirty water
3. Smoke 4. Biodegradable waste
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5. Non-biodegradable waste
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IV. Give two examples for each of the following:
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1. a) Paper b) Plastic material

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2. a) Wood b) Cotton
3. a) Metals b) Plastics
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4. a)  Domestic sewage b)  Chemical solvents

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5. a)  Smoke b)  Burning of fuel in factories

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V. Tick (✔) the correct answer.

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1. a) Solid waste 2. c) 20 days

3. c) Blue bin 4. b) Incineration
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5. d) Metals

Worksheet 2
I. Very Short Answer Questions.
1. The three types of waste on the basis of physical state are solid waste, liquid
waste and gaseous waste.
2. Solid waste includes vegetable waste, paper, cardboard, metals, broken glass
and plastic materials.
3. Wastes that are capable of being broken down or decomposed into simple
substances by the action of microorganisms are called biodegradable wastes.

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 4. Waste management refers to a set of processes by which waste is collected,
transported, segregated and disposed.
5. Composting is the process in which microorganisms convert organic waste
into a humus-like substance.
6. The process of composting organic wastes into manure with the help of
various worms is called vermicomposting.
7. Incineration is a waste treatment method that involves burning of waste in
specialised furnaces.
8. The 3Rs of waste management are Reduce, Reuse and Recycle.
II. Short Answer Questions.
1. Materials such as vegetable peels and dry leaves decay naturally over a

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period of time. Wastes that are capable of being broken down or decomposed

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into simple substances by the action of microorganisms are called
biodegradable wastes. Biodegradable wastes include fruit and vegetable

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peels, paper, wood, cotton, human and animal waste and many other natural
materials.

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2. Wastes that cannot be broken down or decomposed by microorganisms
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are known as non-biodegradable wastes. Examples are metals, plastics and
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glass bottles. Such wastes do not undergo the natural decaying processes and
remain in the environment for hundreds of years. Non-biodegradable wastes
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harm our environment. Therefore, this kind of waste should be recycled and
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reused as much as possible.

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3. The process of composting organic wastes into manure with the help
of various worms is called vermicomposting. Generally, red worms and
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earthworms are used for this purpose. The action of worms produces a
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nutrient-rich substance which is added to soil to improve its fertility.

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4. Sometimes waste that is of no use is burnt off. Incineration is a waste

treatment method that involves burning of waste in specialised furnaces. This
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high-temperature treatment converts the waste materials into ash, various

gases and heat. This method is useful for mainly treating medical waste and
other hazardous waste, whose disposal is a serious problem. In many places,
the heat produced in incinerators is used to generate electricity.
5. Plastics have many uses, but because they are non-biodegradable, we must
reuse and recycle them as much as possible.

364
 There are many ways by which we can recycle plastics.
• P
 lastic bottles containing juices and drinks should be washed and used for
storing household items.
• Old buckets should be used as pots for growing plants.
• Old plastic toys should be donated to children’s institutions.
• B
 roken household plastic items should be given away to scrap dealers so
that they can be melted in factories and recycled into useful products.
6. Paper is used for making books, notebooks, newspapers, currency notes,
paper bags and packaging boxes. Paper is made from wood pulp obtained
from trees. Though paper is biodegradable, its production requires the cutting
down of a large number of trees. Therefore, we must save and recycle paper.

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Here are a few ways to save and recycle paper.

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• W
 rite on both sides of a sheet of paper. Take double-sided printouts from
a printer.

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• Reuse envelopes and paper packets.

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• Old newspapers can be made into envelopes, bags and craft items.
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• B
 lank pages from old notebooks can be stitched or stapled to make rough
notebooks.
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7. Some ways to minimise generation of waste are given below:

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• Stop using plastic bags. Carry your own cloth bag while going to the market.
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• Do not throw away plastic items. Give them to a scrap dealer for recycling.
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• Broken glass and bulbs should be kept separately and disposed carefully.
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• Old clothes can be made into floormats, etc.

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• O
 ld books should be donated to children who cannot afford to buy
new books.
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• Plastic waste should not be burnt.

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• Reuse as many things as possible.

III. Long Answer Questions.
1. Waste contains both biodegradable and non-biodegradable substances. These
are segregated in green and blue bins. Biodegradable waste is separated
and made into compost. This way the amount of waste is reduced and it is
disposed safely.
Many non-biodegradable items such as metal cans, cardboard boxes,
polythene bags, broken plastic objects and glass bottles are recyclable, that is,
they can be made into new and useful products. Recycling of waste helps to
lessen the volume of waste and thus, reduce the pollution of the environment.

365
 It also saves energy as an all-new product requires more energy for its
manufacture than a recycled product.
2. Landfills: Before the waste is transported to garbage dumping sites, sorting
is done and recyclable materials are separated from it. The remaining waste
is dumped in landfills. A landfill is a large, open and low-lying area used for
disposing solid waste. In this low-lying area, solid waste is spread and covered
with a layer of soil. Above this soil, waste is put again and covered with soil.
This is done several times till the landfill area is filled completely. After this,
this large area can be converted to a park or playground.
The Indraprastha Park in Delhi has been constructed on a landfill site.
Composting: Biodegradable waste or organic waste can be made into
compost by the way of composting. Composting is the process in which

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microorganisms convert organic waste into a humus-like substance. It is a

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method of waste disposal in which organic waste is deposited in a pit in the

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ground and allowed to decompose naturally. Fruit and vegetable peels, spoilt
food, tea leaves, dry leaves, dead plants and egg shells are generally used for

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composting. The final product is called compost, which is used as manure for
plants. The formation of compost may take a few weeks to months.
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Another way to break down organic waste into compost is vermicomposting.
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The process of composting organic wastes into manure with the help
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of various worms is called vermicomposting. Generally, red worms and

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earthworms are used for this purpose. The action of worms produces a
nutrient-rich substance which is added to soil to improve its fertility.
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 3. THE 3Rs OF WASTE MANAGEMENT
Reduce Reuse Recycle
A simple way to manage If we reuse a material, we Recycling is the process by
waste is to reduce the amount are not throwing it into the which used and discarded
of waste. Use only what is dustbin, thereby, reducing waste materials are converted
required and waste less. waste. into new and useful products.
Paper, plastic, glass, metal
• Avoid buying excess items. • Use both sides of a paper
and cloth can be recycled.
while writing.
• Say ‘NO’ to plastic bags.
• Old newspapers can be
Use cloth bags instead. • Bottles or jars of
recycled to make paper
commodities bought
• Use cloth handkerchiefs bags and craft items.
from the market should
instead of tissue papers.
be reused when they get • Organic waste can be made

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• Avoid the use of disposable

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empty. into compost.
containers such as glasses,
• Old clothes can be donated • Sewage can be used to

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spoons and plates.
to relief camps and make biogas (fuel).
organisations.

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