Approved by Government of Nepal, Ministry of Education, Curriculum

Development Centre, Sanothimi, Bhaktapur as an additional material

Green

Health and Physical Education

6
Editor
Dr. Deepak Chand
M.Sc. (TU, Kirtipur, Kathmandu)
Ph.D. (University of Idaho, USA)

Author
Bishnu Prasad Bhatt
M.Sc. (TU, Kirtipur, Kathmandu)

Lalitpur, Nepal, Tel: 977-1-5529899

e-mail: [email protected]
www.greenbooks.com.np
Publisher: Green Books 6
Copyright: Author (2074 BS)
All rights reserved. No part of this book may
be reproduced, stored in a retrieval system,
or transmitted in any form or by any means
without prior permission in writing from the
author and editor.

Edition
First : B.S. 2074 (2017 AD)
Reprint : B.S. 2075 (2018 AD)
Revised : B.S. 2076 (2019 AD)
Revised : B.S. 2077 (2020 AD)

Illustrator
Prakash Samir

Layout
The Focus Computer
[email protected]

Printed in Nepal
Preface
It gives me an immense pleasure in presenting this book-
Green Science and Environment for class 6. This book
is written specially to meet the requirements of the new
syllabus introduced by the Government of Nepal, Ministry
of Education, Curriculum Development Centre, Sano Thimi,
Bhaktapur, Nepal.
My aim and effort while writing this book has been to help
students understand, enjoy and appreciate the fascinating
subject of Science and Environment by making the process of
learning enjoyable and stimulating. I have attempted to present
the subject matter covering the entire prescribed syllabus in a
simple language and interesting style with a large number of
illustrative examples for easy understanding and application
of the fundamental principles of science. Each unit of the book
has been carefully planned to make it student-friendly and
present the subject matter in an interesting, understandable and
enjoyable manner. A Structural Programme Learning Approach
(SPLA) has been followed and exhaustive exercises are given
at the end of each unit to test knowledge, understanding and
applications of concepts taught/learnt.
The text is supplemented with weighting distribution, learning
objectives, word power, teaching instructions, sample test
papers and a large number of well-labelled accurate pictures. I
sincerely hope that this book will serve its intended purpose and
be received enthusiastically by both the students and teachers
concerned.
I wish to express my sincere gratitude to Green Books Team for
publishing this book. My hearty thank goes to Focus Computer
for excellent type setting and layout.
I also wish to acknowledge my great indebtedness to many
teachers for their valuable suggestions and advice concerning
the textbook. I am confident that as result of their suggestions
this book will be more useful than any other textbooks. However,
sympathetic criticisms and constructive suggestions for further
improvement of the book, if any, will be welcomed and with
warm regards incorporated in the subsequent editions.

Author
Kathmandu, Nepal
September 2016
Contents
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1. Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2. Force and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3. Simple Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4. Heat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
5. Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
6. Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
7. Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
8. Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
9. Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
10. Mixture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
11. Some Useful Chemicals . . . . . . . . . . . . . . . . . . . . . . . . 106
12. Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
13. Metals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
14. Living Beings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
15. Invertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
16. Structure of a Cell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
17. Life Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Geology and Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . 187

18. The structure of the Earth . . . . . . . . . . . . . . . . . . . . . . 187
19. Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
20. The Sun and the Solar System . . . . . . . . . . . . . . . . . . 202

Environment Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

21. Environment and Its Balance . . . . . . . . . . . . . . . . . . . 213
22. Environmental Degradation and Its Conservation 230
23. Environment and Sustainable Development . . . . . . 245
 Physics

UNIT
Measurement
1
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

The word 'Science' comes from a Latin word "Scientia' which

means to 'know'. The knowledge which man has gained through
observations and experiments, when organised systematically is
called science. Physics is a science of measurement. In physics, we
deal with a large number of physical quantities like length, mass,
time, volume, pressure, velocity, force, etc. These quantities can give
clear understanding only if we can measure them and express our
conclusion into these measurements. Therefore, physics is also called
the science of measurement. The comparison of an unknown physical
quantity with a known standard quantity of the same kind is called
measurement. Measurement is very important in our daily life.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to measurement
i. introduce measurement and describe its importance. and its importance
ii. say how to use the units of measurement. • Local systems of measurement
iii. introduce local systems of measurement and • Standard units of
standard measurement. measurement
iv. introduce various systems (MKS, CGS and FPS) of • Systems (MKS, CGS, FPS) of
measurement. measurement
v. show the relation between multiples and sub- • Length and its measurement
multiples of length, mass and time and use them. • Mass and its measurement
vi. identify simple devices for measurement and use • Time and its measurement
them.

Glossary: A dictionary of scientific/technical terms

measurement : the comparison of an unknown physical quantity with a known standard

quantity of the same kind
fundamental : basic, forming the source or base from which everything else is made
derived : the thing obtained from something else
mass : the total quantity of matter present in a body
weight : the force with which a body is pulled towards the surface of the earth
time : the duration between any two events

GREEN Science and Environment Book-6 5

Concept of Measurement
We measure various quantities like length, mass, area, time, temperature, speed,
etc. in our day to day life. We measure things while buying and selling goods.
We measure various quantities to do experiments in a science laboratory. To
measure a physical quantity, we compare that physical quantity with a known
standard quantity of the same kind. So, measurement is the comparison of
an unknown physical quantity with a known standard quantity of the same
kind. Different tools or instruments are used to measure different physical
quantities. A beam balance is used to measure the mass of a body. A spring
balance is used to measure the weight of a body. A watch is used to measure
time and a metre rod or scale is used to measure the length of a body.
Fig.

1.1
Measuring mass Measuring length

Importance of Measurement
The importance of measurement in our daily life is given below:
1. Measurement makes buying and selling goods easier.
2. It helps to get the accurate amount of physical quantities.
3. It is important to perform experiments in a science laboratory.
4. It is important in laboratories for getting proper amount of medicines.
5. It is important in construction of roads, buildings, bridges, etc.

Physical Quantities
Do You Know
The quantities like length, mass, time,
Length is called a physical quantity because
area, volume, temperature, etc. can be it can be measured. But love is not a physical
measured. These quantities are known quantity because we cannot measure it.
as physical quantities. Thus, those
quantities which can be measured are
called physical quantities. Some other examples of physical quantities are force,

6 GREEN Science and Environment Book-6

speed, pressure, acceleration, energy, power, electric current, etc. We cannot
measure love, feeling, kindness, anger, beauty, desire, experience, happiness, etc.
So they are not called physical quantities.
There are two types of physical quantities. They are:
1. Fundamental physical quantities, e.g. length, mass, time, temperature,
etc.
2. Derived physical quantities, e.g. area, volume, speed, etc.

Units of Measurement
A unit is a standard quantity which is used to compare an unknown physical
quantity. Similar physical quantities are measured in terms of unit. Metre (m),
second (s), newton (N), pascal (Pa), etc. are some examples of units.
Units are of two types, viz. fundamental units and derived units.
The units of fundamental physical quantities like metre (m), kilogram
(kg), second (s), etc. are called fundamental or basic units. These units are
independent of each other. So the units which are independent of each other
are called fundamental or basic units. There are seven fundamental units in
the SI system which are as follows:
Fundamental units Symbols Physical quantities
1. metre m Length
2. kilogran kg Mass
3. second s Time
4. kelvin K Temperature
5. ampere A Electric current
6. candela cd Luminous intensity
7. mole mol. Amount of substance

In Nepal, "Department of Weights and Measures" in Kathmandu maintains the

standard units to measure different physical quantities. The standard kilogram
for measuring mass and standard metre rod for measuring length are kept at
"Department of Weights and Measures, in Balaju" The standard kilogram and
the standard metre rod are the copies of the prototype of standard kilogram
and standard metre rod of International Bureau of Weights and Measures in
Paris, France. The standard metre rods and standard kilograms that are used in
GREEN Science and Environment Book-6 7
the market are the copies of these standards which give the same measurement
throughout the world.
Fig.

1.2
Standard metre rod kept at Standard kilogram kept at the
International Bureau of Weights and International Bureau of Weights and
Measures, France Measures, France

Local systems of measurement

In rural areas, people use mana, pathi, dharni, muri, pau, sher, chhatak, etc.
to measure the mass of different goods. Similarly, they use haat (cubit), bitta
(outstretched palm), foot, etc to measure the length of different objects. These
units vary from person to person and hence give different measurement of
the same object. Therefore, these units of measurement are not reliable due to
lack of uniformity as they differ from place to place and person to person. To
bring uniformity in the units of measurement throughout the world, scientists
have developed different systems of measurement and standard units.
These systems of measurement help to maintain uniformity in measurement
throughout the world.
Fig.

1.3
Pathi Outstretched palm Foot

8 GREEN Science and Environment Book-6

 Activity 1
• Measure the length of your classroom using your cubit (haat) and
outstretched palm. Ask all the students of your class to measure the
length of the same room one by one and keep the record. Do you get the
same measurement? Why?
• Now, take a measuring tape and measure the length of the same classroom.
Ask your friends to measure the length of the classroom using the same
tape? Do all friends get the same length? Why?

Systems of Measurement
In scientific measurement, three systems of measurement are commonly used
which are as follows:
1. MKS system
2. CGS system
3. FPS system

1. MKS system
MKS system is the system of measurement in which length is measured in
metre (m), mass is measured in kilogram (kg) and time is measured in second
(s). This system is commonly known as metric system. The extended from of
MKS system is called SI system.

2. CGS system
CGS system is the system of Do You Know
measurement in which length is SI system is the extended form of MKS
measured in centimetre (cm), mass system. It is accepted and followed
is measured in gram (g) and time is throughout t he world.
measured in second (s). It is a French
system of measurement.

3. FPS system
FPS system is the system of measurement in which length is measured in foot,
mass is measured in pound and time is measured in second. It is a British
system of measurement.

GREEN Science and Environment Book-6 9

Length and its measurement
The distance between any two points is called length. For example the length
of a stick is 2m means that the distance between the upper tip and lower tip
of the stick is 2 times of the metre rod. In our practical life, we use different
form of length like breadth, thickness, depth, radius, height, diameter, etc. We
use different measuring devices such as scale, inch tape, metre rod, measuring
tape, etc. to measure length
Fig.

1.4
Ruler Measuring tape
Length is a fundamental physical quantity measured in metre (m) unit in SI
system. To measure the length, the given object is compared with the standard
length of a scale metre rod or a measuring tape. Length is also measured in
millimetre (mm), centimetre (cm), kilometre (km), etc.
The multiples and sub-multiples of metre (m) are as follows:
1000 m = 1 km 1 cm = 100 cm
1 cm = 10 mm 1000 mm = 1m
We measure short distances in meter (m). Sometimes, metre is considered
too short to measure very long distances such as length of a river, a highway,
etc. Such distances are measured in kilometre, mile, etc. Similarly, very short
distances are measured in millimetre (mm) and centimetre (cm).
Activity 1
Make a list of any five measuring devices and write their uses.
S.N. Name of measuring devices Uses
1.
2.
3.
4.
5.

10 GREEN Science and Environment Book-6

Mass and its measurement
The total quantity of matter contained in a body is called mass of the body. The
mass of a body depends on the number of atoms and the mass of each atom of
that body. The SI unit of mass (m) is kilogram (kg). Mass is also measured in
gram (g), milligram (mg), etc. The mass of a body does not change from place
to place. So it is called a constant quantity. The mass of a body is measured by
a beam balance or physical balance.
Fig.

1.5
Measuring masses Measuring the mass of apples
The object whose mass is to be measured is placed in the left-hand pan and the
weights or standard masses are added to the right hand pan until the beam
attains equilibrium. In this position, the total mass of 'weights' on the right
hand pan gives the mass of the object.
The mass of light objects is measured in milligram (mg), gram (g) and kilogram
(kg). Similarly, the mass of heavy objects is measured in quintal, metric ton,
etc. The sub-multiples and multiples of a kilogram are as follows.

SI unit Sub-multiples Multiples

1 1 quintal = 100 kg
1 milligram (mg) = kg
1000000
1 kilogram (kg)
1 1 ton = 1000 kg
1 gram (g) = kg
1000

Activity 1
• Take a beam balance or pan balance with measuring weights.
• Measure the mass of your bag, science book, notebook, instrument box,
apple, water bottle, etc. one by one.

GREEN Science and Environment Book-6 11

Time and its Measurement
Time is defined as the duration between any two events. The SI unit of time is
second (s). It is determined on the basis of time taken by the earth to rotate in
its own axis. A watch or clock is used to measure time.

Fig.

1.6
Quartz watch Mechanical watch
One mean solar day is defined as the time taken by the earth to complete one
rotation around the sun about its axis. This time duration is divided into 24
intervals. One interval out of 24 intervals of a mean solar day is called one hour.
The duration of one hour is divided into 60 equal intervals, one interval of
which is called one minute. One minute time is divided into 60 equal intervals,
one interval of which is called one second.

Conversion of one day into seconds

One day = 1 × 24 hours
= 1 × 24 × 60 minutes Do You Know
= 1 × 24 × 60 × 60 seconds One second time is defined as one part of
= 86400 seconds 86400 parts of a solar day.

\ One day = 86400 seconds

A variety of clocks like mechanical clock (pendulum clock), quartz clock and
atomic clock are used to measure time.
A mechanical clock or pendulum clock works on the basis of the oscillation
of a simple pendulum. This type of clock cannot measure time accurately.
Quartz clocks work due to vibration of quartz crystal. It is more accurate than
mechanical clock. Similarly, an atomic clock works due to emission of radiation
by Cs-133 isotopes. It measures time most accurately.
Key Concepts
1. Measurement is the comparison of an unknown physical quantity with
a known standard quantity of the same kind.
2. Those quantities which can be measured are called physical quantities.

12 GREEN Science and Environment Book-6

 3. A unit is a standard quantity which is used to compare an unknown
physical quantity.
4. The units of fundamental physical quantities like metre (m), kilogram
(kg), second (s), etc. are called fundamental or basic units.
5. The units which are independent of each other are called fundamental
or basic units.
6. In Nepal, "Department of Weights and Measures" in Kathmandu
maintains the standard units to measure different physical quantities.
7. MKS system is the system of measurement in which length is measured
in metre (m), mass is measured in kilogram (kg) and time is measured
in second (s).
8. CGS system is the system of measurement in which length is measured
in centimetre (cm), mass is measured in gram (g) and time is measured
in second (s).
9. FPS system is the system of measurement in which length is measured
in foot, mass is measured in pound and time is measured in second.
10. The distance between any two points is called length.
11. The total quantity of matter contained in a body is called mass of the
body.
12. The mass of a body does not change from place to place. So it is called
a constant quantity.
13. Time is defined as the duration between any two events. The SI unit of
time is second (s).
14. One mean solar day is defined as the time taken by the earth to complete
one rotation around the sun about its axis.
15. A variety of clocks like mechanical clock (pendulum clock), quartz clock
and atomic clock are used to measure time.

Exercise
1. Tick (µ) the correct statement and cross (X) the incorrect one.
a. Measurement is the comparison of an unknown physical
quantity with a known quantity of the same kind.

b. Physical quantities connot be measured.

GREEN Science and Environment Book-6 13

 c. Mana and pathi are local units of measurement.

d. In MKS system, length is measured in centimetre.

e. Mass is measured by using a beam balance.

2. Fill in the blanks using appropriate words.

a. The quantities which can be measured are called ................................

b. ................................ is the standard mass.

c. In FPS system, ................................ is measured in pound.

d. Very long distances are measured in .................................

e. The SI unit of time is ................................

3. Tick (µ) the best answer from the given alternatives.

a. Which of the given quantities is not a physical quantity?

length mass love time

b. The standard unit of .......................... is ampere.

time mass length temperature

c. In CGS system, .......................... is measured in gram.

mass length time area

d. A short duration of time is measured in ..........................

day hour minute second

4. Answer the following questions.

a. What is measurement?
b. Write down the importance of measurement.
c. Define physical quantities with any three examples.
d. Give any three examples of local system of measurement.

14 GREEN Science and Environment Book-6

 e. Define unit? Write down local units and standard unit of mass.
f. Define MKS system of measurement.
g. Define CGS and FPS system of measurement.
h. What is length? Write down standard unit of length.
i. Define mass and write its standard unit.
j. What is time? Name the device which is used for measuring time.

5. Differentiate between:
a. Local units and standard units
b. FPS system and MKS system
c. Length and Time

6. Describe the method of measuring the length of a body.

7. Describe the method of measuring the mass of a body.

8. How many seconds are there in one solar day? Show with calculation.

GREEN Science and Environment Book-6 15

 UNIT
Force and Motion
2
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

Force can be defined as the pull or push which changes or tends
to change the position of a body. In our daily life, force is used for
pulling, pushing, pressing, lifting, stretching, twisting, etc. Force
can change the shape and size of a body. Force can stop a moving
body and change its direction. Similarly, force can bring a body at
rest to motion. The SI unit of force is newton (N). Force is a vector
quantity as it has both magnitude and direction. A body is said
to be in motion when it changes its position with respect to the
objects in its surroundings.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to force
i. introduce force with its SI unit. • Effects of force
ii. explain the effects of force • Types of force
iii. explain the types of force with examples. • Rest and motion
iv. describe rest and motion. • Types of motion
v. explain different types of motion with examples.

Glossary: A dictionary of scientific/technical terms

force : the pull or push which changes or tries to change the position of a body
centripetal : acting towards the centre
centrifugal : the force acting between any two bodies due to their masses
magnetic : of a magnet or related to magnet
circular motion : the motion of a body in a circular path
periodic motion : the motion which repeats itself at regular intervals

16 GREEN Science and Environment Book-6

Force and Motion
We do different activities and works in our daily life. For example, pulling
a bucket from the well, opening (pushing) and closing (pulling) door and
windows, kicking a foot ball, lifting different loads. We push the door while
opening and pull the door while closing. The pulling or pushing process of
an object brings the change in the position and motion. So, the pull or push
which changes or tends to change the position of an object from rest to motion
or motion to rest is called force. Force is used for pulling, pushing, lifting,
pressing, twisting and so on. Force is an external agent which is applied on a
body and it has magnitude as well as direction.
Fig.

2.1
Horses are pulling a cart A man is pushing a wall
Effect of force
Force has many effects. Some major effects of force are as follows:
i. Force can change the position of an object.
ii. Force can change the shape and size of an object.
iii. Force can change the direction of a moving object.
iv. Force can change the speed of a moving object.

i. Force can change the position of an object

Force is an external agency which
can change the position, i.e. rest or Do You Know
motion of a body. Force can produce Force can change the position of a body,
motion in a body at rest and stop a i.e. from rest to motion and from motion to
body in motion. If we kick a football rest. However, it is not necessary that a force
always makes a body at rest to move, e.g.
at rest, the ball moves. Similarly,
when we push a wall or a tree, it does not
we can stop a rolling football by move at all.
applying a force. We should apply
force in opposite direction to stop a
moving body.
GREEN Science and Environment Book-6 17
Fig.

2.2
Kicking a ball at rest Stopping a moving football with leg

Activity 1
• Take a football and go to the ground. Keep the football in a place. The
football is at rest. Kick the football and observe the motion of the football.
• Now, stop the rolling football by applying force in the opposite direction
of the motion of the football.
This activity shows that force can change the position of an object.

ii. Force can change the shape and size of a body

When we stretch an elastic, its shapes and
size increase and when we release, its
shapes and size decrease. So when force is
applied on a body, the shape and size of the
body may change.
Fig.

2.3
Pressing a balloon

Activity 2
• Take a balloon and inflate it. So the size and shape of the balloon change
while inflating it.
• Now, press the balloon with hands to change its shape and size. What do
you observe?
• Now, take a tube of toothpaste and press it. Can you change the shape of
the toothpaste tube.
These activities show that force can change the shape and size of an object.

18 GREEN Science and Environment Book-6

iii. Force can change the direction of a moving body
Force can change the direction of a moving body. By applying force in the
steering, a driver can change the direction of a moving vehicle. Similarly, when
we kick a football, we can change its direction of motion.

Activity 3
• Take a football and go to the ground. Roll the football in a straight line.
• Now, kick the football to change its direction.
What can you conclude from this activity?

iv. Force can change the speed of a moving body

Force can increase or decrease the speed of a moving body. When we apply
force in the direction of the moving body, the speed of the moving body
increases. On the other hand, when force is applied in the direction opposite
to the motion of the body, the speed decreases.

Types of force
There are different types of force such as pulling force, pushing force, muscular
force, gravitational force, magnetic force, electrostatic force, centripetal force,
etc. In this unit, we will study only four types of force as follows:
1. Muscular force 2. Magnetic force
3. Electrostatic force 4. Gravitational force

1. Muscular force
The force exerted by the muscles of a body is called muscular force. A horse
uses muscular force to pull a cart. Human beings use muscular force for
pulling, pushing, lifting, pressing, running, jumping, fighting, etc.

2. Magnetic force
The force exerted by a magnet to the
magnetic substances is called magnetic
force. Iron, cobalt, nickel etc are magnetic
substances. The magnetic force cannot
be exerted on non-magnetic substances.
Fig.

When iron nails are kept nearby a magnet,

it attracts the nail towards its surface or 2.4
poles.
GREEN Science and Environment Book-6 19
Magnetic force is widely used in our daily life activities. Such as, it is used to
make different electrical and electronic devices. Similarly, magnetic force is
used to remove iron dust from the eyes. It is also used to shift and lift heavy
loads of iron and steel in industries and used to separate magnetic substances
from the garbages.
Activity 3
Spread some iron clips on a table and bring a bar magnet near the clips.
The clips will move towards the poles of the magnet. The clips get drawn
towards the magnet due to the influence of magnetic force.

3. Electrostatic force
The force exerted by an electrically charged
object is called electrostative force. If Rubber pen
you bring a plastic pen near the pieces of
papers, nothing happens. But when we rub
the pen in dry hair several times and bring
Attraction
it near the pieces of paper, they are drawn
Fig.

towards the pen. Here pen became charged Pieces of paper

and it attracted the uncharged pieces of 2.5
paper. So, an electrically charged object can
exert an electrical force on uncharged object or another charged object.
Activity 4
Take a piece of paper and cut it into many small pieces. Keep those pieces on
a table. Bring a plastic comb near the pieces of paper and observe it. Nothing
happens. Now, rub the comb for several times in dry hair and bring it near
the pieces of paper, what happens?

4. Gravitational force
If we throw a stone upwards, it returns to the ground. Similarly, flowers and
fruits of plants fall on the ground. Water flows from high to low land. These
activities are caused due to the force of attraction exerted by the earth on all the
bodies towards its centre which is called gravity. Like the earth, other planets
and satellites have their own gravity. The planets of the solar system revolve
around the sun. A kind of force exists between the planets and the sun. The
force of all attraction between any two objects due to their masses is called
gravitational force.

20 GREEN Science and Environment Book-6

 Do You Know
Some effects of gravity of the earth are
rainfall,, blowing of wind, flowing of river,
falling of fruits towards earth's surface, etc.
Fig.

2.6

Activity 2
Take a ball and throw it upwards. What do you observe after a while? After
sometime, the ball returns to the ground. What is the reason behind it?

Rest and motion

Let us consider that we are sitting
in a moving train. We are in motion
with respect to the trees or building
outside the train because our
position is changing with respect
to them. However, if we compare
our position with respect to the
Fig.

things inside the train, i.e. other

passengers, seats, fan of the train, 2.7
walls and roof of the train, etc. we Moving train
are at rest. Thus, an object can be at
rest in relation to one object while it can be in motion in relation to another
object at the same instant of time. Therefore, we can say that rest and motion
are relative terms.

Types of motion
We observe different types of motion of different objects around us. The main
types of motion are given below:
1. Linear motion
2. Circular motion
3. Periodic motion

GREEN Science and Environment Book-6 21

4. Rotatory motion
5. Oscillatory motion
6. Random motion

1. Linear motion
The motion of a body in a straight line is called linear motion.
Examples:
i. The motion of a car in a straight road.
ii. The motion of a mango falling from a tree.
iii. The motion of a bullet fired from a rifle.
iv. The motion of an aeroplane in a straight path.
v. The motion of a ball dropped from a tower, etc.
Fig.

2.8
A car moving in a A mango falling from a A bullet fired from a gun
straight road tree

2. Circular motion
The motion of a body in a circular Do You Know
path is called circular motion. A car
When a body moves in a curved path, it is
moving in a circular path has circular called curvilinear motion.
motion. Similarly, when a ball is tied
with a rope and whirled, it shows
circular motion.
Examples:
i. A bus moving in a curved road.
ii. A javelin thrown by an athlete.
iii. A boy running in a curved path.

22 GREEN Science and Environment Book-6

Fig.

2.9
A car moving in a Javelin thrown by an A boy running a curved
circular road athlete path

3. Periodic motion
Periodic motion is the motion which repeats itself at regular intervals of time.
Examples:
i. The motion of the planets around the sun.
ii. The motion of the moon around the earth.
Fig.

2.10
Movement of the earth around the sun Movement of the moon around the
earth
4. Rotatory motion
If a body moves about an axis without changing its position, the motion is
called rotatory motion.
Examples:
i. Motion of a potter's wheel.
ii. Motion of the blades of a fan.
iii. Motion of a spinning top.
iv. Motion of the wheel of a sewing machine.
v. Motion of the earth in its axis.

GREEN Science and Environment Book-6 23

Fig.

2.11
Motion of a potter's A spinning top Moving blades of a fan
wheel
5. Oscillatory motion
When a body moves to-and-fro about its mean position, the motion is called
oscillatory motion.
Examples:
i. The motion of a pendulum of a clock.
ii. The motion of a swing.
Fig.

2.12
Motion of a pendulum of a clock Motion of a swing

6. Random motion
When a body moves randomly in any direction, the motion is called random
motion.
Examples:
i. The motion of a flying kite.
ii. The motion of a flying butterfly.
iii. The motion of a football player while playing football.

24 GREEN Science and Environment Book-6

Fig.

2.13
Football players Flying kite Flying butterfly
Activity 5
• Observe different moving objects in your surroundings.
• Identify different types of motion shown by these moving objects and
prepare a short report on it.

Key Concepts
1. The pull or push which changes or tends to change the position of an
object from rest to motion or motion to rest is called force.
2. Force can produce motion in a body at rest and stop a body in motion.
3. The force exerted by a magnet to the magnetic substances is called
magnetic force.
4. The force exerted by an electrically charged object is called electrostative
force.
5. The force of all attraction between any two objects due to their masses
is called gravitational force.
6. An object can be at rest in relation to one object while it can be in motion
in relation to another object at the same instant of time. Therefore, we
can say that rest and motion are relative terms.
7. The motion of a body in a straight line is called linear motion.
8. The motion of a body in a circular path is called circular motion.
9. Periodic motion is the motion which repeats itself at regular intervals of
time.
10. If a body moves about an axis without changing its position, the motion
is called rotatory motion.
11. When a body moves to-and-fro about its mean position, the motion is
called oscillatory motion.
12. When a body moves randomly in any direction, the motion is called
random motion.
GREEN Science and Environment Book-6 25
Exercise
1. Tick (√) the correct statement and cross (X) the incorrect one.
a. Force is the pull or push which can change the position of
a body.

b. Force cannot change the shape of a body.

c. The force between the sun and the earth is gravitational force.

d. A potter's wheel shows circular motion.

e. The motion of the earth around the sun is periodic called
periodic motion.

2. Fill in the blanks using appropriate words.

a. ................................ can change the speed of a moving body.
b. The force of attraction between any two bodies due to their masses is
called ................................
c. ................................ force is used to remove iron dust from eyes.
d. Rest and motion are ................................ terms.
e. The motion of the pendulum of a clock is called ................................
motion.

3. Tick (µ) the best answer from the given alternatives.

a. The SI unit of force is .........................
newton kilogram gram second
b. The force used by a horse to pull a cart is ......................... force.
magnetic electrostatic

muscular gravitational
c. The motion of the bullet fired from a gun is ......................... motion.
circular linear rotatory oscillatory

26 GREEN Science and Environment Book-6

 d. Which of the following is the oscillary motion?
motion of a car in a road

motion of a pendulum of a clock

motion of a mango falling from a tree.

motion of the moon around the earth.

4. Answer the following questions.

a. Define force and write its SI unit.
b. Mention any four effects of force with one example of each.
c. What are the different types of force?
d. Define muscular force with any two examples.
e. What is a magnetic force? Write its one use.
f. What is meant by gravitational force? Give one example.
g. Define the terms "rest" and "motion".
h. What are different types of motion? Name them.
i. Define linear motion with one example.
j. What is a periodic motion? Give one example.
k. Define rotatory and oscillatory motion. Also, give one example of
each.
l. What is a random motion? Give any two examples.
m. What types of motion does a flying mosquito show?

5. "Rest and motion are relative terms". Why?

6. Differentiate between:
a. Muscular force and Gravitational force
b. Rest and Motion
c. Oscillatory motion and Random motion

GREEN Science and Environment Book-6 27

7. Identify the types of motion from the following.
a. b. c.

8. Identify the types of force from the following.

a. Force between the moon and the earth.
b. Force used to pull a cart.
c. Force exerted by a magnet to attract iron nails.
d. Force exerted by a comb to attract dust particles.

28 GREEN Science and Environment Book-6

 UNIT
Simple Machines
3
Weighting Distribution (Approximate) Teaching periods : 2 Marks (in %): 1

Before You Begin

We use a variety of machines like knife, scissors, pulley, screw, axe,
beam balance, crow-bar, etc. to make our work easier and faster.
These machines have simple structure. So they are called simple
machines. Simple machines help us to work more efficiently. They
help us to perform mechanical work using our muscular energy.
Simple machines help to multiply force, change the direction of the
force and increase the speed of work. We can make our life easier by
using a variety of simple machines.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Simple machines
i. introduce simple machines with examples - introduction and examples
ii. name simple machines that are used in our daily life • Utilities of simple machines
with their uses.
• Types of simple machine
iii. state the type of simple machines with examples. - lever
iv. state the importance / uses of simple machines. - wheel and axle
- inclined plane
- pulley
- screw
- wedge

Glossary: A dictionary of scientific/technical terms

machine : a piece of equipment with moving parts that is designed to do a particular

work
load : the force exerted by a machine after application of effort
effort : the force applied on a machine while doing work
efficiency : the ratio of output work to input work of a machine
convenient : easy or quick to do
input work : the work done on a machine
output work : the work done by the machine
ideal : perfect, most suitable
fulcrum : the point on which a lever turns or is supported

GREEN Science and Environment Book-6 29

Simple Machine
We use different types of machines in our daily life to make work easier, faster
and comfortable. A pulley is used to pull a bucket of water from a well. A
crowbar is used to overcome a heavy stone. A knife is used to chop vegetables.
A nail cutter is used to cut nails. A bottle opener is used to open the lid of coca
cola bottle. A screw driver is used to unscrew or tighten the nuts and so on.
So, simple machine is a device having simple structure which makes our work
easier, faster and more convienent. Some simple machines are shown in the
figures below:
Fig.

3.1
Nail cutter Bottle opener Knife Crowbar
Some machines are complex in structure and difficult to operate. Bicycle,
motorbike, car etc. are made by combination of several types and numbers of
simple machines. So, they are called complex machines.
Fig.

3.2
Bicycle Motor bike Car
The machines which make our work easier, faster and more convenient and
simple in structure are called simple machines. For example, pulley, crowbar,
nail cutter, bottle opener, screw driver, etc. We use simple machines for different
purposes which are as follows:
• to multiply the force applied
• to change the direction of force applied
• to help to apply force at a convenient point.

30 GREEN Science and Environment Book-6

Types of Simple Machines
Simple machines are classified into following six types on the basis of their
structure and use.
1. Lever 3. Wheel and axle 5. Screw
2. Pulley 4. Inclined plane 6. Wedge

1. Lever
A lever is a straight or bent rigid bar Do You Know
which moves freely about a fixed The work done on a machine is called input
point. The fixed point of a lever is work and the useful work done by the
called fulcrum. In a lever, effort is machine is called output work.
applied at one point to lift a load
on another point. A lever consists of
three parts like fulcrum, effort and load.
Effort (E)
Load
Fulcrum (F) (L)
Fig.

Effort arm Load arm

3.3

The distance between the fulcrum Do You Know

and the point where effort is applied When lever is ideal and in balanced
is called effort arm or effort distance. condition, input work is always equal to the
The distance between the fulcrum output work. It is called principle of lever.
and the point where load acts is i.e. Input work = output work
or, Effort × Effort arm = Load × Load arm
called load arm or load distance.

Some common levers that are used in our daily life for various purposes are
as follows:
Fig.

3.4
Scissors Seesaw Beam-balance
GREEN Science and Environment Book-6 31
 Wheel-barrow Nut cracker Lemon-squeezer
Fig.

3.5
Fire tongs Fishing rod Shovel
Activity 1
Collect different types of lever present at your home.
Identify load, effort, and fulcrum in these levers one by one.
Classify these levers in terms of first class, second class and third class.

2. Pulley
Have you seen people lifting water
from well using a pulley? Have you
Wooden disc
observed the structure of a pulley.
A pulley consists of a circular disc Groove
having a groove over which a rope
Rope
is passed. A simple machine having
Fig.

a grooved in circular metallic disc or

wooden disc over which a rope passes Effort Load
3.6
is called pulley. In a pulley, the load is
connected to one end of the rope and effort is applied at another end. When
the rope moves, the disc rotates.

32 GREEN Science and Environment Book-6

3. Wheel and axle
You might have seen simple machines having Wheel
two cylinders of different radius like screw Axle
driver, knob of a tap, the steering of a car,
bobbin of a kite, paddle of bicycle etc. These
simple machines are examples of wheel and Rope
axle. Wheel and axle is a arrangement of two

Fig.
co-axial cylinders of different radius attached
to each other. The cylinder which has longer 3.7 Effort Load
radius is called a wheel and that having shorter
radius is called a axle. The rope is wound around the wheel and axle as shown
in the given figure.
If we rotate the wheel, the axle also rotates. When wheel completes one rotation
the axle also completes the same. But distance covered by the wheel is more
than axle due to different radius. So the effort is applied to the free end of rope
wound around the wheel and the load is connected to the free end of the rope
wound around the axle. The effort applied on the wheel is magnified and a
heavy load of axle will overcome by the small effort applied on wheel.
Fig.

3.8
Steering of car Screw driver Bobbin of a kite Handle of sewing
machine
4. Inclined plane
We know that, it is very difficult to climb
up hilly areas by vehicles without winding
roads. Similarly, it is very difficult to load
a heavy drum of kerosene into a truck. But
it can be lifted easily by using a wooden
Fig.

plank. So, a plane surface (a wooden plank)

which makes an angle with the horizontal
3.9
surface and used to push things upward is
called inclined plane. It is considered as a simple machine because it makes
work easier and comfortable by carrying heavy loads.

GREEN Science and Environment Book-6 33

Fig.

3.10
Ladder Steep road Children's slide
5. Screw
A screw is a simple machine which is used to lift very heavy loads and tighten
the nuts. Actually, screw is modified form of inclined plane with grooves cut
in it. It looks like a nail having a winding edges called a thread. The distance
between two screw thread is called a pitch. The force is applied to the head of
screw with the help of screw driver. Examples: screw nail, driller, jack screw
etc are some examples of screws.
Fig.

3.11
Jack screw Driller Screw nails

6. Wedge Effort
A wedge is a simple machine which has (Blunt surface)
two or more sloping surfaces that taper
to form a sharp edges or pointed edges.
Examples: axe, knife, sickle, nail etc.
Wedges are used for splitting, cutting Load Load
(Slope)
and drilling holes. A wedge consists of
Fig.

a blunt and a sharp or pointed end. We

should apply effort to the blunt end of 3.18 (Sharp or pointed surface)
the wedge to work with the sharp or
pointed end.

34 GREEN Science and Environment Book-6

Fig.

3.12
Axe Knife Sickle

Importance of Simple Machine

We do different types of work in our day to day activities. Some works are
easy and some works are difficult. We use more effort in difficult works. Such
type of work can be done by using simple machines. Simple machines make
our work easier, faster, comfortable and help to multiply the force applied.
Activity 2
Identify the given simple machines. Write down their names, types and uses.
Fig.

3.13

S.N. Name of simple machines Types Uses

Write conclusion of your activity.

GREEN Science and Environment Book-6 35

Utilities of Simple Machines
Some common simple machines that are commonly used in our daily life with
their uses are given below:
1. Beam balance is used to measure the mass of different objects.
2. Scissors are used to cut papers and clothes.
3. Nut-cracker is used to crack different types of nuts.
4. Wheel barrow is used to carry loads.
5. Crow bar is used to lift heavy loads.
6. Screw driver is used to tighten and unscrew nuts.
7. Pulley is used to lift heavy loads and draw water from well.
8. Knife is used to chop vegetables and fruits.
9. Axe is used to chop firewood.
10. Fishing rod is used to catch fishes.
Key Concepts
1. The machine which makes our work easier, faster and convenient and
is simple in structure is called simple machine.
2. The machine which is complex in structure and made by combination
of several simple machines is called complex machine.
3. Simple machine is used to change the direction of force applied,
multiply the force applied and to apply force at a convenient point.
4. A lever is a rigid bar which moves freely about a fixed point called
fulcrum.
5. Pulley is a simple machine having a groove in a circular metallic disc or
wooden disc over which a rope passes.
6. Inclined plane is a plane which makes an angle with the horizontal and
is used to push things upward.
7. Screw is a modified form of inclined plane with groove cuts in edges.
8. Wedge is a simple machine having two or more sloping surfaces that
tapers either to form a sharp edge or pointed edge.
9. We use a variety of simple machines in our daily life.

36 GREEN Science and Environment Book-6

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect statement.

a. Car is an example of a simple machine.

b. Crow bar is an example of a lever.

c. A pulley does not help to change the direction of force applied.

d. In wheel and axle, load is connected to the wheel.

e. An axe is an example of wedge.

2. Fill in the blanks with appropriate words.

a. A ............... makes our work easier, faster and more convenient.

b. A fixed point about which a ............... can rotate is called fulcrum

c. A ............... is a simple machine which changes the direction of

applied force.

d. The distance between two screw threads is called a ...............

e. Axe and knife are the examples of ................

3. Answer the following questions.

a. What is simple machine? Write its any three advantages.
b. How many types of simple machine are there? Write their names.
c. What is a complex machine? Write any two examples.
d. What is a lever? Write the name of various types of lever.
e. What is a pulley? Why is it used in our daily life?
f. what is a wheel and axle? Write any three examples.
g. What is an inclined plane? Why is it used?
h. What is a screw? Write any three examples.
i. What is a wedge? Write any three examples

GREEN Science and Environment Book-6 37

4. Differentiate between:
a. Simple machine and Complex machine
b. Pulley and Wheel and axle
c. Lever and Screw
d. Pulley and Inclined plane

5. Match the following:

A B
Lever Axe
Wedge Bicycle paddle
Inclined plane Beam balance
Wheel and axle Steep road

6. Tick (√) the best answer from the given alternatives

a. Lemon squeezer is an example of ............
wedge screw

lever wheel and axle

b. The point from which lever can rotate is called ............

load effort

fulcrum pulley

c. A useful work done by a machine is called ............

fulcrum input work

output work effort

d. A pulley is a simple machine used to ............

apply a force in a convenient point

multiply the force applied

multiply the load

all of the above

38 GREEN Science and Environment Book-6
 e. Bobbin of a kite is an example of ............
wheel and axle pulley

screw wedge

7. Give reason:
a. A beam balance is called the first class lever.
b. An axe is called wedge.
c. The ramp is used to lift a heavy load.
d. A screw driver is used to tighten the screw.

8. Draw a neat diagram of following simple machines.

a. Nut cracker d. Pulley
b. Shovel e. Wedge
c. Beam balance f. Axe

GREEN Science and Environment Book-6 39

 UNIT
Heat
4
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

Heat is a form of energy which gives the sensation of hotness or
coldness. In SI system, heat is measured in joule (J) and in SGS system,
it is measured in calorie (cal.). When we touch a burning candle, we
feel hot. On the other hand, when we touch an ice cube, heat flows
from our body to the ice cube and we feel cold. So, when heat flows
into our body, we feel hot and when heat flows outside from our
body, we feel cold. Heat is essential for plants and animals for their
survival. Living beings cannot survive in extreme cold. In winter
many animals go for hibernation to prevent them from extreme cold.
Similarly, animals feel uneasy in too hot environment.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Heat
i. introduce heat with its units. - introduction and units
ii. introduce various sources of heat and explain them. • Sources of heat
- sun, bio-fuel, fossil-fuel
iii. describe the effects of heat.
electricity
iv. explain and demonstrate absorption of heat and its • Effects of heat
uses.
- expansion of solids, liquids
v. describe the utilities of heat. and gases
- Absorption of heat
- Uses of heat

Glossary: A dictionary of scientific/technical terms

heat : the form of energy which produces the sensation of warmth

fossil : the dead remain of plant or animal or its imprint under the surface of the
earth
bio-fuel : the fuel obtained from firewood, bio-gas, animal dung, etc.
expansion : increase in size or volume
absorption : the pieces of absorbing or of being absorbed

40 GREEN Science and Environment Book-6

Heat

The form of energy which gives the sensation of hotness or coldness is called
heat. It is measured in joule (J), kilojoule (kJ), calorie (cal.), kilocalorie (kcal.),
etc. In SI system, heat is measured in joule (J).
We can feel heat energy by rubbing our palms
against each other. We use heat for warming our
body, cooking food, drying wet clothes, drying
grains, running engines, heating water, etc.

Fig.
Living beings need heat energy to survive. We
can transform heat energy into another form and
4.1
other forms of energy can also be transformed
Sun
into heat energy. Heat energy flows from a hot
body to a cold body. The sun is the main source of heat for the earth.

Sources of Heat
The objects from which we get heat energy are called sources of heat. There are
many sources of heat such as the sun, fire, heater, bio-fuel, fossil fuel (petrol,
diesel, coal, kerosene, etc.), electricity, etc. In this unit, we learn about four main
sources of heat energy, viz. sun, bio-fuel, fossil fuel, and electricity in brief.

1. Sun
Among all the sources of heat energy, the sun is
considered as the main source. All other forms
of heat energy depend directly or indirectly on
heat energy. Animals and plants get heat energy
from the sun. Animals feel cold in winter. So,
Fig.

they go in a sunny place to prevent them from

cold. The heat energy of the sun operates water
4.2
cycle on the earth. The heat of the sun is utilized
Sun
to keep our body warm, dry clothes, dry grains,
heat water, etc. The heat of the sun is utilized in solar cooker and solar water
heater. Animals and plants cannot survive in the absence of heat of the sun.

2. Bio-fuel
We get heat energy by burning firewood, dung-cakes, gobar gas, etc. The fuel
obtained from these objects is called bio-fuel. So, bio-fuel can be defined as the
fuel obtained from gobar gas (bio-gas), firewood, dung cakes, etc.

GREEN Science and Environment Book-6 41

 Fig.

4.3
Dung cakes Bio-brickets Burning firewood
In rural areas, people use firewood, dung cake, bio-bricket, straw, bio-gas,
etc. as the sources of heat. These sources of heat are used for warming
body, cooking food, boiling water, etc.

3. Fossil fuel
Fossils are the dead remains of plants and animals which are found under
the surface of the earth. The fuel oblained from the fossils is called fossil
fuel. Petrol, diesel, coal, kerosene, natural gas, etc. are examples of fossil
fuels. Fossil fuels are widely used in industries, automobiles, houses, etc.
Fig.

4.4
Coal Petrol Diesel L.P. gas
Fossil fuels like petrol and diesel are used for running engines in industries
and operating automobiles like truck, bus, car, motorcycle, etc. L.P. gas
and kerosene are used for cooking food. Coal is used for obtaining heat
energy in industries. Petrol, diesel and kerosene also produce heat energy
while burning. Therefore, fossil fuels are the sources of heat energy.

4. Electricity
Electricity is the form of energy which is produced due to continuous
flow of electrons. Electricity can be converted into heat energy. We use
electric heater to convert electrical energy into heat energy. The heat
energy produced from electricity is used to heat water, cook food and
make the room warm.

42 GREEN Science and Environment Book-6

Fig.

4.5
Electric heater Immersion rod for heating water

Effects of Heat
There are many effects of heat. Some
of them are given below. Do You Know
Nepal is the second richest country in water
i. Heat changes the state of a potential in the world. So we can generate
substance. a large amount of hydroelectricity from
running water resources. It can be used for
ii. Heat changes the volume of a
getting heat and light, running industries,
substance. operating electric vehicles, etc.
iii. Heat changes the temperature
of a substance.

i. Heat changes the state of a substance

One state of a substance can be changes into its another
state by heating. When ice (solid) is heated, it changes
into water (liquid) and when water (liquid) is heated, it
Fig.

changes into vapour (gas). Similarly, when wax (solid)

is heated, it changes into liquid wax. It shows that heat 4.6
changes the state of matter. Burning candle
Ice heat Water heat Vapour
(Solid) (liquid) (gas)

Solid wax heat Liquid wax

Metals like iron, copper, silver, gold, etc. exist in solid state. They can be
changed into their liquid state by heating.
Similarly, wax, ice, butter, ghee, plastic, etc. also melt and change into liquid
state on heating. On the other hand, when heat is removed from them, these
liquids change into solid state again.
GREEN Science and Environment Book-6 43
 Activity 1
• Take a beaker and keep some ice cubes into it.
• Keep the beaker on a tripod stand and heat the beaker with a burner or
spirit lamp. Observe these ice cubes. Do they melt on heating?
After some time, all ice cubes melt and form water in the beaker. It shows
that solid water (ice) changes into liquid (water) on heating.
• Heat the beaker continuously. You can see the vapour issuing from water.
It shows that water (liquid) changes into gas (vapour) on heating.
• From this activity, it can be concluded that heat changes the state of matter.

ii. Heat changes the volume of a substance

The volume of a substance increases on heating and decreases on cooling.
When solids are heated, they change into the liquid state. Similarly, when
liquids are heated, their volume increases. When we heat milk, its volume
increases which may overflow from the container. This example proves
that the volume of a substance increases on heating.
When a substance is heated, its molecules absorb heat and vibrate. When
these molecules absorb more heat energy, they vibrate with more energy
and expand. A substance in a gaseous state expands the most and a
substance in the solid state expands the least on heating. The volume of
solid, liquid and gas increases on heating and decreases on cooling.

Activity 2
• Take some milk in a beaker.
• Mark the initial level of milk in the beaker with a marker.
• Heat the milk in the beaker using a bunsen burner or a spirit lamp.
• Observe the level of milk in the beaker carefully. Can you see the increase
in the volume of the milk on heating?
• Write down the conclusion of this activity.

Expansion of Solids
Solids are substances having a fixed shape, size and volume. Examples: brick,
wood, plastic, ice, stone, etc. Solids expand when they are heated. It means
that the volume of solids increases when they are heated.

44 GREEN Science and Environment Book-6

Have you seen melting ghee? Have you seen melting wax? When wax, ghee and ice
are heated, they melt and change into liquid state. When a solid substance changes
into liquid state, it expands due to the increase in volume. In the Himalayas, ice
or snow melts due to the heat of the sun and changes into water. Similarly, in hot
summer days, overhead electric cables and telephone cables become loose due to
expansion. It also shows that solids expand on heating.
Fig.

4.7
Melting of ice in the Himalayas Overhead electric cables become loose
in hot summer days
Experiment 1
To demonstrate that solids expand on heating
Requirements : Two stands, thin copper wire, iron ring, burner or spirit
lamp.
Procedure
• Take two stands and a thin copper wire.
• Insert a ring of iron in the wire and adjust the copper wire between two
stands as shown in the figure.
Iron ring

Copper
wire

Stand
Fig.

4.8

GREEN Science and Environment Book-6 45

Be sure that the copper wire is stretched straight between two stands.

Fig.

4.9

• Now, heat the copper wire for 10-15 minutes with the help of a bunsen
burner or a spirit lamp. What do you observe? Does the wire become
loose after heating.
Observation : When the copper wire is heated for 10-15 minutes, the length
of wire increases due to expansion and the wire becomes
loose which is clearly indicated by iron ring.
Conclusion : This experiment demonstrates that solid expands on heating.

Expansion of liquids
Liquids are the substances having a fixed volume but not a fixed shapes.
Examples: water, milk, petrol, diesel, juice, kerosene, paraffin, etc. When
liquids are heated, they expand. The heat energy increases the space among
the molecules of liquids. As a result, liquids expand. The rate of expansion of
liquids is more than that in solids because the molecules are loosely arranged
in liquids.

Expansion of gases
Gases are the substances which neither have a fixed shape nor a fixed volume.
Nitrogen, oxygen, carbondioxide, argon, neon, water vapour, etc. exist in
gaseous state. When gases are heated, they expand. Gases expand the most as
compared to liquids and solids because the intermolecular force of attraction
is very less in gases.

Activity 2
• Take a balloon and fit it to the neck of glass bottle.
• Take a water trough and put some hot water into it.
46 GREEN Science and Environment Book-6
• Now, place the bottle in the hot water. Please note that more than two
thirds of the bottle should be immersed into the hot water. Observe the
balloon after sometime.
Balloon inflates
due to expansion
Balloon of air

Water
trough
Air
Air (gas)
Fig.

expands Hot
Glass bottle water
4.10 Before After

• When the bottle is kept in hot water, the air present inside the bottle
expands. Due to this, the balloon fitted in the neck of the bottle gets
inflated.
• This activity proves that gases expand on heating.

Absorption of heating
In hot summer days, we wear white clothes and in winter we wear black
clothes. Why? If we wear black clothes in hot summer days, we feel very hot
because black clothes absorb heat faster than the white clothes. White clothes
absorb heat slowly and we feel less hot. Therefore, we wear white clothes in
hot summer days. All substances absorb heat. But some absorb heat fast and
some absorb heat slowly. The rate of absorption of heat of a body depends on
the nature and colour of that body. Black and rough objects absorb heat faster
than the white and smooth object.

Activity 3
• Take some cardboard papers of different colours (black, red, white, green,
yellow, etc.)
• Make a small bag of each of the papers.
• Take some thermometers and insert the bulb of thermometer in each
paper bag.
• Now, leave all the paper bags in a sunny place.
• Record the initial reading in all thermometers one by one.
• Record the rise in temperature after 20 minutes.
• What do you observe?
• Write down the conclusion of this activity.

GREEN Science and Environment Book-6 47

Uses of Heat
The major uses of heat are given below.

1. For cooking food

Heat energy is used for cooking food. In urban areas, people use LP gas
and electric heater for cooking food. When we burn LP gas, we get heat
energy which is used for cooking food. Similarly, electric heater changes
electrical energy into heat energy which is used for cooking food. In rural
areas, people get heat energy by burning firewood, bio-gas (gobar gas)
dungcake, straw, kerosene stove, etc.
Fig.

4.11
Cooking food on firewood Cooking food by using LP Cooking food in electric
gas heater

2. For drying clothes

Wet clothes dry faster in a sunny day than in a humid or cloudy day,
Why? It is because the heat of the sun changes water into vapour from
wet clothes and they dry faster. But in a humid or cloudy day, water from
wet clothes evaporates very slowly. As a result, they dry slowly. The heat
energy of the sun is used to dry wet clothes.
Fig.

4.12
People basking in the sun Heater is used to keep our People getting heat by
body warm burning firewood
3. For drying various food items
Heat is used to dry various food items like cereals, pulses, fruits, vegetable,
fish, meat, etc. before their storage.
48 GREEN Science and Environment Book-6
Fig.

4.13
Grains drying on a Vegetables drying on a Meat drying on a sunny
sunny day sunny day day

4. For purifying water

Heat is used to boil water. When water is boiled for 5-10 minutes, it kills
the germs present in water. So, heat is utilized for purifying water.

5. For producing various substances in industries

In industries, heat energy is obtained by burning coal, firewood, LP gas,
petrol, diesel, etc. which is used to produce various substances like iron
rods, cement, plastics, biscuits, chocolates, etc.
Key Concepts
1. The form of energy which gives the sensation of hotness or coldness
is called heat. It is measured in joule (J), kilojoule (kJ), calorie (cal.),
kilocalorie (kcal.), etc.
2. Heat energy flows from a hot body to a cold body. The sun is the main
source of heat for the earth.
3. The objects from which we get heat energy are called sources of heat.
There are many sources of heat such as the sun, fire, heater, bio-fuel,
fossil fuel (petrol, diesel, coal, kerosene, etc.), electricity, etc.
4. Among all the sources of heat energy, the sun is considered as the main
source.
5. The heat of the sun is utilized in solar cooker and solar water heater.
Animals and plants cannot survive in the absence of heat of the sun.
6. Bio-fuel can be defined as the fuel obtained from gobar gas (bio-gas),
firewood, dung cakes, etc.
7. The fuel oblained from the fossils is called fossil fuel. Petrol, diesel, coal,
kerosene, natural gas, etc. are examples of fossil fuels.

GREEN Science and Environment Book-6 49

 8. Electricity is the form of energy which is produced due to continuous
flow of electrons. Electricity can be changed converted into heat energy.
9. One state of a substance can be changed into its another state by heating.
10. The volume of solid, liquid and gas increases on heating and decreases
on cooling.
11. Solids are substances having a fixed shape, size and volume. Examples:
brick, wood, plastic, ice, stone, etc.
12. Liquids are the substances having a fixed volume but not a fixed shapes.
Examples: water, milk, petrol, diesel, juice, kerosene, paraffin, etc.
13. The rate of expansion of liquids is more than that in solids because the
molecules are loosely arranged in liquids.
14. Gases are the substances which neither have a fixed shape nor a fixed
volume. Nitrogen, oxygen, carbondioxide, argon, neon, water vapour,
etc. exist in gaseous state.
15. The rate of absorption of heat of a body depends on the nature and
colour of that body.
16 In industries, heat energy is obtained by burning coal, firewood, LP gas,
petrol, diesel, etc.

Exercise
1. Tick (√) the correct statement and cross (X) the incorrect one.
a. Heat is a form of energy which produces the sensation of
warmth.

b. The sun is the major source of heat energy for the earth.

c. Firewood and dungcake are the sources of heat.

d. Solids do not expand on heating.

e. Heat is used for purifying water.

2. Fill in the blanks using appropriate words.

a. The SI unit of heat is ................................
b. ................................ converts electrical energy.
50 GREEN Science and Environment Book-6
 c. Liquids ................................ on heating.
d. Black clothes absorb heat ................................ than white clothes.
e. When water is ................................, it changes into vapour.

3. Tick (√) the best answer from the given alternatives.

a. Heat is a form of energy which gives the sensation of ...................
warmth light sound vision
b. Which of the following is the main source of heat in rural areas?
diesel LP gas petrol firewood
c. .................... is an example of fossil fuel.
coal bio-gas firewood dungcake
d. The heat of .................... is used to dry wet clothes.
heater coal sun firewood

4. Answer the following questions.

a. Define heat and write its SI unit.
b. Define sources of heat with any three examples.
c. Why is the sun called the main source of heat energy?
d. What is meant by biofuel? Write any three sources of bio-fuel energy?
e. Define fossil fuels with any three examples.
f. What is electricity? Name the device that converts electrical energy
into heat energy.
g. Write any two effects of heat energy.
h. Write any three uses of heat energy.

5. Describe an experiment to prove that:

a. Solids expand on heating b. Gases expand on heating.

6. Heat is a very important source of energy for human beings. Justify

this statement.

7. The sun is considered as the main source of heat energy for the earth.
Justify this statement.

GREEN Science and Environment Book-6 51

 UNIT
Light
5
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

Light is a form of energy which makes things visible. We are able to
see things in our surroundings due to the presence of light. In a dark
room, we cannot see anything due to the absence of light. Light is
produced from extremely hot objects. The sun, fire, burning candle,
lantern, torchlight, electric bulb, kerosene lamp, etc. are the sources
of light. Among these sources, the sun is the most important source of
light on the earth. Living beings cannot survive in the absence of light
from the sun because green plants need sunlight for making food
by photosynthesis. All animals depend on plants for food. Human
beings depend on light to get food, fuel, Oxygen, etc. Similarly, light
is essential for doing work, reading, writing, etc.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to light
i. introduce light and sources of light with examples. • Ray and beam of light
ii. define ray and beam of light. • Sources of light
– Sun – moon
iii. introduce luminous and non-luminous objects.
– lamp – electricity
iv. define transparent, translucent and opaque objects.
• Luminous and non-luminous
v. explain rectilinear propagation of lights. objects
• Transparent, translucent and
opaque objects
• Rectilinear propagation of
light

Glossary: A dictionary of scientific/technical terms

light : the form of energy which gives the sensation of vision or sight
ray : a very narrow path of light
beam : a collection of rays of light
luminous : an object having own source of light for shining
translucent : that allows only a part of light to pass through
opaque : that does not allow light to pass through
rectilinear : in a straight line

52 GREEN Science and Environment Book-6

Light
Sources of Light
The sun, torch light, burning candle, lighting bulb, etc. emit light. These
objects are called sources of light. So, the objects which emit light are called
the sources of light. Among different sources of light, we will discuss the sun,
moon, electricity and lamp in brief.

i. Sun
The sun is the natural source of light. Among
many sources of light, the sun is considered
as the main source of light for the earth. We
see things around us during the day time

Fig.
due to the presence of sunlight. Green plants
use sunlight to prepare their own food by 5.1
photosynthesis. The sun provides maximum Sun
light to the earth. No other source provides light on the earth as much as the
sun. Things become invisible at night due to the absence of sunlight.

ii. Moon
The moon is also a natural source of light.
However, it makes things visible only in the
nights of bright half. The moon does not have
its own source of light for shining. It reflects
the heat of the sun. The moon gives maximum
Fig.

light at the full moon night. The moon gives

very less light as compared to that given by 5.2
the sun. We cannot read and write in the Moon
moonlight but we can walk easily.

iii. Electricity
Electricity is the form of energy which is
produced due to continuous flow of electrons.
It is also a source of light as electrical energy
Fig.

can be converted into light energy. Electric

bulb, CFL, tube light, etc. are the devices that
convert electrical energy into light energy. In 5.3
urban areas, electricity is the main source of Electric bulb
light at night.

GREEN Science and Environment Book-6 53

iv. Lamp
Burning candle, torch light, kerosene lamp, lantern, etc. are the sources of light.
During load shedding, we use candle, lantern, torch light, kerosene lamp, etc.
to get light. People of rural areas use these sources to get light.
Fig.

5.4
Lantern Burning candle Torch light

Ray and Beam of Light

Ray of light
A ray of light is the direction of
the path followed by light. It is
Fig.

represented by a straight line with

an arrowhead. The arrowhead 5.5
shows the direction in which light Ray of light
is traveling.

Beam of light
A group of light rays moving in
the same direction is called a beam
of light. The light rays from far-off
Fig.

objects (such as the sun) are almost

parallel to each other. It is called 5.6
a parallel beam of light. The sun Parallel beam of light
produces a parallel beam of light.
Luminous objects are those objects having their own source of light for
shining. The sun, star, lighting bulb, fire, burning candle, etc. are the examples
of luminous objects. The sun has its own source of light for shining. So it is
called a luminous object.

54 GREEN Science and Environment Book-6

Fig.

5.7
Sun Star Lighting bulb Burning candle

Non-luminous objects
Non-luminous objects are those Do You Know
objects which do not have their own The moon does not have its own source
of light for shining. So, it is called a non-
source of light for shining. Moon, luminous object. The moon shines by
earth, brick, book, pen, glass, stone, reflecting the sunlight.

wood, plastic, etc. are the examples

of non-luminous objects.

Activity 1
• Observe any five sources of light and name them.
• Observe different types of things in your surroundings and identify
luminous and non-luminous objects from them.

Types of non-luminous objects

There are three types of non-luminous objects which are as follows:
1. Transparent object
2. Translucent objects
3. Opaque objects

1. Transparent objects
The objects which allow light to pass through them are called transparent
objects. Glass, air, clean water, thin plastic, etc. are the examples of transparent
objects. Glass is transparent. So we can see outside through the glass pane. We
can see things clearly while viewing through transparent objects. Transparent
objects do not cast shadow when they are kept in front of the source of light.

GREEN Science and Environment Book-6 55

2. Translucent objects
The objects which allow only a part of light to pass through them are called
translucent objects. Ground glass, tracing paper, colourd plastic, paper
immersed in kerosene, etc. are examples of translucent objects. When we view
through translucent objects, we cannot see things clearly.

3. Opaque objects
Objects like book, wood, thick plastic, soil, stone, metal sheet, etc. do not allow
light to pass through them. These objects are called opaque objects. The objects
which do not allow light to pass through them are called opaque objects.
These objects cast shadow behind them when they block light coming from
the source.

Activity 2
• Observe the different objects kept in your classroom and school bag like
book, pen, scale, plastic, wood, blackboard, duster chalk box, etc.
• Identify which of them allow light to pass through and which of them do
not.
• Classify these objects in terms of transparent, translucent and opaque
objects.

Rectilinear propagation of light

Light always travels in a straight path so long
as it travels int he same medium. This process is
called rectilinear propagation of light.
Fig.

5.8

Experiment 1
To demonstrate that light always travels in a straight line when it travels in
the same medium.
Requirements : Cardboard papers, cardboard paper holder, scissors, iron
nail, candle, match box, marker, pencil.
Procedure
• Take thick sheet of cardboard paper.
• Cut these cardboard sheets of equal size using scissors.

56 GREEN Science and Environment Book-6

 Cardboards

Fig.

5.9 Candle Cardboards holder

• Place these cardboards one above another and make a small hole in these
cardboards simultaneously in the same position with the help of an iron
nail.
• Arrange the cardboards in the stand as shown in the figure. Place a
burning candle in front of holes of these cardboards.
• Look at the candle through the holes of cardboard. Can you see the
burning candle or not.
• When all the holes of cardboard lie in a straight line, we can see the
burning candle.
• Now, move any one cardboard slightly right or left and look through the
hole. Can you see the burning candle?
• When we move any one cardboard, we cannot see the burning candle. It
shows light does not travel in a curved line.
Conclusion : From this experiment, we can demonstrate that light always
travels in a straight line as long as it travels in the same
medium.

Key Concepts
1. Light is a form of energy which makes things visible. We are able to see
things in our surroundings due to the presence of light.
2. The objects which emit light are called the sources of light.
3. Among many sources of light, the sun is considered as the main source
of light for the earth.
4. The moon does not have its own source of light for shining. It reflects
the heat of the sun.

GREEN Science and Environment Book-6 57

 5. Electricity is the form of energy which is produced due to continuous
flow of electrons.
6. A ray of light is the direction of the path followed by light.
7. A group of light rays moving in the same direction is called a beam of
light.
8. Luminous objects are these objects having their own source of light for
shining.

9. Non-luminous objects are those objects which do not have their own
source of light for shining.
10. The objects which allow light to pass through them are called transparent
objects. Glass, air, clean water, thin plastic, etc. are the examples of
transparent objects.
11. The objects which allow only a part of light to pass through them are
called translucent objects. Ground glass, tracing paper, coloured plastic,
paper immersed in kerosene, etc. are examples of translucent objects.
12. The objects which do not allow light to pass through them are called
opaque objects.
13. Light always travels in a straight path so long as it travels in a straight
line. This process is called rectilinear propagation of light.

Exercise
1. Tick (√) the correct statement and cross (X) the incorrect one.

a. Light is a form of energy which makes things visible.

b. Green plants do not need sunlight.

c. Moon is a luminous object.

d. Glass and air are transparent objects.

e. Light always propagates in a straight line.

58 GREEN Science and Environment Book-6

2. Fill in the blanks using appropriate words.
a. The object which emits light is called ................................
b. ................................ provides maximum light on the earth.
c. ................................ converts electrical energy into light energy.
d. ................................ objects do not have their own source of light for
shining.
e. ................................ do not allow light to pass through them.

3. Tick (√) the best answer from the given alternatives.

a. ........................... is a form of energy which makes things visible.

heat light sound electricity

b. ........................... is the natural source of light.

moon torchlight lantern bulb

c. ........................... is a luminous body.

moon book sun brick

d. Which of the following is a transparent object?

glass brick wood tracing paper

4. Answer the following questions.

a. Define light. What type of objects emit light?
b. Define sources of light with any three examples.
c. What is the ray of light?
d. What is meant by the beam of light?
e. Define luminous and non-luminous objects with any three examples
of each.
f. What are transparent objects? Give any two examples.
g. What are translucent objects? Give any three examples.
h. Define opaque objects with any three examples.

GREEN Science and Environment Book-6 59

 i. Why is air called a transparent object?
j. Why is ground glass called a translucent object?
k. What is meant by rectilinear propagation of light?

5. Give reason.
a. The sun is considered as the major source of light.
b. Burning candle is called a luminous object.
c. Moon is called a non-luminous object.
d. Glass is called a transparent object.
e. Wood is called an opaque object.

6. Differentiate between:
a. Ray and Beam of light
b. Lumious and Non-luminous object
c. Transparent and Opaque object

7. Describe an activity to demonstrate that light always travels in a

straight path as long as it travels in the same medium.

60 GREEN Science and Environment Book-6

 UNIT
Sound
6
Weighting Distribution (Approximate) Teaching periods : 4 Marks (in %): 1

Before You Begin

In our surroundings, we observe different things that produce sound.
When materials vibrate, sound is produced. So, sound is a form of
energy which is produced due to vibration of a material medium.
Sound produces sensation of hearing. The substances that produce
sound are called sources of sound. Temple bell, horn of vehicles,
loudspeaker, guitar, television, etc. are some sources of sound. Sound
waves are produced when a material vibrates. Sound propagates
through these waves.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Sound – Introduction
introduce sound and sources of sound with examples. • Sources of sound
ii. introduce pitch and loudness of sound. • Pitch and loudness of sound
iii. introduce wave with examples. • Wave motion
iv. demonstrate propagation of sound in solid, liquid • Propagation of sound
and gas.

Glossary: A dictionary of scientific/technical terms

sound : a form of energy which is produced due to vibration of a material medium

vibration : a continuous shaking movement
pitch : the shrillness of a sound
propagation : transmission
transverse wave : a wave that vibrates at 90° to the direction in which it is moving
longitudinal wave : the wave that vibrates in the direction that it is moving

GREEN Science and Environment Book-6 61

Sound
Sound is a form of energy which is produced due to vibration of a material
medium. Sound produces sensation of hearing in our ears. When we talk, sing
or shout, sound is produced. Similarly, sound is produced while ringing a bell
or playing a guitar. We communicate with our friends by producing sound.

Sources of sound
The object which produces sound Do You Know
is known as the source of sound. A vibration is a rapid back and forth motion
of a particle about its mean position. A
Guitar, radio, television, horn of vibrating body is a source of sound.
vehicle, drum, cassetteplayer, bell,
etc. are the sources of sound.
Fig.

6.1
Guitar Loud speaker Television Horn of vehicle
When a body vibrates, it produces sound. So sound is produced due to
vibration of a material medium. The material medium can be solid, liquid
or gas. Sound can propagate in any direction. However, it requires material
medium for propagation.
Activity 1
Take a drum and keep it on a table so that its skin remains horizontal.

Keep small pieces of paper on the skin of the drum and bang gently on
the skin. Observe the skin and the pieces of paper carefully.

Do you observe vibration in the pieces of paper while the sound is

produced ?

This activity proves that sound is produced due to vibration of a medium.

62 GREEN Science and Environment Book-6

Activity 2
Take a guitar and pluck its string. Observe the string carefully. Does it
vibrate while producing sound?
When the string of the guitar is plucked,
it vibrates and produces sound. This
activity also proves that sound is
produced due to vibration of a body.

Fig.
6.2

Pitch of Sound
Pitch of sound is defined as the shrillness of the sound. Pitch of a sound is the
characteristic due to which we can distinguish a grave (hoarse) sound from
a sharp (shrill) sound. We can feel the pitch of a sound but cannot measure
it. The voice of a girl is shrill but that of a boy is grave. Similarly, the sound
produced by thin string of guitar is shrill but that of thick string is grave.
Activity 3
Take a guitar and observe its string. You can see the strings of different
thickness.
Now, pluck the strings of different thickness and listen to the sound
produced.
What is the relation between thickness of string and pitch of the sound
produced? Write down the conclusion of this activity.

Loudness of sound
The property of sound by which a loud sound can be distinguished from a
faint sound is called loudness of sound. It depends on the energy carried by a
sound wave.
We use more energy while shouting. So a loud sound is produced. Similarly,
we use less energy while whispering, so faint sound is produced.
Loudness of a sound also depends on the surface area of a vibrating body.
A large speaker produces a louder sound than that of a small speaker. It is
because the vibrating area is more in a large speaker than in small one.

GREEN Science and Environment Book-6 63

Activity 4
Take a large temple bell and a small temple bell.
Ring both bells with the same effort one by one. Which bell produces
louder sound ? Why ? What can you conclude from this activity?

Loudness of sound also depends on the distance between the source of sound
and the listener. Sound is heard louder on decreasing the distance between the
sources of the sound and the listener.
Activity 5
Take a taperecorder and go to the school ground along with your
classmates.
Keep the tape recorder on a chair.
Draw a straight line on the ground and ask the students to stand at the
distance of 10m each from the taperecorder.
Now, tune the taperecorder in low volume. Ask your friends to raise
their hands if they hear the sound of the taperecorder clearly.
Now, increase the volume and repeat the above activity.
What can you conclude from this activity?

Wave Motion
Wave motion can be defined as
the periodic disturbance travelling
through a medium produced by
a vibrating body. When a body
vibrates, it produces sound which
requires a material medium for
its propagation. Sound wave can
propagate through solid, liquid and
gas.
Fig.

When a piece of stone is thrown in

a pond, ripples are produced in all 6.3
directions on the surface of water.
It shows that a wave motion travels in all directions. However, particles of
the medium do not move from one place to another. We can observe this
phenomenon by placing a leaf on the water surface. The leaf moves up and
down at the same place but does not move along with the waves. Ripples are
64 GREEN Science and Environment Book-6
produced in water when the energy carried by the stone disturbs the water
molecules close to it. Waves are of two types. They are transverse wave and
longitudinal wave. Sound wave is a longitudinal wave. The wave that vibrates
in the direction of propagation is called longitudinal wave.
Activity 6
Take a large water trough and fill it with water.
Drop a small stone into the water and observe the ripples produced on
the surface of water.
Do ripples propagate in all directions? Observe carefully.
Now, place a piece of paper on the ripples. Does the piece of paper
move with the ripples?
What can you conclude from this activity?

Propagation of Sound
The process of transmission of sound from one place to another is called
propagation of sound. A vibrating body produces sound and it travels in
all directions from the source. But sound requires a material medium for
propagation. Sound can propagate through solids, liquids and gases. But it
cannot propagate through vacuum due to absence of material medium.
Sound travels through gases or air. In air medium, the speed of sound is 332m/s.
Atmosphere is absent on the surface of the moon. So we cannot do conversation
on the surface of the moon by speaking. But we can do conversation on the
earth due to the presence of air or atmosphere.
Sound also propagates through liquids and solids. The speed of sound in
water is 1498m/s. The speed of sound in different solids is also different. For
example, the speed of sound in steel is 5200m/s and that in glass is 5000m/s. It
shows that the speed of sound is maximum in solids and minimum in gases.
Activity 7
To demonstrate sound can propagate through air (gas) medium
Take a hammer and school bell and go to the school ground.
Ask your friends to disperse in the ground.
Ring the bell with the hammer.
Now ask your friends whether they listened to the sound of the bell or
not.
GREEN Science and Environment Book-6 65
When we ring the bell, the sound propagates through air and then reaches
our ears. As a result, we hear the sound.
This activity proves that sound can propagate through air or gas.

Activity 8
To demonstrate that sound propagates through liquid (water) medium.
Take a bell, hammer and a bucket.
Fill the bucket with water.
Immerse a bell inside the water and hit the bell with a hammer. Do not
touch the wall of the bucket with the bell and hammer. Can you hear
the sound or not? Sound can be heard clearly while the bell is hit inside
the water.
This activity proves that sound propagates through liquid or water medium.

Activity 9
To demonstrate that sound propagates through solid medium
Take two small empty tin cans or plastic cans. Make a hole at the bottom
of each can using an iron nail and hammer.
Take long and thick thread and insert the one end of the thread through
the hole of the can and tie a knot in such a way that the thread does not
slip back through the hole.
Now, you hold one tin can and ask your friend to hold another tin can.
Move far away from each other so that the thread is held tight.
Now, ask your friend to keep the tin can near the ears and you speak
some word, softly. Ask whether your friend hears the sound as it
propagates through the thread

Button Thread
Fig.

Can
6.4 Speaking Hearing

Now, ask another friend to cut the thread at the middle. Now, repeat
the above activity. In this case, your friend does not listen to the sound
as the thread has been cut.
This activity proves that sound propagates through solid.

66 GREEN Science and Environment Book-6

 Key Concepts
1. The object which produces sound is known as the source of sound.
2. Sound can propagate in any direction. However, it requires material
medium for propagation.
3. Pitch of sound is defined as the shrillness of the sound.
4. The property of sound by which a loud sound can be distinguished
from a faint sound is called loudness of sound.
5. Wave motion can be defined as the periodic disturbance travelling
through a medium produced by a vibrating body.
6. Sound wave is a longitudinal wave. The wave that vibrates in the
direction of propagation is called longitudinal wave.
7. The process of transmission of sound from one place to another is called
propagation of sound.
8. The speed of sound is maximum in solids and minimum in gases.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. Sound is a form of energy which produces the sensation of
hearing.

b. Sound can propagate through vacuum.

c. The pitch of the sound of a girl is higher than that of a boy.

d. The speed of sound is more in water than that in steel .

e. Sound wave is a longitudinal wave.

2. Fill in the blanks using appropriate words.

a. A ........................... body is the source of sound.
b. Sound cannot propagate through ........................... .
c. The sound produced by a large bell is ........................... than that
produced by a small bell.

GREEN Science and Environment Book-6 67

 d. The speed of sound in air is ........................... .
e. Waves are of ........................... types

3. Tick (√) the best answer from the given alternatives.

a. A vibrating body produces …………………..
heat light sound noise
b. The speed of sound is maximum in …………………..
steel air glass water
c. Sound cannot propagate through …………………..
air water steel vacuum
d. The speed of sound in glass medium is …………………..
5100m/s 5200m/s 332m/s 1498m/s

4. Answer the following questions.

a. Define sound. How is sound produced?
b. What are the sources of sound? Give any three examples.
c. Define pitch of a sound.
d. What is meant by loudness of sound?
e. Name any two factors that affect loudness of sound.
f. Define wave motion and write its types.
g. What is longitudinal wave?
h. What is meant by propagation of sound?
i. Differentiate between pitch and loudness of sound.

5. Describe an activity to demonstrate that sound can propagate through

solid medium.

6. Describe an activity to demonstrate that sound can propagate through

liquid medium.

68 GREEN Science and Environment Book-6

 UNIT
Magnetism
7
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

The substance which attracts iron, nickel and cobalt is called magnet.
A freely suspended magnet always points to north-south direction.
The substances that are attracted towards magnet are called magnetic
substances. Iron, nickel and cobalt are some examples of magnetic
substances. The special property of a magnet due to which it attracts
iron, cobalt and nickel, etc. and points to north-south direction when
suspended freely is called magnetism.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to magnet and
introduce magnet and magnetism. magnetism
ii. state the properties of magnet with demonstration. • Properties of magnet
iii. introduce magnetic and non-magnetic substances and • Magnetic and non-magnetic
differentiate between them. substances
iv. demonstrate the method of identification of magnetic • Magnetic field
poles.
v. define magnetic field and find out the magnetic field
of a magnet.

Glossary: A dictionary of scientific/technical terms

magnet : a substance which attracts iron, nickel, cobalt, etc. and rests in the north-
south direction when suspended freely
magnetism : the property of a magnet by virtue of which it attracts iron nickel, etc.
dynamo : a small device having magnet which is rotated to convert mechanical
energy into electrical energy

GREEN Science and Environment Book-6 69

Magnetism
When a bar magnet is brought near the iron nails, it attracts them. Similarly,
iron attracts cobalt, nickel and steel. When a bar magnet is suspended freely, it
always rests in the north-south direction. So, the substance which attracts iron,
cobalt, nickel, etc. and rests in the north-south direction when suspended freely
is called magnet. Magnet exerts a force due to which it attracts iron, nickel,
cobalt, etc. towards it. This special force is called magnetic force. Similarly, the
special property of a magnet by virtue of which it attracts iron, nickel, etc. is
called magnetism.
Fig.

7.1
Lodestone (Natural Bar Magnet U-shaped magnet
magnet)
Magnet is a very useful substance. It is used in loudspeakers, mobile phones,
radio, television, electric bell, dynamo, generator, etc. Similarly, magnet is used
for navigation. It is also used to remove iron dust from the eyes. In modern era,
magnet is widely used to generate electricity.

Properties of Magnet
The major properties of magnet are given below:

1. Magnet attracts iron, nickel, cobalt, etc.

When a magnet is kept near the iron nails or iron fillings, it attracts them.
Activity 1
Take some iron dust and spread them on a sheet of paper.
Now, bring a bar magnet near the iron
dust. Does the magnet attract the iron dust?
When a magnet is brought near the iron dust,
it attracts the dust. This property is called
Fig.

attractive property of a magnet.

7.2

70 GREEN Science and Environment Book-6

2. Magnetic poles are inseparable.
Every magnet has two poles. They are
N S
the north pole and the south pole. In
a bar magnet, one end of the magnet N S N S

Fig.
behaves as the north pole and another
as the south pole. When a magnet is 7.3 N S N S N S N S
broken into two or more pieces, every
Magnetic poles always occur in
piece develops two poles and behaves
pairs
as a complete magnet. It shows that
magnetic poles cannot be separated. There is no magnet having only one pole,
i.e. either the North Pole or the South Pole. Therefore, we can say that magnetic
poles are inseparable and they exist in pairs.

3. A freely suspended magnet always rests in the north - south

direction.
Activity 2
Take a thread, a bar magnet and a wooden stand. Tie the magnet with
the thread and suspend the magnet in the stand so that the magnet
rotates freely.
Leave the magnet undisturbed and
wait until the magnet rests. The
magnet rests by pointing to north-
south direction. Thread
Now, take another bar magnet
and repeat the above activity. This N S Magnet
magnet also rests by pointing to
Fig.

Wooden stand
north-south direction. This activity
proves that a freely suspended 7.4
magnet rests in the north - south
direction.

4. Unlike poles of magnets attract and like poles repel.

If the north pole of one bar magnet is brought near the south pole of another
magnet, they attract each other. But if the north pole of one bar magnet is
brought near the north pole of another magnet, they repel. Similarly, if the
south pole of a bar magnet is brought near the south pole of another magnet,
they also repel. It shows that unlike poles of magnets attract and like poles
repel.

GREEN Science and Environment Book-6 71

Activity 3
Take two bar magnets. Keep one of them on a wooden table.
Now, bring the north pole of
another magnet near the south
pole of the magnet kept on the

Fig.
table. Do they attract each other?
Now, bring the south pole of 7.5 a
the magnet near the north pole of
the magnet kept on the table. What do you observe? Do they attract
each other?
Now, repeat the above activity with bringing like poles of both magnets
in close contact. What do you observe? Write down the conclusion of
this activity.

Magnetic substances
Those substances which are attracted towards magnet are called magnetic
substances. Iron, cobalt, nickel and steel are the examples of magnetic
substances.
Fig.

7.6
Iron nails Cobalt Nickel Steel

Non-magnetic substances
Those substances that are not attracted towards magnet are called non-
magnetic substances. Plastic, stone, wood, brick, rubber, paper, glass, copper,
aluminum, etc. are examples of non-magnetic substances.
Fig.

7.7
Rubber Wool Plastic Glass
72 GREEN Science and Environment Book-6
Magnetic poles
Each magnet has two poles. They South pole
are the north pole and the south
pole. The poles of a magnet are

Fig.
N S
inseparable. The regions in a magnet
having maximum attractive power 7.8 North pole
are called poles of the magnet.
Magnetic poles are located slightly near the ends of a magnet. But not at the
terminal end. The effective length of a magnet is always shorter than the actual
length.

Do You Know
The distance between the north pole and
N Effective length S
Fig.

the south pole of a magnet is called effective

length.
7.9
Actual length

The north pole is a point near the end of a magnet which points towards the
geographical north when suspended freely. Similarly, the south pole is a point
near the end of a magnet which points towards the geographical south when
suspended freely. The magnetic force is maximum at the poles and minimum
at the middle portion.
Activity 4
Take a spoonful of iron dust and spread it over a chart paper uniformly.

Take a bar magnet and roll

the magnet over iron dust
several times.

Now, pick up the magnet

Fig.

and observe which portions

of the magnet attract
7.10
maximum iron dust.
Magnetic force is maximum at poles
We can observe that maximum
iron dust is attracted at the poles.

This activity proves that magnetic force is maximum at the poles.

GREEN Science and Environment Book-6 73

Magnetic Field
When a magnet is brought near the
iron nails, it attracts the nails. But if
the magnet is moved away, it cannot
attract them. Similarly, when a bar
magnet is brought near another
magnet, attraction or repulsion

Fig.
can be observed. But the influence
of the magnet cannot be observed
when they are kept away. It shows 7.11
that a magnet can influence another
magnet or magnetic substances in a certain region. The region is called
magnetic field. So, magnetic field can be defined as a certain region around a
magnet where the influence of the magnet can be observed. The magnetic field
of a large magnet is more and vice-versa.
Key Concepts
1. The substance which attracts iron, cobalt, nickel, etc. and rests in the
north-south direction when suspended freely is called magnet.
2. The special property of a magnet by virtue of which it attracts iron,
nickel, etc. is called magnetism.
3. Magnet is a very useful substance. It is used in loudspeakers, mobile
phones, radio, television, electric bell, dynamo, generator, etc.
4. Every magnet has two poles. They are the north pole and the south pole.
5. Those substances which are attracted towards magnet are called
magnetic substances. Iron, cobalt, nickel and steel are the examples of
magnetic substances.
6. Those substances that are not attracted towards magnet are called non-
magnetic substances. Plastic, stone, wood, brick, rubber, paper, glass,
copper, aluminum, etc. are examples of non-magnetic substances.
7. The regions in a magnet having maximum attractive power are called
poles of the magnet.
8. Magnetic poles are located slightly near the ends of a magnet. But not
at the terminal end.
9. The magnetic force is maximum at the poles and minimum at the
middle portion.
10. Magnetic field can be defined as a certain region around a magnet
where the influence of the magnet can be observed.

74 GREEN Science and Environment Book-6

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.

a. A freely suspended magnet always rests in the north-south

direction.

b. A magnet does not attract cobalt.

c. We can separate the north pole and the south pole of a magnet.

d. Magnetic force is maximum at the poles.

2. Fill in the blanks using appropriate words.

a. …………… poles of magnet repel each other.

b. Wood, paper and glass are …………… substances.

c. A freely suspended magnet always rests in …………… direction.

d. The …………… length of a magnet is longer than …………… length.

e. The space around a magnet where the magnetic instance can be felt
is called …………… .

3. Tick (√) the best answer from the given alternatives.

a. Which of the following is a non-magnetic substance?

Iron steel cobalt copper

b. A magnet has …………… poles.

one two three four

c. The magnetic force is maximum at …………… of the magnet.

north pole south pole poles middle

GREEN Science and Environment Book-6 75

 d. Which of the following is a natural magnet ?

lodestone U-shaped magnet

horse -shoe shaped magnet bar magnet

4. Answer the following questions.

a. Define magnet and magnetism.
b. Write any two uses of magnet.
c. Mention any four properties of magnet.
d. Define magnetic and non-magnetic substances with any two
examples of each.
e. What is meant by the north pole and the south pole of a magnet.
f. Where are magnetic poles located?
g. What is meant by effective length of a magnet?
h. What are the two poles of a magnet?
i. Define magnetic field of a magnet.

5. Explain an activity to show that magnetic poles are inseparable.

76 GREEN Science and Environment Book-6

 UNIT
Electricity
8
Weighting Distribution (Approximate) Teaching periods : 2 Marks (in %): 1

Before You Begin

The form of energy which is produced due to the continuous flow
of electrons or flow of charges is called electricity. It is of two types,
viz. static electricity and current electricity. The electricity which
is produced due to the continuous flow of electrons through a
conductor is called current electricity. Cell and battery are the sources
of electricity. We can convert electrical energy into heat energy, light
energy, mechanical energy, sound energy, etc. Therefore, electricity is
the most important form of energy.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to electricity
i. introduce electricity and sources of electricity. • Sources of electricity
ii. introduce electric circuit and prepare it. • electric circuit
iii. differentiate between open circuit and closed circuit. - open circuit
v. introduce conductors, semi-conductors and insulators - closed circuit
with examples.
• Conductors
• Semi-conductors
• Insulators

Glossary: A dictionary of scientific/technical terms

electricity : the form of energy which is produced due to flow of electrons

cell : the device which converts chemical energy into electrical energy
dynamo : the device which converts mechanical energy into electrical energy
generator : a very big dynamo which produces electricity in a large scale
conductors : the substances through which electricity can flow
insulators : the substances through which electricity cannot flow

GREEN Science and Environment Book-6 77

Electricity
Sources of Electricity
Those equipments from which electricity is obtained are called sources of
electricity. Cell or battery, solar cell or photocell and dynamo or generator are
the main sources of electricity. A brief description of sources of electricity is
given below:

1. Cell
The device which converts chemical energy into electrical energy is called cell.
It produces direct current. On the basis of structure, cells are of two types.
They are:
i. Simple cell ii. Dry cell

i. Simple cell
The cell made by immersing two
metal plates (copper and zinc) Bulb
into acid solution (sulphuric Copper wire
acid) is called simple cell.
Beaker
A simple cell has a container of Zinc plate
dilute sulphuric acid (dil. H2SO4)
Dil. H2SO4
Fig.

in which two metal plates (one

copper plate and another zinc Copper plate
plate) are dipped/immersed. 8.1
Simple cell
In a simple cell, the copper plate
acts as an anode and works as a positive terminal. Similarly, the zinc plate acts
as a cathode and works as a negative terminal. Simple cell produces maximum
potential difference of 1 volt.
In a simple cell, zinc reacts with dilute sulphuric acid and gets dissolved
into acid. Zinc plate acts as a negative terminal. The hydrogen gas produced
during chemical reaction gets deposited on copper plate. The copper plate
loses electrons and acts as a positive terminal. When copper plate and zinc
plate are connected to a bulb through copper wire, the bulb glows.
A simple cell cannot work for a long time because of two defects, viz. local
action and polarization.

78 GREEN Science and Environment Book-6

ii. Dry Cell
The cell which does not Insulation
contain acid is called dry
cell. This cell can be carried
easily from one place to Zinc
another and produces electrode
more current. Therefore,
dry cell is widely used in
Carbon
torchlight, camera, radio,
electrode
tape-recorder, etc.
A dry cell is made in a
MnO2,
zinc container. A carbon
carbon,
Fig.

rod with a brass cap is

NH4Cl,H2O
kept at the middle of the
zinc container without 8.2
touching it. Then the zinc Internal structure of dry cell
container is filled with a moist paste of ammonium chloride. The carbon rod
is surrounded by a closely packed mixture of carbon powder and manganese
dioxide in a muslin bag. The upper part of the cell is sealed with wax. But a
small hole is left for the gas to escape formed in it. Then the cell is wrapped
with paper, over which it is wrapped with metal or polythene.
In dry cell, carbon rod acts as the positive terminal and zinc container acts as
the negative terminal. Chemical reaction takes place inside the dry cell. When
two terminals of a dry cell are connected by a conducting wire, current flows.
In dry cell, manganese dioxide acts as a depolarizer. So, polarization does not
occur in a dry cell. The potential difference or voltage of a dry cell is 1.5 V.
When reaction in dry cell is complete, the cell no longer supplies electricity
and the cell stops working. If the dry cell is not used for a long time, it stops
working due to local action.

2. Solar Cell
The special type of cell which converts solar energy into electrical energy is
called solar cell or photo cell. The energy obtained by using solar cells or solar
panel is called solar energy. A single photo cell produces a small amount of
electricity. Therefore, thousands of photocells are combined in a solar panel to
produce a large amount of electricity.
In Nepal, solar energy is the best alternative source of energy. Solar energy is
used to heat water, light bulb and to operate radio, television, computer, etc.
Solar energy can also be used to lift underground water.
GREEN Science and Environment Book-6 79
Fig.

8.3
Solar cell Solar panel

3. Dynamo and Generator

Dynamo is an equipment which converts mechanical(kinetic) energy into
electrical energy. A strong magnet is used in dynamo. We use magnet in bicycle,
motorcycle, car, truck, bus, etc. to generate electricity. However, dynamo cannot
produce electricity in a large scale. So scientists have developed generator to
generate electricity in a large scale. A very big dynamo which can produce
electricity in a large scale is called a generator. It is used in hydropower stations.
The turbines are rotated with the current of running water in hydropower
stations to produce electricity in a large scale.
Fig.

8.4
Dynamo Generator

Electric circuit
Electric current requires a Conducting
Source (Cell) wire
continuous path to flow. It can be (copper wire)
made by connecting a conducting
wire with the source of electricity Switch (ON)
and a load. So, the path made by
Fig.

connecting a source, conducting

wire and load is called electric Bulb (load)
8.5
circuit.
80 GREEN Science and Environment Book-6
The components of an electric circuit are i. cell or battery, ii. conducting wire,
iii. load (bulb) and iv. switch.
In an electric circuit, a cell or battery
acts as a source of electricity. Do You Know
Conducting wire (copper wire) acts Battery is the group of cells.
as the medium which offers flow of In an electric circuit, cell or battery acts
electric current through it. A bulb is as a source of electricity.
the device which converts electrical
energy into heat and light energy.
Similarly, a switch is used to open and close the circuit when required.

Open Electric Circuit

The electric circuit in which a load does
not work is called open circuit. In an
open circuit, electric current does not
flow continuously. So the load (bulb) Fig. Switch
(OFF)
does not work. A circuit may be open (i)
if the switch is turned 'OFF', (ii) wire has 8.6
broken or (iii)load (bulb) is damaged.
Open circuit

Closed Electric Circuit

The electric circuit in which a load
works continuously is called closed
electric circuit. In this condition,
current flows continuously through
Fig.

Switch (ON)
the circuit. The switch is turned
'ON' in a closed circuit. 8.7
Close circuit
Activity 1
Take a dry cell, a bulb, a bulb-holder, a switch and piece of copper wire.
Connect them and form an electric circuit.
Does the bulb glow when the switch is turned 'ON' ? Why?
Now, turn the switch 'OFF' and observe. Does the bulb glow? Why?
Now break the connecting wire and turn the switch 'ON'. Does the bulb
glow? Why?
What can you conclude from this activity?

GREEN Science and Environment Book-6 81

Conductors
Conductors are those substances
through which electricity can Do You Know
flow easily. Silver, copper, gold, Graphite is a non-metal which can conduct
aluminium, iron, nickel, etc. are electricity.
examples of conductors. Most metals
are good conductors of electricity.

Semi conductors
Semi-conductors are those substances which allow only a part of electricity to
pass through them. Lead, silicon, etc. are semi-conductors of electricity.

Insulators
Insulators are those substances through which electricity cannot flow. Rubber,
glass, paper, dry wood, plastic, stone, brick, etc. are examples of insulators.
Activity 2
Prepare an open electric circuit by connecting a dry cell, a bulb and
connecting wire. Leave a gap AB in the circuit as shown in the figure.
Bring small pieces of different metals
and non-metals such as piece of iron,
copper, aluminium, lead silicon, rubber,
plastic, thread, dry wood, paper, glass, A
etc.
Fig.

B
Place each object turn by turn to fill the
gap AB in the circuit. Observe carefully 8.8
whether the bulb glows or not.
Note: If the bulb glows while filling the gap, these objects are conductors.
When the bulb glows brightly, they are good conductors, if the bulb
glows dim, they are semi-conductors and if the bulb does not glow,
they are insulators.

Key Concepts
1. Those equipment from which electricity is obtained are called sources
of electricity.
2. The cell made by immersing two metal plates (copper and zinc) into
acid solution (sulphuric acid) is called simple cell.
82 GREEN Science and Environment Book-6
 3. The cell which does not contain acid is called dry cell.
4. The special type of cell which converts solar energy into electrical
energy is called solar cell or photo cell.
5. Dynamo is an equipment which converts mechanical(kinetic) energy
into electrical energy.
6. A very big dynamo which can produce electricity in a large scale is
called generator.
7. The path made by connecting a source, conducting wire and load is
called electric circuit.
8. The components of an electric circuit are i. cell or battery, ii. conducting
wire, iii. load (bulb) and iv. switch.
9. The electric circuit in which a load does not work is called open circuit.
10. The electric circuit in which a load works continuously is called closed
electric circuit.
11. Conductors are those substances through which electricity can flow
easily.
12. Semi-conductors are those substances which allow only a part of
electricity to pass through them.

Exercise
1. Fill in the blanks using appropriate words.
a. The form of energy which is produced due to flow of electrons is
called .............................
b. ............................. is the device which converts mechanical energy into
electrical energy.
c. A load works continuously in ............................. circuit.
d. ............................. produces electricity in a large scale.
e. Metals are ............................. of electricity.

2. Tick (√) the correct statement and cross (×) the incorrect one.
a. Solar cell converts light energy into electrical energy.

b. Sulphuric acid is used in a simple cell.

GREEN Science and Environment Book-6 83

 c. Current cannot pass through copper wire.

d. Wood and paper are insulators.

e. Dynamo produces electricity in a large scale.

3. Tick (√) the best answer from the given alternatives.

a. ………………………. produces a large amount of electricity.
cell battery dynamo generator
b. ………………………. converts electrical energy into light energy.
cell bulb dynamo battery
c. ………………………. is a good conductor of electricity.
copper wood plastic paper
d. A ………………………. works continuously in a closed circuit.
load cell switch battery

4. Answer the following questions.

a. What is electricity? How is it produced?
b. Define sources of electricity with any three examples.
c. What is cell? Name two types of cell.
d. What is dry cell? Why is it used?
e. Define dynamo and generator.
f. Define electric circuit. Name the components of an electric circuit.
g. Differentiate between open circuit and closed circuit.
h. Define conductors, semi-conductors and insulators with any two
examples of each.

5. Draw a neat and labeled figure of

a. Open electric circuit b. Closed electric circuit

6. Describe an activity to demonstrate that metals are good conductors of

electricity.

84 GREEN Science and Environment Book-6

 Chemistry

UNIT
Matter
9
Weighting Distribution (Approximate) Teaching periods : 8 Marks (in %): 4

Before You Begin

Matter can be defined as anything having mass and volume. All
matter have mass and they occupy space. For example, air, soil,
water, milk, stone, brick, wood, smoke, cloud, petrol, kerosene,
iron, gold, plastic, etc. Sound, light, shadow, heat, etc. do not have
mass and volume. So they are not matter. Matter can be soluble
or insoluble, transparent or opaque and good conductor or bad
conductor of heat and electricity. Matter exist in three different
states, viz. solid, liquid and gas. Same matter can exist in three
different states. For example, water can exist in all three states,
viz. solid (ice), liquid (water) and gas (vapour).

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to matter
i. introduce matter with examples. • Physical properties of matter
ii. state physical properties of matter. • States of matter and their
iii. demonstrate the change in states of matter and properties
describe its utility. • Change in states of matter
iv. introduce elements and compounds with examples. • Elements
• Compounds

Glossary: A dictionary of scientific/technical terms

matter : anything having mass and volume

solid : a substance having a definite shape, size and volume
liquid : a substance having no definite shape and size but a definite volume
gas : a substance having no fixed shape, size and volume
evaporation : the conversion of a liquid into its vapour state
condensation : the conversion of vapour into its liquid state
sublime : a solid substance that directly changes into vapour on heating, e.g.
comphor, iodine

GREEN Science and Environment Book-6 85

Matter
Physical Properties of Matter
We can see a variety of matter around us. They have different physical properties
like shape, size, taste, volume, mass, colour, etc. The major properties of matter
are described below:

1. Mater has mass

Every matter has mass. The Do You Know
total amount of matter present Anything having mass and volume is called
in a body is called mass. Matter matter. There are three states of matter. They
is made of atoms or molecules. are solid, liquid and gas.
These atoms and molecules
have different mass. Therefore
different types of matter of the same volume have different mass.

2. Mater has volume

Every mater occupies a certain space; When we keep a book on the table,
the book occupies a certain space. If we keep some water in a bottle, it takes
a certain space. The total space occupied by a matter is called volume.
Therefore, every matter has a volume.

Activity 1
To measure the mass of different objects.
• Collect some objects like pen, book, note book, eraser, brick, piece of
stone, etc.
• Measure the mass of each object using a beam balance or a pan balance.

Activity 2
To demonstrate that matter occupies space
• Take a glass and fill it completely with water.
• Now, take a piece of stone or brick and immerse it into water. Does water
overflow from the glass?
• Water overflows from the glass because the piece of stone or brick
occupies space.
This activity proves that matter occupies space.
86 GREEN Science and Environment Book-6
States of Matter
A variety of matter are found in our surroundings. Stone, water, air, milk,
cloud, snow, ice, wood and plastic are some examples of matter. Matter can
exist in three different states. They are i. solid ii. liquid, iii. gas.

i. Solids
Solids are the substances having a fixed shape and a fixed volume. Examples:
ice, wood, stone, brick, plastic, soil, iron, sand, etc.
Fig.

9.1
Ice Wood Stone

Characteristics of solids
1. Solids have a fixed shape.
2. They have a fixed volume.
3. They are generally hard.
4. They do not flow.
5. Their molecules are closely packed.

ii. Liquids
Liquids are the substances having a fixed volume but no fixed shape. Examples:
water, milk, kerosene, diesel, alcohol, petrol, oil, blood, etc.
Fig.

9.2
Milk Petrol Water

GREEN Science and Environment Book-6 87

Characteristics of liquids
1. Liquids have a fixed volume.
2. They do not have a fixed shape. They take the shape of the container in
which they are kept.
3. They flow easily because their molecules are loosely arranged.

iii. Gases
Gases are the substances which neither have a
fixed shape nor a fixed volume. Examples: air,
smoke, carbon dioxide, nitrogen, oxygen, neon,
helium, water vapour, argon, etc.

Characteristics of gases

Fig.
1. Gases do not have a fixed shape.
9.3
2. They do not have a fixed volume.
Air (gas) inside a balloon
3. They flow from one place to another.
4. Their molecules are loosely arranged.
5. They can be compressed easily.

Change in states of matter

Water can exist in three different forms in nature. Ice, water and vapour water are
solid, liquid and gaseous states of water. When ice (solid) is heated, it changes
into water (liquid) and when water is heated it changes into vapour (gaseous
state). It shows that one state of matter changes into another. Similarly, when
water vapour (gas) is cooled, it changes into water (liquid) and when water is
cooled, it changes into ice (solid). The conversion of one form of matter into its
another form is called change in the state of matter.
heat heat
Ice water vapour
cool cool
From the above example, it becomes clear that one state of matter changes into
its another state either by heating or cooling.

Melting and melting point

Melting is the conversion of a solid into its liquid state with the application
of heat. The fixed temperature at which a solid changes into its liquid state is
88 GREEN Science and Environment Book-6
called melting point. For example, the melting point of ice is 0° C. The melting
point of different substances is different.

Freezing and Freezing point

The process in which a liquid changes into its solid state is called freezing.
A liquid freezes when it is cooled down at low temperature. The fixed
temperature at which a liquid changes into its solid state is called freezing
point. For example, the freezing point of water is 0° C.

Boiling and Boiling point

The process in which a liquid starts bubbling when heated continuously is
called boiling. There is a fixed temperature at which a liquid starts to boil after
heating. The boiling point of water is 100° C.

Evaporation
The process in which a liquid changes into its vapour state on heating is called
evaporation.

Condensation
The process in which vapour changes into its liquid state on cooling is called
condensation.

Sublimes and sublimation

The solid substances that directly change into vapour state on heating are called
sublimes, e.g. camphor, iodine, ammonium chloride, etc. These substances do
not change into liquid state when their solid state is heated. Sublimation is the
process of conversion of a solid directly into its vapour state on heating.

Elements
Different types of substances are found in our surroundings. Among them,
some cannot be broken down into simple substances by ordinary chemical
means. These substances are called elements. An element is a pure substance
which cannot be divided into two or more simpler substances by ordinary
chemical means. Hydrogen (H), Oxygen (O), Sodium (Na), Copper (Cu), silver
(Ag), Gold (Au), etc are examples of elements. Elements are pure substances
formed by only one kind of atom.

GREEN Science and Environment Book-6 89

Fig.

9.4
Gold Iron Silver Copper
Gold, iron, silver and copper are called elements because they are formed by
only one type of atom and they cannot be broken down into simpler substances
by ordinary chemical methods. All the atoms of the same element are identical
but atoms of different elements are different.
Scientists have discovered 118 elements so far. Among them 92 are found in
nature and remaining 26 elements have been discovered by chemists in the
laboratory. At normal temperature and pressure, elements exist in all three
states, viz. solid, liquid and gas. Elements like iron, copper, gold, silver, sodium,
magnesium, aluminium, etc. are found in solid state. Elements like mercury,
bromine, caesium, gallium, etc. are found in liquid state and elements like
hydrogen, helium, nitrogen, oxygen, neon, argon, etc. are found in gaseous
state.

Symbol
It takes time and consumes more space while writing the full names of elements.
So an element is denoted by its first letter or first letter and another significant
letter, which is called symbol. A symbol can be defined as the first letter or the
first letter and another letter of the English name or Latin name of an element.
For example, the symbol of hydrogen is H, the symbol of nitrogen is N and
the symbol of oxygen is O. Generally, the first letter of an element is written as
the symbol. However, there are some elements whose names begin with the
same letter. In such cases, one of the elements is given a one letter symbol but
all other elements are given two letter symbol. For example, carbon, chlorine,
calcium, chromium and cobalt all begin with the letter 'C'. So only carbon is
symbolized by its first letter 'C' and all other elements are symbolized by two
letters, i.e. Cl for chlorine, Ca for calcium, Cr for chromium and Co for cobalt.
The names of first twenty elements and their symbols are given below:

90 GREEN Science and Environment Book-6

 Electronic
Atomic Name of Number of Atomic mass
Symbol configuration Valency
number elements (p+ + n°)
p+ n° e– K L M N
1. Hydrogen H 1 0 1 1+0=1 1 × × × 1
2. Helium He 2 2 2 2+2=4 2 × × × 0
3. Lithium Li 3 4 3 3+4=7 2 1 1
4. Beryllium Be 4 5 4 4+5=9 2 2 2
5. Boron B 5 6 5 5 + 6 = 11 2 3 3
6. Carbon C 6 6 6 6 + 6 = 12 2 4 4
7. Nitrogen N 7 7 7 7 + 7 = 14 2 5 3
8. Oxygen O 8 8 8 8 + 8 = 16 2 6 2
9. Fluorine F 9 10 9 9 + 10 = 19 2 7 1
10. Neon Ne 10 10 10 10 + 10 = 20 2 8 0
11. Sodium Na 11 12 11 11 + 12 = 23 2 8 1 1
12. Magnesium Mg 12 12 12 12 + 12 = 24 2 8 2 2
13 Aluminium Al 13 14 13 13 + 14 = 27 2 8 3 3
14. Silicon Si 14 14 14 14 + 14 = 28 2 8 4 4
15. Phosphorus P 15 16 15 15 + 16 = 31 2 8 5 3
16. Sulphur S 16 16 16 16 + 16 = 32 2 8 6 2
17. Chlorine Cl 17 18 17 17 + 18 = 35 2 8 7 1
18. Argon Ar 18 22 18 18 + 22 = 40 2 8 8 0
19. Potassium K 19 20 19 19 + 20 = 39 2 8 8 1 1
20. Calcium Ca 20 20 20 20 + 20 = 40 2 8 8 2 2

Compound
Substances like water (H2O), sodium chloride H H
(NaCl), carbon dioxide (CO2), calcium carbonate
(CaCO3) etc. are some examples of compounds. O
They are formed by combination of two or more
Fig.

elements in a fixed proportion by weight. So, the

chemical substance formed by combination of 9.5 Water (H2O)
two or more elements in a fixed proportion by
GREEN Science and Environment Book-6 91
weight is called a compound. A compound is made of two or more atoms. Two
or more active elements undergo chemical reaction which results in the
formation of a compound. A compound does not contain the properties of its
constituent elements.
Water is a compound formed by combination of
O C O

Fig.
two atoms of hydrogen and one atom of oxygen.
Carbon dioxide is a compound formed by 9.6 Carbon dioxide (CO2)
combination of one atom of carbon and two
atoms of oxygen.
Magnesium chloride (MgCl2) is a compound Cl Mg Cl

Fig.
formed by combination of one atom of
magnesium and two atoms of chlorine. 9.7 Magnesium Chloride (MgCl2)

Differences between Element and Compound

Element Compound
1. An element is a pure substance 1. A compound is a pure substance
formed by only one type of atoms. formed by combination of two or
more types of atoms.
2. The smallest particle of an element 2. The smallest particle of a
is called atom. compound is called a molecule.
3. An element cannot be split into 3. A compound can be split into two
simpler substances by ordinary or more simpler substances by
chemical means. ordinary chemical means.

Key Concepts
1. The total amount of matter present in a body is called mass.
2. The total space occupied by a matter is called volume.
3. Solids are substances having a fixed shape and a fixed volume.
4. Liquids are substances having a fixed volume but no fixed shape.
5. Gases are substances which neither have a fixed shape nor a fixed volume.
6. The conversion of one form of matter into its another form is called
change in the state of matter.
7. Melting is the conversion of a solid into its liquid state with the application
of heat. The fixed temperature at which a solid changes into its liquid
state is called melting point.

92 GREEN Science and Environment Book-6

8. The process in which a liquid changes into its solid state is called freezing.
9. The fixed temperature at which a liquid changes into its solid state is
called freezing point.
10. The process in which a liquid starts bubbling when heated continuously
is called boiling.
11. Sublimation is the process of conversion of a solid directly into its vapour
state on heating.
12. An element is the pure substance which cannot be divided into two or
more simpler substances by ordinary chemical means.
13. A symbol can be defined as the first letter or the first letter and another
letter of the English name or Latin name of an element.
14. The chemical substance formed by combination of two or more elements
in a fixed proportion by weight is called a compound. A compound is
made of two or more atoms.

Exercise
1. Tick (µ) the correct statement and cross (X) the incorrect one.
a. Any thing that has mass and occupies space is called matter.

b. Matter exists in four states.

c. Liquids have a fixed volume.

d. The melting point of ice is 100° C.

e. Water and carbon dioxide are examples of compounds.

2. Fill in the blanks using appropriate words.

a. ................................ have definite shape, size and volume.

b. Liquids do not have a definite .................................. but have a definite

................................

c. The boiling point of water is .................................

GREEN Science and Environment Book-6 93

 d. ................................ cannot be broken down into simpler substances
by ordinary methods.

e. The smallest particle of a ................................ is called molecule.

3. Tick (µ) the best answer from the given alternatives.

a. Matter exists in ................................ states.

one two three four

b. ................................ have a definite shape, size and volume.

solids liquids gases matter

c. The process in which a solid changes into its liquid state is called .....
...........................

boiling melting freezing evaporation

d. The freezing point of water is ................................

100°C 0°C 50°C 100°F

e. The smallest particle of an element is called ................................

matter atom molecule compound

4. Answer the following questions.

a. What is matter? Give any five examples.
b. Write any two physical properties of matter.
c. What are the three states of matter? Name them.
d. What are solids? Give any five examples.
e. Write any three properties of solids.
f. What are liquids ? Give any four examples.
g. Write any three physical properties of liquids.
h. Define gases with any three examples. Also, write any three properties

94 GREEN Science and Environment Book-6

 of gases.
i. What is meant by change in states of mater? Give one example.
j. Define melting and melting point.
k. What is meant by boiling and boiling point?
l. What is sublimation? Name any two sublimes.
m. What is meant by evaporation and condensation.
n. Define elements with any five examples.
o. What are compounds? Give any five examples.

5. Differentiate between.
a. Solids and Liquids
b. Liquids and Gases
c. Melting and Boiling
d. Evaporation and Condensation
e. Elements and Compounds

6. Describe an activity to demonstrate that matter occupies space.

GREEN Science and Environment Book-6 95

 UNIT
Matter
10
Weighting Distribution (Approximate) Teaching periods : 7 Marks (in %): 2

Before You Begin

We use a variety of substances in our daily life. Among them, most are
found in the form of mixture and a few are found in pure state. Mixture
contains two or more than two substances in any proportion by weight.
The components of a mixture do not undergo chemical change. When
two or more substances are brought together in any proportion, the
resulting mass is called mixture. Tea, coffee, turbid water, air, etc. are
the examples of mixture. The state of a mixture may be solid, liquid or
gas. Similarly, a mixture may be homogeneous or heterogeneous. In
this unit, we will study mixture and its types, importance of mixture
and various methods of separation of mixtures, viz. sedimentation and
decantation, winnowing, sieving, magnetic separation and filtration.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to mixture.
i. introduce mixture with examples. • Types of mixture.
ii. state the types of mixture. • Importance of mixture.
• Methods of separating the
iii. explain the importance of mixture.
components of a mixture
iv. describe and demonstrate various methods of - sedimentation and decantation
separating mixtures with figures.
- winnowing
- sieving
- magnetic separation
- filtration

Glossary: A dictionary of scientific/technical terms

mixture : the resulting mass formed when two or more substances are brought
together
homogeneous : of the same or a similar kind or nature, of uniform structure of composition
heterogeneous : consisting of dissimilar or diverse ingredients or constituents
sedimentation : the process of settling down of heavier components of the mixture at the
bottom of the vessel
decantation : the process in which the clear liquid is poured into another vessel without
disturbing the sediment
winnowing : the method of separating the mixture of light and heavy particles with the
help of air

96 GREEN Science and Environment Book-6

Mixture
Mixture and Its Types
When two or more substances are brought together in any proportion by
weight, the resulting mass is called mixture. Examples: tea, coffee, air, turbid
water, etc. On the basis of the nature of two components, mixtures are of two
types. They are (i) Homogeneous mixture and (ii) Heterogeneous mixture.

i. Homogeneous mixture
Homogeneous mixture is that mixture in which mixing components are
distributed uniformly and they cannot be seen with naked eyes. Sugar
solution, salt solution and solution of milk and water are examples of
homogeneous mixture.
Fig.

10.1
Salt solution Sugar solution

ii. Heterogeneous mixture

Heterogeneous mixture is that mixture in which mixing components are
not distributed uniformly and can be seen with our naked eyes. Sand and
sugar, rice coats in rice, muddy water, soil and sand, etc. are examples of
heterogeneous mixture.
Fig.

10.2
Sugar and sand Sand and rice
GREEN Science and Environment Book-6 97
Differences between Homogeneous and Heterogeneous mixture
Homogeneous mixture Heterogeneous mixture
i. In this mixture, the i. In this mixture, the
components of the mixture components of the mixture
connot be seen with our naked can be seen with our naked
eyes. eyes.
ii. In this mixture, the ii. In this mixture, the
components of the mixture are components of the mixture are
distributed uniformly. not distributed uniformly.

Importance of mixture
Mixture is very important in our daily life. We use mixture to cook our food,
to construct house, to make tea and juice. The main utilities of mixtures are as
follows:
i. Green plants absorb salts and water in the form of mixture.
ii. The mixture of cement, sand, pebbels, and water is used for making houses,
roads, bridges, etc.
iii. Mixture of different chemicals is used in medicines.
iv. Mixture of different colours is used in painting and printing.
v. We take tea, coffee, juice, food, etc in the form of mixture.

Methods of separating the components of mixtures

The substances that are mixed together to form a mixture are called components
of the mixture. The different components of a mixture have different physical
state, shape, size, colour, solubility, density, etc. So, different methods are used
to separate the components of a mixture on the basis of their properties. In this
unit, we will study two methods for separating the components of a mixture.
They are distillation and chromatography.

1. Sedimentation and decantation

Sedimentation is the process of settling down of heavier components of
the mixture at the bottom of a vessel. The heavier and insoluble particles
that settle at the bottom are called sediments. Decantation is the process in
which the clear liquid is poured into another vessel without disturbing this
sediment.

98 GREEN Science and Environment Book-6

Fig.

10.3
Sedimentation Decantation
Generally, sedimentation and decantation are used to separate the components
of heterogeneous mixtures in which one of the two comonents is heavier and
insoluble. The mixture of sand and water, mud and water, etc. are separated by
sedimentation and decantation. In sedimentation, the heterogeneous mixture
is left undisturbed for a few hours to let the sediments settle at the bottom of
the vessel. Then the clear liquid is gently poured into another vessel without
disturbing the sediments. This method can also be used to separate the mixture
of the liquids having different density, e.g. mixture of kerosene and water.

Activity 1
To demonstrate sedimentation and decantation
Requirements : Two beakers, a glass rod, sand, water
Procedure
• Take a beaker and prepare a mixture of sand and water.
• Stir the mixture with a glass rod.
• Leave the mixture undisturbed for some time to let the sand settle at the
bottom of the beaker.

Sand
Water Water

Sand
Fig.

Mixture of Sand gets sedimented

sand water after some time Clear water
10.4

GREEN Science and Environment Book-6 99

 Observation
When the mixture of sand and water is left undisturbed for some time, the
sand gets sedimented at the bottom of the beaker. Clear water can be seen
above the layer of sand.
Now, pour the clear water into another beaker without disturbing the
sediment.
Conclusion
In this way, the mixture of sand and water can be separated to demonstrate
sedimentation and decantation.

2. Winnowing
Winnowing is the method of
separating the mixture of heavy
and light particles with the help
of air. This method is widely
used to separate husk from rice,
Fig.

stone particles from rice, rice

coats from rice, etc. In husk and 10.5
rice, husk is lighter than rice. So
light and heavy particles can be separated with the help of air. Winnowing
is widely used in rural arears to separate impurities in grains like rice,
wheat, barley, millet, grams, lentils, soyabeans, etc.

3. Sieving
Sieving is the method of
separating the mixture of solid
particles of different size with
the help of a sieve. This method
is widely used to separate wheat
Fig.

and flour, stone particles from

grains, pebbles and sand, etc. 10.6
In this method, we use a device called sieve to separate the components of
mixture of different size by passing the mixture through a sieve. A sieve
contains a large number of pores. The size of all pores is the same in a
sieve. But the size of pores is different in different sieves. To separate the
components of a mixture on a sieve, we should shake the sieve gently. When
the shaking is continued, the smaller particles fall down through the pores
of the sieve. Where as the particles bigger than the holes remain on the sieve.

100 GREEN Science and Environment Book-6

4. Magnetic Separation
Magnetic separation is the method in which magnetic substances are
separated from non-magnetic substances. In this method, a magnet is used.
The magnetic substances like iron, cobalt, nickel, etc. get attracted towards
magnet and hence they can be separated from non-magnetic substances.

Powdered ore

Do You Know
Magnetic
Roller The substances that are attracted towards
magnet are called magnetic substances.
Examples: iron, cobalt, nickel, steel, etc.
Magnetic belt
Fig.

Non- Magnetic substances

magnetic
10.7 substances

Activity 2
• Take some sand and mix small iron nails into it.
• Take a powerful magnet and separate iron nails from
the mixture.

5. Filtration
Filtration is the method of separation Filter paper
of mixture in which the components
of the mixture are separated by
using a filter paper or muslin cloth. Mixture of
This method is used to separate solid and liquid
the heterogeneous mixture of solid Filter
particles and liquid. funnel
Fig.

In filtration, insolube solid particles 10.8 Filtrate

mixed in a liquid do not pass through
the filter paper but the liquid passes through it. So it is possible to separate
insolube solid particles mixed in a liquid. Filtration of tea leaves from tea is the
most common example of filtration.

GREEN Science and Environment Book-6 101

In science laboratory, a filter paper
is folded and fitted in a glass funnel Do You Know
while separating the components of In filtration, the clear liquid collected after
a mixture by filtration. The method filtration is called filtrate and the solid
of folding a filler paper is shown is particles deposited on filter paper is called
residue.
the given figure.
Fig.

10.9
Method of folding a filter paper for filtration

Activity 3
To demonstrate filtration by separating the mixture of mud and water.
Requirements : Stand, two beakers, glass rod, glass funnel, filter paper,
mixture of mud and water.
Procedure
Beaker
• Take a beaker and prepare a
mixture of mud and water.
• Take a filter paper, fold it forming a Mixture
cone and adjust it in a glass funnel. Funnel
Stand Filter paper
• Arrange the apparatus as shown in
the given figure
• Pour the mixture of mud and water Beaker
gently in the funnel using a glass
Fig.

Filtrate
rod.
• Collect the filtrate into a beaker. 10.10
Observation : A clear liquid, i.e. filtrate passes through the filter paper
which is collected in a beaker and mud remains as a residue
on the filter paper.
Conclusion : In this way, filtration can be demonstrated by separating the
mixture of mud and water.

102 GREEN Science and Environment Book-6

Key Concepts
1. When two or more substances are brought together in any proportion,
the resulting mass is called mixture.
2. Homogeneous mixture is that mixture in which mixing components are
distributed uniformly and they cannot be seen with naked eyes.
3. Heterogeneous mixture is that mixture in which mixing components are
not distributed uniformly and can be seen with our naked eyes.
4. The substances that are mixed together to form a mixture are called
components of the mixture.
5. Sedimentation is the process of settling down of heavier components of
the mixture at the bottom of the vessel.
6. Decantation is the process in which the clear liquid is poured into another
vessel without disturbing this sediment.
7. Winnowing is the method of separating the mixture of heavy and light
particles with the help of air.
8. Sieving is the method of separating the mixture of solid particles of
different size with the help of a sieve.
9. Magnetic separation is the method in which magnetic substances are
separated from non-magnetic substances.
10. Filtration is the method of separation of mixture in which the components
of the mixture are separated by using a filter paper or muslin cloth.

Exercise
1. Tick (µ) the correct statement and cross (X) the incorrect one.
a. A mixture consists of two or more substances in a fixed proportion.

b. The mixture of sand and water is a heterogeneous mixture.

c. Mixture of different colours is used in painting.

d. The mixture of mud and water can be separated by filtration.

e. Sieving is used to separate the mixture of heavy and light
solid particles.

GREEN Science and Environment Book-6 103

2. Fill in the blanks using appropriate words.
a. When two or more substances are brought together in any proportion,
the resulting mass is called ................................

b. All the components of a mixture cannot be seen in a ..............................

mixture.

c. The process of settling down of heavy components at the bottom

is called ................................

d. ................................ paper is used in filtration.

e. The mixture of magnetic and non-magnetic substances can be

separated by ................................

3. Tick (µ) the best answer from the given alternatives.

a. Which of the following is a homogeneous mixture?
sugar and salt sugar and water

sand and water soil and water

b. Which of the following is a heterogeneous mixture?

salt and water milk and water

alcohol and water sand and milk

c. The mixture of husk and rice can be separated by .................................

sedimentation winnowing

filtration decantation
d. The pouring of the clear liquid into another container without
disturbing the sediment is called ..................................

sedimentation filtration

decantation sieving

104 GREEN Science and Environment Book-6

 e. Which of the given mixture can be separated by magnetic separation?

sand and iron fillings sand and salt

sugar and salt rice and rice coats

4. Answer the following questions.

a. What is mixture? Give any two examples.
b. What are two types of mixtures? Name them.
c. What is a homogeneous mixture? Give any two examples.
d. Define heletrogeneous mixture with any two examples.
e. Write any four importance of mixture.
f. Name any four methods of separation of mixtures.
g. What are sedimentation and decantation? What types of mixtures
are separated by these methods?
h. What is winnowing? Name any two mixtures that can be separated
by this method.
i. What is sieving? What types of mixtures can be separated by this
method?
j. What is magnetic separation?
k. What is filtration? What types of mixtures can be separated by this
method.

5. Differentiate between:
a. Homogenous mixture and heterogeneous mixture
b. Sedimentation and Decantation
c. Winnowing and Sieving

6. Write down the suitable method for separating the components of each
of the given mixtures.
a. Sand and water b. Rice and rice coats
c. Soil and water d. Iron fillings and sand

7. Describe an activity to demonstrate sedimentation and decantation.

8. Describe an activity to demonstrate filtration.
9. How can we separate the mixture of mud and water? Explain in brief.

GREEN Science and Environment Book-6 105

 UNIT
Some Useful
11 Chemicals
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

We use different types of chemical substances in our day to day life.
These chemical substances include common salt, sugar, vinegar,
phenyl, washing soda, baking soda, oil, ghee, etc. These chemicals are
used for various purposes. We use sugar in tea, coffee, sweets, etc. We
use washing soda to wash clothes. We use vinegar in pickles. We use
common salt to add flavour in food. We use phenyl to kill germs and
so on. Among many chemicals, we study about common salt, sugar,
ghee, chuk and baking soda in this unit.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Some useful chemicals
i. introduce some useful chemicals (common salt, - introduction
sugar, ghee, chuk and baking soda) that are used in
our daily life. • Sources and uses of
ii. explain the uses of common salt, sugar, gheee, chuk - common salt
and baking soda.
- sugar
- ghee
- chuk
- baking soda

Glossary: A dictionary of scientific/technical terms

goitre : a swelling of the throat caused by a disease of thyroid gland that occurs
due to lack of iodine in diet.
fatigue : a feeling of being extremely tired
diabetes : a disease which occurs due to lack of insulin
baking : the process of cooking using dry heat in an oven
viscous : thick and sticky, not flowing freely

106 GREEN Science and Environment Book-6

Some Useful Chemicals
1. Common salt
The chemical name of common salt is sodium chloride (NaCl). It is used daily
in our foods to add flavour. Common salt is a white crystalline solid. It is salty
in taste.
We add common salt in pulse, vegetables, pickle and
other food items. Common salt is manufactured from
sea water by evaporation. Common salt is also found in
mines. Some amount of iodine is mixed in common salt
which is commonly known as iodized salt.

Fig.
Iodine is very essential for our body. It helps in healthy
growth of children. It also protects us from goitre. 11.1
Iodine evaporates on heating as it has low boiling Salt
point. Therefore, we should add iodized salt in food items just before serving.
Similarly, we should keep iodized salt in a closed container to preserve iodine.
Common salt is widely used in vegetables, pulses, pickle, meat and many
other food items. It is also used to preserve meat, fish, pickle, etc. It is used to
protect food items from being spoiled.

2. Sugar
Sugar is a very common sweetening agent. It is used in tea, coffee, sweets,
chocolates, cold drinks, etc. It is also used to preserve foods. Sugar is a white
crystalline solid. It is prepared from the sugarcane juice. Sugar beets are also
used to make sugar. To prepare sugarcane, the stems of sugarcane are collected
and washed. Then these stems are crushed to extract juice. The sugarcane juice
can be extracted by using traditional surgarcane Kol or modern machines
(Crushers). The juice is passed through sugarcane processing machines.
Finally, white solid crystals of sugar are obtained. Chemically, sugar is called
sucrose. It is also found in apple, pineapple, banana, mango, grapes, etc.
Fig.

11.2
Sugarcane Sugar Sugar mill

GREEN Science and Environment Book-6 107

Sugar is also found in our blood in the form of glucose. It provides energy
to our body. We feel weak and fatigue due to deficiency of glucose in our
body. Due to lack of insuline, our body cannot regulate the amount of sugar in
blood. As a result, sugar passes out of the body through urine. This condition
is known as diabetes or sugar disease.

3. Ghee
Ghee is a very common fatty substance
which is used in our daily life. Its
chemical name is triglyceride. It is
yellowish-white and slippery solid
or semi-solid substance. It can be

Fig.
obtained from the milk of cow, buffalo,
etc. Vegetable ghee is obtained from
11.3
the seeds of some plants like chiuri,
Animal Ghee Vanaspati Ghee
mustard, sunflower, etc.
On the basis of source, ghee is of two types, viz. animal ghee and vegetable or
vanaspati ghee.
The ghee which is obtained from the milk of animals is called animal ghee and
the ghee obtained from the seeds of plants is called vanaspati ghee. First, the
seeds of plants are crushed to extract oil. Then the oil is changed into vanaspati
ghee by hydrogenation in industries.
During winter or cold days, ghee exists in solid state but in hot summer days,
ghee is found in semi-solid state. Ghee is a good source of fat for our body. It
provides energy to our body and makes our body smooth and fatty. Our body
absorbs different vitamins like vitamin A, D, E and K with the help of ghee. We
use ghee in foods and sweets.

4. Chuk
Chuk is a sour chemical substance which is obtained from sour fruits like
citrus, lemon, pamilo, pomegranate, bhogate (grape fruit), lime, etc. It is a
viscous (thick) fluid having black or brown colour.
Fig.

11.4
Lemon Grapes Citrus fruit Pamilo
108 GREEN Science and Environment Book-6
The chemical name of chuk is citric acid. To get chuk, first of all, the juice of
sour fruits like citrus, lemon, etc. is extracted using a traditional Kol or modern
machine. Then the juice is boiled continuously for a long time till we get a
viscous fluid. Chuk is used in foods and pickles to add flavour. It is the main
source of vitamin C. Chuk is also used to preserve foods.

5. Baking soda
The chemical name of baking soda is sodium bicarbonate (NaHCO3). It is
widely used in bakeries to make bread soft and spongy. It is also used for
making cakes, biscuits and for making soft drinks like soda water.
Fig.

11.5
Baking soda Bread Cake
While making bread, wheat flour, water and some amount of baking soda
are mixed to make semi-solid paste and the paste is left for a few hours. After
a few hours, the paste is used to make bread. From this paste soft, light and
spongy bread can be produced due to the presence of baking power.

Activity 1
• Name the different chemicals that are used at your home.
• Write down the main uses of these chemicals.

Key Concepts
1. The chemical name of common salt is sodium chloride (NaCl). It is used
daily in our foods to add the flavour. Common salt is a white crystalline
solid.
2. Iodine is very essential for our body. It helps in healthy growth of children.
It also protects us from goitre.
3. Sugar is a very common sweetening agent. It is used in tea, coffee, sweets,
chocolates, cold drinks, etc.
4. Ghee is a very common fatty substance which is used in our daily life. Its
chemical name is triglyceride.
GREEN Science and Environment Book-6 109
5. Chuk is a sour chemical substance which is obtained from sour fruits like
citrus, lemon, pamilo, pomegranate, bhogate (grape fruit), lime, etc.
6. Chuk is used in foods and pickles to add flavour. It is the main source of
vitamin C. Chuk is also used to preserve foods.
7. The chemical name of baking soda is sodium bicarbonate (NaHCO3). It is
widely used in bakeries to make bread soft and spongy.

Exercise
1. Tick (µ) the correct statement and cross (X) the incorrect one.

a. The chemical name of common salt is sodium chloride.

b. Iodine is not essential for our body.

c. Sugar provides energy to our body.

d. Vegetable oil is changed into vanaspati ghee by hydrogenation.

e. The taste of chuk is sour.

2. Fill in the blanks using appropriate words.

a. Common salt is manufactured from ................................

b. Chemical name of sugar is ................................

c. In our body, ................................ helps to absorbs vitamins.

d. ................................ is obtained from sour fruits.

e. ................................ is used in cakes, biscuits and breads.

3. Answer the following questions.

a. What is common salt? Write its chemical name.

b. Write any two uses of common salt.

c. What is sugar? How is it obtained?

110 GREEN Science and Environment Book-6

 d. What is ghee? Write its chemical name.

e. Write down the major use of ghee.

f. What is chuk? Name any two sources of chuk.

g. What is baking soda? Write its chemical name.

h. Write down the major uses of baking soda.

i. Why is baking soda added in flour while making breads?

j. Write any two uses of chuk.

4. Differentiate between:
a. Chuk and Sugar
b. Common salt and Sugar

5. How is sugar prepared? Write in brief.

6. How is chuk prepared? Write in brief.

GREEN Science and Environment Book-6 111

 UNIT
Air
12
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 2

Before You Begin

Air is a mixture of different gases. The gases present in air include
nitrogen, oxygen, carbon dioxide, water vapour and inert gases like
neon, argon, etc. The layer of air that surrounds the earth's surface is
called atmosphere. Air is very essential for survival of living beings.
We can feel air but cannot see. Air has weight and occupies space.
It is a colourless, odourless and tasteless matter. Due to gravity. i.e.
pulling force of the earth, air flows from one place to another. Air
occupies space. So, all empty vessels remain filled with air. In this
unit, we will study about composition of air, physical properties and
uses of air.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to air
i. introduce atmosphere and write its composition • Composition of air
ii. state the properties and uses of air • Experiments to describe the
iii. demonstrate some experiment related to air. properties of air
iv. describe the uses of some gases like nitrogen, • Uses of air
oxygen, carbon dioxide and water vapour. • Brief introduction to nitrogen,
oxygen, carbon dioxide and
water vapour and their uses

Glossary: A dictionary of scientific/technical terms

air : the mixture of various gases like nitrogen, oxygen, carbon dioxide, water
vapour, etc.
combustion : the process of burning some thing
expand : to increase in size or volume
rust : a reddish brown substance that forms on iron when it comes in contact
with moist air
dispersal : the process of spreading something over a wide area
droop : to bend, hang or move downwards

112 GREEN Science and Environment Book-6

Air
Composition of Air
The mixture of different gases like
nitrogen, oxygen, carbon dioxide, 21%
water vapour, neon, argon, etc. is oxygen gas
called air. About 78% of the air is 1% other
gases
occupied by nitrogen and 21% is
occupied by oxygen. Air consists 78%

Fig.
nitrogen gas
of 0.03% of carbon dioxide and
0.93% of argon, 0.002% of neon
12.1
and 0.02% of other gases. Air
also contains water vapour. However, the amount of water vapour present
in air varies from time to time and place to place. The pie-chart showing the
composition of air is given alongside.
The various gases present in air and their amount in percentage is tabulated below:
S.No. Gases present in air Volume (in %)
1 Nitrogen 78
2 Oxygen 21
3 Carbon dioxide 0.03
4 Argon 0.93
5 Neon 0.002
6 Other gases 0.02

1. Oxygen is present in Air

Oxygen occupies about 21% of the air by volume. It is the most important
gas for living beings because living beings use oxygen for breathing.
Oxygen also helps in combustion, i.e. burning of various substances. Plants
and animals cannot live without oxygen.

Activity 1
To demonstrate that oxygen is present in air
Requirements : Bell jar, porcelain basin, water trough, water, cork, match
box, phosphorus, marker
Procedure
• Take a water trough and put some water in it.
• Put some phosphorus in porcelain basin and place it on water in the water
trough. Cover the porcelain basin with a bell jar as shown in the figure.
GREEN Science and Environment Book-6 113
 • Mark the level of water in the bell jar.

Water trough
Phosphorus
Porcelain basin
Fig.

Water
12.2

• Burn the phosphorus on the porcelain basin carefully and cover the
mouth of the bell jar immediately.
• Observe the level of water in the bell jar when the phosphorus burns
completely.
Water trough

Water
Fig.

Water level
increase about
20% by volume
12.3

Observation : When the phosphorus burns completely the level of water

decreases initially due to expansion of air but the level of
water rises immediately.
In the bell jar, water level increases about 20% by volume.
Conclusion : From this experiment, it can be concluded that air contains
about 20% of oxygen.

2. Carbon dioxide is present in Air

Air contains about 0.03% of carbon dioxide by volume. Carbon dioxide is
used by green plants during photosynthesis. So, carbon dioxide is a very
important gas for living beings. This gas is also used for extinguishing fire.

Activity 2
To prove that air contains carbon dioxide gas
Requirements : A beaker, lime water, straw

114 GREEN Science and Environment Book-6

 Procedure
• Take a beaker and put some lime water into the beaker. Observe whether
the lime water is clear or not.
• Take a straw and blow air into the lime water for a while. What do you
observe?

Straw

Beaker
Fig.

Clear lime Limewater

12.4 water turns milky

Observation : When air is blown into lime water for a while, the clear
solution of lime water turns milky.
The carbon dioxide present in the blown air reacts with lime
water and forms insoluble calcium carbonate. As a result,
lime water turns milky.
Conclusion : This experiment proves that air contains carbon dioxide.

3. Water vapour is present in air

When water is heated, it changes into vapour. Vapour is the gaseous state
of water. We can observe moisture and fog in air. These are examples of
water vapour present in atmosphere. Water vapour makes air humid. The
amount of water vapour present in air varies from time to time and place
to place.

Activity 3
To demonstrate that air contains water vapour
Requirements : A steel glass, card board, some ice-cubes
Procedure
• Take a steel glass and put some ice-cubes into it.
• Cover the mouth of the glass with a card board so that no water comes
out of the glass.

GREEN Science and Environment Book-6 115

• Wipe the outer surface of the glass so that no water remains on the surface.
• Leave the glass on a table for 5 to 10 minutes. Then observe the outer
surface of the glass.

Card board

No water Ice cubes Water

Fig.

droplets droplets

12.5 After 5-10 minutes

Observation : Water droplets can be seen on the outer surface of the glass
after a few minutes. Due to presence of ice cubes, the outer
surface of the glass becomes very cold. When the water
vapour present in air comes in contact of the colder surface
of the glass, it condenses into water droplets.
Conclusion : From this experiment, it can be concluded that air contains
water vapour.

Physical properties of air

1. Air is colourless, odourless and tasteless.
2. It expands on heating and contracts on cooling.
3. It has weight.
4. It occupies space.
5. It flows from one place to another.
6. It exerts pressure.
7. It can be compressed.
8. It is a mixture of various gases like nitrogen, oxygen, carbon dioxide, etc.

Activity 4
To demonstrate that air has weight
Requirements : Two large balloons of equal size, a straight wooden stick,
pin, threads

116 GREEN Science and Environment Book-6

Procedure
• Take two large balloons and inflate them with equal amount of air.
• Tie them with a thread.
• Take a straight wooden stick and find its mid-point.
• Tie a thread at the mid-point of the stick.
• Tie both balloons as shown in the figure (a) both balloons shown are of
the same weight.
• Now, take a pin and prick one of the balloons. What do you observe?
Fig.

12.6 (a) (b)

Observation : When one of the balloons is pricked, air rushes out of the
balloon and the balloon moves upwards and another balloon
moves downwards due to imbalance in weight. The inflated
balloon becomes heavier due to the presence of air inside it
and moves downwards.
Conclusion : From this experiment, it can be concluded that air has weight.

Rust and Rusting

Rust is a reddish-brown layer on the surface of iron kept on a moist place. The
process of formation of a reddish-brown layer on the surface of iron kept in a
moist place is called rusting. The chemical reaction involved in rusting is given
below:
water
4Fe + 3O2 2Fe2O3.xH2O (Rust)
vapour

Activity 4
To demonstrate rusting on iron
Requirements : Iron nails

GREEN Science and Environment Book-6 117

Procedure
• Take some iron nails and keep them in
a moist place.
• Leave the nails in the moist place for a

Fig.
few days.
• Observe the nails after 2-3 days. 12.7
Observation : A reddish-brown
substance can be seen on the nails after 2-3 days.
The reddish-brown substance that can be seen on the outer
surface of nails is called rust and the process is called rusting.
Conclusion : From this experiment, we can demonstrate that rusting
occurs in the presence of moisture.

Uses of air
1. The oxygen present in air is used by all living beings for breathing.
2. Green plants use carbon dioxide for photosynthesis.
3. Nitrogen is used by green plants for photosynthesis.
4. Air is used to run windmills.
5. Air helps in seed dispersal.
6. Air is used to inflate tyres of vehicles.
7. Air is used to inflate balloons.

Some Important Gases Present in Air

1. Nitrogen
The molecular formula of nitrogen is N2. Among different gases present in
atmosphere, nitrogen occupies about 79% by volume. Nitrogen is a neutral
gas which does not react with other gases present in the atmosphere under
normal condition. Nitrogen is a very important gas for living organisms as it
is essential for protein synthesis.

Uses of nitrogen
1. Nitrogen helps in growth and development of plants.
2. It is used to protect food from spoiling.

118 GREEN Science and Environment Book-6

3. It is used for filling in high temperature gas thermometers.
4. It is used to fill in electric bulbs to provide inert atmosphere.
5. It is used to fill in fuel tanks of aeroplanes.
6. It is used for making ammonia, nitric acid, chemical fertilizers, etc.
7. In plants, nitrogen is used to synthesize protein, protoplasm and
chlorophyll.

2. Oxygen
The molecular formula of oxygen is O2. It is the most important gas for living
beings because all living beings need oxygen for breathing. Oxygen occupies
about 21% of the air by volume. Oxygen is an active gas as it combines with
other elements and forms various compounds.

Uses of oxygen
1. Oxygen is used by all living beings for breathing.
2. It is used for combustion, i.e. burning of various substances.
3. It is used for making oxy-hydrogen flame for cutting and welding of
metals.
4. It is used by deep sea divers and mountaineers for artificial breathing.
5. It is used in hospitals for artificial breathing.

3. Carbon dioxide
The molecular formula of carbon dioxide is CO2. It is another essential gas for
living beings as it is for green plants for photosynthesis. This gas consists of
one atom of carbon and two atoms of oxygen. This gas occupies about 0.03%
by volume. Green plants use carbon dioxide for making food. The process of
making food by green plants is called photosynthesis. All animals depend on
plants to obtain food. Therefore, no organisms can survive in the absence of
carbon dioxide.

Uses of carbon dioxide

Do You Know
The solid form of carbon dioxide is called
1. Carbon dioxide is used by green dry ice.
plants for photosynthesis. When carbon dioxide is cooled at about
–78°C, dry ice is formed. It is used as a
2. It is used to make chemical
cooling agent.
fertilizers like urea.
GREEN Science and Environment Book-6 119
3. It is used for making soft drinks like coke, beer, dew, sprite, etc.
4. It is used for extinguishing fire.
5. It is used for making dry ice.

4. Water vapour
Water vapour is the gaseous form of water. It makes air humid. The amount of
water vapour in atmosphere varies from place to place and from time to time.
The amount of water vapour present in the atmosphere is called humidity.
Humidity in air is important for living beings.

Uses of water vapour

1. Water vapour protects animals from dying.
2. It protects plants from drooping.
3. It retains moisture in the atmosphere.
4. It retains freshness in vegetables.

Key Concepts
1. The mixture of different gases like nitrogen, oxygen, carbon dioxide,
water vapour, neon, argon, etc. is called air.
2. Rust is a reddish-brown layer on the surface of iron kept on a moist place.
The process of formation of a reddish-brown layer on the surface of iron
kept in a moist place is called rusting.
3. Nitrogen is a neutral gas which does not react with other gases present in
the atmosphere under normal condition.
4. It is the most important gas for living beings because all living beings
need oxygen for breathing.
5. The process of making food by green plants is called photosynthesis.
6. Water vapour is the gaseous from of water.
7. The amount of water vapour present in the atmosphere is called
humidity.

120 GREEN Science and Environment Book-6

Exercise
1. Tick (µ) the correct statement and cross (X) the incorrect one.
a. Air is a mixture of different gases.

b. About 78% of oxygen is found in air.

c. Air has weight and occupies space.

d. Nitrogen is essential for photosynthesis.

e. Carbon dioxide is used for extinguishing fire.

2. Fill in the blanks using appropriate words.

a. ................................ gas occupies about 79% of air by volume.

b. Living beings use ................................ gas for breathing.

c. Air is colourless, ................................ and .................................

d. ................................ gas is filled in fuel tanks of aeroplanes.

e. ................................ gas is used for making fire extinguishers.

3. Tick (µ) the best answer from the given alternatives.

a. The mixture of different gases is called ...........................
water land air soil
b. ........................... gas occupies about 0.03% of air by volume.

oxygen nitrogen argon carbon dioxide

c. Which of the following gases is filled in electric bulbs?

oxygen nitrogen hydrogen carbon dioxide

d. Which of the given gases is used for photosynthesis?

CO2 O 2 N2 Ne

GREEN Science and Environment Book-6 121

4. Answer the following questions.
a. What is air? Name the different gases present in the atmosphere.
b. Write down the physical properties of air.
c. Write down the major uses of air.
d. Define rust and rusting.
e. Write the conditions required for rusting.
f. Write down any four uses of nitrogen gas.
g. What is the percentage of oxygen in air? Write any three uses of
oxygen.
h. What is the percentage of carbon dioxide in air? Write down the
major uses of carbon dioxide.
i. What is dry ice? Write its major use.
j. What is meant by humidity? Write any two uses of water vapour.

5. Describe an experiment to prove that air contains oxygen.

6. Describe an experiment to prove that air contains carbon dioxide.

7. Describe an experiment to prove that air contains water vapour.

8. Describe an activity to demonstrate that air has weight.

122 GREEN Science and Environment Book-6

 UNIT
Metals
13
Weighting Distribution (Approximate) Teaching periods : 3 Marks (in %): 1

Before You Begin

We use various types of materials in our daily life. These materials
may be metals, non-metals or mettalloids. Iron, copper, silver, gold,
aluminium, etc. are the examples of metals. They are good conductors
of heat and electricity. They are malleable and ductile. Metals are
widely used in our daily life for various purposes. Metals are those
elements which conduct heat and electricity. Carbon, chlorine,
nitrogen, oxygen, sulphur, phosphorus, etc. are the examples of
non-metals. They are bad conductor of heat and electricity. They are
neither malleable nor ductile. Non-metals are these elements which do
not conduct heat and electricity. Metalloids are those elements which
show properties of both metals and non-metals. Silicon, germanium,
arsenic, antimony, etc. are the examples of metalloids. In this unit, we
will study about metals, non-metals and metalloids in brief.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to metals, non-
i. introduce metals, non-metals and metalloids with metals and metalloids
examples. • Characteristics of metals, non-
metals and metalloids
ii. state the characteristics and uses of metals, non-
metals and metalloids. • Some activities related to
metals
iii. state the uses of some common metals (gold, silver,
• Uses of metals, non-metals
copper and iron)
and metalloids
• Some common metals (gold,
silver, copper and iron) and
their uses

Glossary: A dictionary of scientific/technical terms

metals : the elements having conductivity, malleability and ductility

conductivity : the property of a substance due to which it conducts heat and electricity
malleablity : the property of a substance due to which it can be beaten into a thin sheet
ductility : the property of a substance due to which it can be drawn into a thin wire
metalloid : the substance which shows properties of both metals and non-metals
lustre : the shining quality of a surface

GREEN Science and Environment Book-6 123

Metals
We use various materials like cooking utensils, weapons, ornaments, electric
wires, etc. These materials are made of metals. Iron, aluminium, copper, silver,
gold, calcium, magnesium, platinum, etc. are examples of good metals. They
are conductor of heat and electricity. They are malleable and ductile. So, metals
are the elements having conductivity, malleability and ductility.
Fig.

13.1
Iron Aluminium Copper Silver Gold

Characteristics of metals
1. Metals are good conductor of heat and electricity.
2. Most metals exist in solid state in room temperature except mercury,
caesium and gallium.
3. They are malleable, i.e. they can be converted into thin sheets on beating.
4. They are ductile, i.e. they can be changed into long wires.
5. They have high melting point and boiling point.
6. Most metals are hard except lithium, sodium and potassium.
7. They are lustrous, i.e. shiny in nature.
8. They are sonours in nature. It means metals produce tinkling sound on
heating.

1. Metals are good conductor of heat

Metals are good conductor of heat. So we use metals for making cooking
utensils. They conduct heat from one part to another. There fore, we should
not touch cooking utensils while they are heated as they burn our skin.

Experiment 1
To demonstrate that metals are good conductor and non-metals are bad
conductor of heat.
Requirements : Bunsen burner, spirit lamp or a candle, match box, an iron
rod, a wooden stick

124 GREEN Science and Environment Book-6

 Procedure
• Take an iron rod and a wooden stick of the same shape and size.
• Heat the one end of iron rod with a burner/ spirit lamp/ candle for a few
minutes and catch the other end of the rod. Repeat the same process for
wooden stick.
Observation : The outer end of the iron rod is felt hot when heated for a
few minutes but the outer end of wooden stick is not felt
hot. Iron is good conductor of heat. So when one end of iron
rod is heated for a while its another end is felt hot due to
conduction of heat. But wood is bad conductor of heat, it
does not conduct heat from one end to another. So another
end of wooden stick is not felt hot.

Wooden stick Iron rod

Fig.

13.2

Conclusion : From this experiment, it can be concluded that metals are

good conductor and non-metals are bad conductor of heat.

2. Metals are good conductor of electricity

We use metals like copper, aluminium, etc. for making electric wires as
they conduct electricity. All metals conduct electricity from one end to
another. Therefore, metals are used for making electric wires and electrical
equipment.

Experiment 2
To demonstrate that metals are good conductor and non-metals are bad
conductor of electricity.
Requirements : Battery, electric bulb, copper wire, coin, a piece of wood,
rubber, a piece of plastic, a piece of blade

GREEN Science and Environment Book-6 125

 Procedure
• Take a battery, an electric bulb and pieces of copper wire
• Assemble an open circuit as shown in the figure.
• Leave the gap PQ in the circuit.
• Place a coin, to connect the ends of wire PQ. What do you observe? Does
the bulb glow? Why?
• Remove the coin and repeat this activity by using a piece of wood, rubber,
a piece of plastic, a piece of blade, etc. one by one.

Bulb glows Bulb does not glow

P Q P Q
Coin (Conductor) Wood (insulator)
Fig.

13.3 Battery
Observation : When the circuit is completed by using metal objects (coin,
piece of copper wire, coin, iron, etc.) the bulb glows but the
bulb does not glow when circuit is completed with non-
metals (wood, rubber, plastic, etc.). It shows that metals
are good conductors and non-metals are bad conductors of
electricity.
Conclusion : From this experiment, it can be concluded that metals are
good conductor and non-metals are bad conductor of
electricity.

3. Metals are malleable and ductile

Do You Know
Metals are malleable in nature.
Metals are ductile and good conductor
It means that metals can be of electricity. Therefore, they are used for
converted into thin sheets by making electric wires.
hammering. Similarly, metals can
be drawn into thin and long wires
after heating. This property shows metals are ductile in nature.
Due to malleability, metals are suitable for making cooking utensils, sheets
and different types of containers. Due to ductility, they are suitable for
making electric wires.

126 GREEN Science and Environment Book-6

 Experiment 3
To demonstrate that metals are malleable and non-metals are non-malleable.
Requirements : Hammer, a thick copper wire, a thick iron wire, a piece of
brick, a piece of stone
Procedure
• Take a thick wire of iron and hit it several times with a hammer. Now,
take a piece of brick and hammer it. What do you observe?
• Repeat this activity with a thick wire of copper and a piece of stone. What
do you observe?
Observation : Copper wire and iron wire become flat on hammering but
they do not break down into pieces. It shows that metals are
malleable. On other hand, brick and stone break down into
many small pieces on hammering. It shows that non-metals
are non-malleable.
Conclusion : From this experiment, it can be concluded that metals are
malleable and non-metals are non-malleable.

4. Metals are lustrous

Metals are shiny. They reflect light and shine brightly. The property of
metals due to which they appear smooth and shine brightly is called lustre.
Non-metals do not have lustre.

Experiment 4
To demonstrate that metals are lustrous and non-metals are non-lustrous.
Requirements : steel plate, wooden board, cardboard paper,
Procedure :
• Take a steel plate and reflect the sunlight using the plate.
• Repeat this activity with wooden board and cardboard paper one by one.
What do you observe? Which object appears shiny? Why?
Observation : Steel plate appears shiny and reflects light. But the wooden
board and cardboard paper do not reflect light. It shows that
steel plate is lustrous but wooden board and cardboard are
non-lustrous.

GREEN Science and Environment Book-6 127

5. Metals are usually hard
Most metals are hard and strong but some metals like lithium, sodium,
potassium, etc. are soft and weak. Metals like iron, copper, aluminium,
silver, etc. are soft and weak.

6. Metals are sonorous

Most metals are sonorous because they produce tinkling sound on heating.
On the other hand, non-metals do not produce tinkling sound on heating.
So they are non-sonorous in nature.

Experiment 5
To demonstrate that metals are sonorous and non-metals are non-sonorous.
Requirements : A hammer, a bell, steel plate, wooden block, brick
Procedure
• Take a hammer and hit a bell, steel plate, wooden block, brick one by one.
• Observe which object produces tinkling sound while hammering. Is there
any difference between the sound produced by metals and non-metals
when they are hammered? What do you observe?
Observation : The metal articles (bell, steel plate) produce tinkling sound
and non-metals (wooden block, brick) do not produce
tinkling sound on hammering. It shows that metals are
sonorous and non-metals are non-sonorous.
Conclusion From this experiment, it can be concluded that metals are
sonorous and non-metals are non-sonorous.

Uses of Metals
1. Metals are used in industries for making engines, machines, equipment,
etc.
2. Metals are used for making household utensils.
3. Metals are used for making rods, pipes, nuts, bolts, etc.
4. Metals are used for making parts and accessories of vehicles and machines.
5. Metals are used for making electric cables and wires.
6. Metals are used for making coins, crowns, vases and other decorative
items.

128 GREEN Science and Environment Book-6

7. Precious and expensive metals like gold and silver are used for making
ornaments.
8. Metal foils, e.g. aluminium foil is used for wrapping foods and medicines.
9. Liquid metal, i.e. mercury is used as a thermometric liquid.

Non-metals
Elements like carbon, chlorine, phosphorus, sulphur, iodine, etc. are called
non-metals. They are bad conductor of heat and electricity. They are non-
malleable, bad non-ductile and non-sonorous in nature. Non-metals are the
elements which do not have malleability and ductility.
Fig.

13.4
Carbon Iodine Sulphur Diamond
The characteristics of non-metals are as follows.
1. Non-metals are bad conductor of heat and electricity.
2. They are non-malleable. It means that non-metals cannot be changed into
thin sheets on hammering.
3. They are non-ductile. It means that non-metals cannot be drawn into long
wires.
4. They are non-lustrous except diamond and iodine.
5. They are non-sonourous. It means that non-metals do not produce tinkling
sound on hitting.
6. They are found in all three states, viz. solid, liquid and gas.

Uses of Non-metals
1. Non-metals are used to make utensils, parts of automobiles, construction
materials, fabrics, etc.
2. They are used to make insulators of electric equipment and wires as they
are bad conductors of electricity.

GREEN Science and Environment Book-6 129

3. They are used to make handles of corking utensils as they are bad
conductors of heat.
4. They are used as fuels.
5. Hydrogen is used to fill in balloons and as a fuel in rockets.
6. Oxygen is used for breathing and burning substances.
7. Sulphur is used for making fire crackers and explosives.
8. Chlorine is used for making medicines.
9. Diamond is used for making valuable gems.
10. Graphite is used for making lead of pencils and lubricant.

Metalloids
Metalloids are those elements that show the properties of both metals and non-
metals. Silicon, arsenic, germanium, antimony, etc. are examples of metalloids.
Some properties of metalloids are similar to metals and other are similar to
non-metals. So, metalloids lie in between metals and non-metals.
Fig.

13.5
Silicon Arsenic Germanium

Properties of metalloids
1. They show characteristies of both metals and non-metals.
2. They are poor conductor of heat and electricity.
3. They are less malleable.
4. They are non-ductile.
5. They are lustrous.
6. They are non-sonorous.

130 GREEN Science and Environment Book-6

Differences between metals and non-metals
Metals Non-metals
1. Metals are good conductor of 1. Non-metals are bad conductor
heat and electricity. of heat and electricity except
graphite.
2. They are malleable. 2. They are non-malleable.
3. They are ductile. 3. They are non-ductile.
4. Most metals exist in solid state. 4. They exist in solid, liquid and
gaseous state.
5. They are lustrous. 5. They are non-lustrous except
iodine and diamond.
6. They are sonorous. 6. They are non-sonorous.
7. Most metals are hard. 7. Most non-metals are soft except
diamond.

Some Common Metals of Daily Use

1. Gold
Gold is a very expensive metal of shiny yellow colour. It is found in pure
state in nature as it does not react with air, water, moisture, acid, base and
other chemicals at normal conditions. It can be extracted from quartz veins
or sandy alluvial soil.
Fig.

13.6
Gold Gold ornaments
Gold is highly malleable and ductile. Rusting does not occur in gold. So
it is suitable for making jeweleries. Gold is a good conductor of heat and
electricity. It is a very heavy metal.

GREEN Science and Environment Book-6 131

Uses
1. Gold is used for making expensive jewelleries.
2. It is used for making medals.
3. It is used for making statues and coins.
4. It is used for making medicines.
5. It is used for filling teeth.
6. It is used for gold plating.
7. It is used in photography.

2. Silver
Silver is a shiny white metal which occurs in free as well as in combined
state in nature. In combined state, silver is found in the form of chloride and
sulphide ores. Silver is extracted from argentite ore. It is the best conductor
of heat and electricity. It is a very less reactive metal. Rusting does not
occur in silver. Silver is highly malleable and ductile. So it is suitable for
making ornaments, medals, coins, etc.
Fig.

13.7
Silver Silver coins

Uses
1. Silver is used for making jeweleries.
2. It is used for making coins.
3. It is used for making medals and statues.
4. It is used in photography.
5. It is used for filling teeth.
6. It is used for making mirrors.

132 GREEN Science and Environment Book-6

3. Copper
Copper is a reddish-brown Do You Know
metal. It is a very good conductor Copper is the second best conductor of
of heat and electricity. It is highly electricity after silver. It is cheaper than
malleable and ductile. Rusting silver. So, copper is widely used for making
electric wires and electric equipment.
does not occur on copper at
ordinary condition. However,
copper turns black when kept in moist place for a long time. Copper is
used to make brass by mixing it with zinc. Copper is being used in Nepal
from ancient times.
Copper is found in combined state in nature. It is extracted from
chalcopyrite, cuprite, etc.
Fig.

13.8
Copper Copper utensils

Uses
1. Copper is used for making household utensils.
2. It is used for making electric wires.
3. It is used for making coins and idols.
4. It is used for making sculptures and statues.
5. It is used for making insecticides and germicides.
6. It is used for making electrical and electronic equipment.
7. It is used for making alloys like brass, bronze, bell metal, etc.

4. Iron
Iron is a grayish-white metal which is widely used in the field of construction
and industries. It is a reactive metal. So it is not found in pure state or
free state in nature. It is extracted from haematite and magnetite ores. It is

GREEN Science and Environment Book-6 133

 malleable and ductile. It is a good conductor of heat and electricity. Rusting
takes place in the iron kept in a moist place. Iron forms various compounds
like oxides, hydroxides, chlorides, carbonates, etc. Some amount of iron is
also found in the haemoglobin of blood.
Fig.

13.9
Iron Materials made of iron

Uses
1. Iron is used for making rods, pipes, nuts, bolts, etc.
2. It is used for making household utensils.
3. It is used for making buildings, roads, bridges, parts of vehicles, engines,
machines, etc.
4. It is used for making furniture, weapons, tools, etc.
5. It is used for making railway tracks.
6. It is used for manufacturing steel.
7. It is used as a catalyst in various chemical reactions.

Experiment 1
Prepare a list of various metals, non-metals and metalloids that are used at
your homes. Also, write their uses in the given table.
S.No. Metals Uses

134 GREEN Science and Environment Book-6

S.No. Non-metals Uses

S.No. Metalloids Uses

Key Concepts
1. Metals are the elements having conductivity, malleability and ductility.
2. We use metals like copper, aluminium, etc. for making electric wires as
they conduct electricity.
3. Metals are malleable in nature. It means that metals can be converted into
thin sheets by hammering.
4. Metals are shiny. They reflect light and shine brightly.
5. Non-metals are the elements which do not have malleability and ductility.
6. Metalloids are those elements that show the properties of both metals
and non-metals.
7. Gold is a very expensive metal of shiny yellow colour.
8. Silver is a shiny white metal which occurs in free as well as in combined
state in nature.
9. Copper is a reddish-brown metal. It is a very good conductor of heat and
electricity.
10. Iron is a grayish-white metal which is widely used in the field of
construction and industries.
GREEN Science and Environment Book-6 135
Exercise
1. Tick (µ) the correct statement and cross (×) the incorrect one.
a. Metals conduct heat and electricity.

b. Non-metals are lustrous.

c. Copper and iron are examples of metalloids.

d. Rusting does not occur on silver and gold.

e. The colour of copper is greyish-white.

2. Fill in the blanks using appropriate words.

a. ................................ are malleable and ductile.
b. Non-metals do not conduct heat and ................................
c. ................................ is a shiny yellow metal.
d. Silicon and arsenic are ................................
e. ................................ is found in quartz veins and sandy alluvial soil.

3. Tick (µ) the best answer from the given alternatives.

a. ........................... are malleable and ductile.
metals non-metals

metalloids elements
b. Which of the following elements is a non-metal
silver chlorine gold iron
c. Which of the given elements shows the properties of both metals and
non-metals?
oxygen carbon silicon copper
d. Which of the given element is the best conductor of electricity?
gold silver copper iron
e. Which of the given element undergoes rusting?
silver iron copper gold
136 GREEN Science and Environment Book-6
4. Answer the following questions.
a. What are metals? Give any five examples.
b. Write any five properties of metals.
c. Write any five uses of metals.
d. What are non-metals? Give any three examples.
e. Write any five properties of non-metals.
f. Write any five uses of non-metals.
g. Where is gold found in nature? Write any three properties of gold.
h. Write any three properties of silver and copper.
i. Name the ores from which iron can be extracted. Write any three
properties of iron.
j. Which metals are used for filling teeth?

5. Differentiate between:
a. Metals and Non-metals b. Non-metals and Metalloids
c. Copper and Gold

6. Write any four uses of each of the given metals.

a. Gold b. Silver
c. Copper d. Iron

7. Give reason.
a. Gold and silver are called metals.
b. Iron and copper are used for making cooking utensils.
c. Silicon is called a metalloid.
d. Chlorine and iodine are called non-metals.
e. Gold is used for making jewelleries.

8. Describe an activity to show that metals are good conductor and non-
metals are bad conductor of electricity.
9. Describe an activity to show that metals are malleable and non-metals
are non-malleable.
10. Describe an activity to demonstrate that metals are sonorous in nature.
GREEN Science and Environment Book-6 137
 Biology

UNIT
Living Beings
14
Weighting Distribution (Approximate) Teaching periods : 8 Marks (in %): 1

Before You Begin

The things having life are called living things. They include
different types of plants and animals. Lotus, rose, spirogyra,
grass, crops, fruits, vegetables, insects, birds, fishes, snakes, etc.
are examples of living beings. Growth, reproduction, respiration,
digestion, excretion, etc. are the basic properties of living beings.
Living beings are broadly classified into plants and animals. They
may be unicellular or multicellular and aquatic or terrestrial. In
this unit, we will study about living beings in brief.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to living beings
i. introduce living beings and differentiate between • Differences between plants
plants and animals. and animals.
ii. classify animals on the basis of adaptational • Classification of animals on
characteristics. the basis of adaptational
characteristics
iii. classify plants on the basis of habitat and life span.
• Aquatic animals and
iv. introduce monocot and dicot plants and differentiate terrestrial animals
between them. • Classification of plants on the
basis of habitat
• Aquatic plants and terrestrial
plants. Classification of plants
on the basis of life span
• Monocotyledonous and
dicotyledonous plants

Glossary: A dictionary of scientific/technical terms

habitat : a place where living beings live and reproduce

hump : a large lump on the back of camel
arboreal : relating to tree, living in trees
submerge : to go under the surface of water
biennial : any plant that lives for two years
perennial : any plant that lives for more than two years

138 GREEN Science and Environment Book-6

Living Beings

The things having life are called living beings. Different types of plants and
animals found around us are called living beings.

Mushroom Fern Rose Mango

Fig.

14.1
Snail Octopus Fish Panda
Living beings are broadly classified into the Plant Kingdom and the Animal
Kingdom. The Plant Kingdom includes different types of plants like spirogyra,
mushroom, moss, fern, cycas, maize, grass, mango, orange, etc. Both flowering
plants and non-flowering plants are kept in the Plant Kingdom. The Animal
Kingdom includes different types of animals like amoeba, hydra, tapeworm,
butterfly, roundworm, earthworm, snail, starfish, fishes, frogs, snakes, birds,
mammals, etc.
Animals and plants are found in different habitat and climatic conditions.
They have different structures and characteristics according to their habitat.
The living beings that live in water differ from the living beings that live on
land. Similarly, the living beings that live in cold places are different from
those that live in hot places.

Activity 1
Observe any five plants and five animals in your locality.
Study their characteristics and find out the differences between plants
and animals.

GREEN Science and Environment Book-6 139

Difference between Plants and Animals
Plants Animals
1. Plants have cell wall in their cells. 1. Cell wall is absent in their cells.
2. Most plants can prepare their 2. Animals cannot prepare their
own food by photosynthesis. own food. They depend on green
plants to get food.
3. Most plants have green pigment 3. Animals do not have chlorophyll.
cell chlorophyll.
4. Most plants do not move from 4. Most animals move from one
one place to another. place to another.
5. Most plants grow throughout 5. Most animals do not grow
their life. throughout their life.
6. Plants do not have sense organs. 6. Most animals have sense organs.

Classification of Animals
Animals are classified into two main groups on the basis of habitat. They are
1. Aquatic animals 2. Terrestrial animals

1. Aquatic Animals
Different types of animals like fish hydra, octopus, starfish, shark, dolphin,
etc. live in water. These animals are called aquatic animals.

Characteristics
Do You Know
1. Aquatic animals have boat-
shaped or streamlined body. The animals that live in water are called
aquatic animals. Examples: fish, shark,
2. Their body is covered with octopus, starfish, whale, dolphin, etc.
smooth and slippery scales or
mucous coat.
3. Most aquatic animals breathe through gills.
4. They have fins or webbed-feet for swimming in water.
5. They reproduce by laying eggs.
Fig.

14.2
Octopus Fish Shark
140 GREEN Science and Environment Book-6
 Fig.

14.3
Dolphin Whale Sea horse

2. Terrestrial Animals
Animals like cow, buffalo, dog, rabbit, grasshopper, snake, etc. live on
land. These animals are terrestrial animals. The animals that live on land
are called terrestrial animals. Some terrestrial animals are given below:

Zebra Dog Rabbit Panda

Fig.

14.4
Elephant Cow Lion
Terrestrial animals are divided into following groups on the basis of their
habitat.
a. Animals that live in cold and hot places
b. Animals that live in air
c. Animals that live in burrows
d. Animals that live on trees

GREEN Science and Environment Book-6 141

a. Animals that live on cold and hot places
On the basis of habitat, terrestrial animals have modified their bodies.
They have special features in their bodies to adjust in their habitat. Some
animals like yak, snow leopard, blue sheep, polar bear, panda, Himalayan
bear, etc. are found in cold places and animals like elephant, rhinoceros,
buffalo, tiger, etc. are found in hot places. The major characteristics of the
animals that live in cold and hot places are given below:

1. The animals that live in cold places have thick and long hair in their
bodies to prevent them from cold. On the other hand the animals that
live in hot places have thin and short hair in their bodies.
Fig.

12.5
Yak Polar bear Elephant Rhino
2. The animals of cold places like yak, snow leopard, polar bear, etc.
have a thick layer of fat under their skin. It helps to protect them from
extreme cold.

3. Some animals like cow, buffalo, sheep, goat, etc. have bilobed hooves
for walking properly whereas animals like horse, donkey, zebra, etc.
have unilobed hooves.
Fig.

12.6
Buffalo Horse Donkey Zebra
4. Carnivorous animals like tiger, lion, leopard, cat, etc. have strong
fore limbs with sharp and pointed claws. These structures help them
to catch their prey. These animals have sharp and pointed canines
adapted for tearing flesh.

142 GREEN Science and Environment Book-6

 Fig.

12.7
Paws of tiger Paws of lion Cannies of tiger Cannies of lion

5. Desert animals like camel, etc. have

special tissues in their bodies to store
food and water. Camel has a hump on
its back which stores food in the form

Fig.
of fat.
12.8
Camel

6. Animals like cow, buffalo, sheep and deer have horns for protection.
Fig.

12.9
Sheep Ox Stag
b. Animals that live in air
The animals that live in air are called aerial animals. Different types of
birds like pigeon, parrot, crow, lophophorus, eagle, peacock, etc. are the
examples of aerial animals. The main characteristics of aerial animals are
as follows:
i. Aerial animals have boat-shaped or streamlined body which helps them
to fly easily.
ii. Their body is covered with feathers.
iii. They have wings for flying.
iv. They have air sacs in their bodies.
iv. They have light bones and toothless beak to reduce the body weight.
GREEN Science and Environment Book-6 143
v. Their beaks and claws are modified according to their feeding habit.
Fig.

12.10
Kingfisher Eagle Crane Parrot
c. Animals that live in burrows
The animals that live in burrows are called burrowing animals. Snake, rat,
rabbit, python, mole, etc. are examples of burrowing animals. Animals
like rabbit, rat, mole, etc. make their own burrows but animals like snake,
python, etc. live in the burrows made by others The main characteristics of
burrowing animals are as follows:

i. Burrowing animals like rabbit, mole, rat, etc.

have strong nails in their digits for burrowing.

Fig.
They have strong and pointed snout.
12.11
Rabbit in a burrow

ii. Burrowing animals like snake, python, etc. do

Fig.

not have limbs.

12.12
Rat in a burrow

iii. Burrowing animals like snakes have strong

muscles which are adapted for crawling.
Fig.

12.13
Snake in a burrow
d. Animals that live on trees
The animals that live on trees, cliffs or walls are called arboreal animals.
Monkey, lizards (garden lizard, house wall lizard), squirrel, baboon, etc.
are examples of arboreal animals. The major characteristics of arboreal
animals are as follows:

144 GREEN Science and Environment Book-6

i. Arboreal animals like monkey, baboon,
spider, monkey, etc. have long and strong
limbs adapted for climbing and jumping.
They have long fingers adapted for
climbing and holding tree branches.

Fig.
12.14

ii. House wall lizards have adhesive pads on

their digits which are adapted for climbing

Fig.
on walls.
12.15

iii. Spider monkeys have long and strong tail

adapted for hanging on tree branches.
iv. Arboreal animals have strong breast
Fig.

muscles adapted for gliding and

climbing. 12.16

Activity 1
Observe any three aquatic animals from your locality.
Study the characteristics of these animals.
Draw a neat figure of each and label the main parts.
Write the characteristics of these animals.

Activity 2
Observe any five terrestrial animals present in your locality.
Study the characteristics of these animals.
Draw a neat figure of each and label the main parts.
Write the characteristics of each.

GREEN Science and Environment Book-6 145

Classification of plants on the basis of habitat
On the basis of habitat, plants are divided into following two groups.
1. Aquatic plants and 2. Terrestrial plants

1. Aquatic Plants
The plants that live (grow) in water are called aquatic plants. They are also
called hydrophytes. Spirogyra, hydrilla, lotus, water lily, water hyacinth,
etc. are examples of aquatic plants. They are found in river, ponds, lakes,
sea and swampy places.
Fig.

12.17
Water hyacinth Lotus Water lily
The major characteristics of aquatic plants are as follows:
i. Aquatic plants (hydrophytes) remain covered with waxy substance which
prevents them from decaying in water.
ii. They have weak and less developed root system.
iii. They have hollow stems which helps them to float in water.
iv. Hydrophytes have weak and flexible stems.
v. Floating hydrophytes like lotus and water lily have flat and broad leaves
whereas submerged hydrophytes like hydrilla have thin and narrow
leaves.

2. Terrestrial plants
The plants that live (grow) on land are called terrestrial plants. They have
well developed root, stem and leaves. Apple, mango, rose, orange, maize,
pine, sal, sissoo, simal, etc. are examples of terrestrial plants. Different
types of plants are found in different climatic conditions. On the basis of
habitat, terrestrial plants are divided into the following four groups.
i. Plants growing in hot and moist places
ii. Plants growing in moist and shady places
iii. Plants growing in hot and dry places
iv. Plants growing in cold places

146 GREEN Science and Environment Book-6

i. Plants growing in hot and moist places
Terrestrial plants like sal, sissoo, simal, khayar, rubber, mango, coconut,
jamun, etc. grow in hot and moist places of the terai region. Their stems
are thick, long and woody. Their roots are highly developed. Their leaves
are of different shapes and sizes.
Fig.

12.18
Sal tree Mango tree Rubber plant Coconut plant

ii. Plants growing in moist and shady places

Terrestrial plants like fern, moss, marchantia, mushroom, etc. grow in
moist and shady places of the terai and hilly regions. Plants like mushroom
grow on dead and decaying organic matter. Ferns, mosses, liverworts, etc.
grow in moist, shady and cool places.
Fig.

12.19
Fern Moss Marchantia Mushroom

iii. Plants growing in hot and dry places

Terrestrial plants like Aloe vera, cactus, opuntia, Acacia, etc. grow in hot and dry
places. These plants have well developed root system adapted for absorbing
water. They have thick and fleshy stem adapted to store water. Their leaves
are reduced into thorns or spines adapted to reduce loss of water.
Fig.

12.20
Aloe vera Cactus Opuntia Acacia
GREEN Science and Environment Book-6 147
iv. Plants growing in cold places
Terrestrial plants like cycas, dhupi, pine, deodar, spruce, cedar, etc. grow
in cold places. These plants are called coniferous plants. These plants have
thin and needle-shaped leaves. They have cones instead of true flowers.
They have well developed root, stem and leaves.
Fig.

12.21
Pine tree Cycas plant Spruce plant Deodar plant
Activity 3
Observe any two aquatic plants from a nearby pond, lake or a river.
Study their structure carefully.
Draw neat figure of each and label the main parts.
Write down the major characteristics of each.

Activity 4
Observe any five terrestrial plants from your locality.
Study the characteristics of each plant one by one.
Draw a neat figure of each plant and label the different parts.
Write any three characteristics of each plant.

Classification of Plants (On the basis of life span)

Terrestrial plants are divided into following three groups on the basis of life
span.
1. Annual plants 2. Bienial plants 3. Perennial plants

1. Annual plants
Terrestrial plants like rice, maize, wheat, barley, millet, pea, bean, mustard,
etc. live only for one year or one season. These plants are called annual

148 GREEN Science and Environment Book-6

 plants. The plants that live for only one year or one season are called
annual plants.
Fig.

12.22
Maize plants
Mustard plants Wheat plants Paddy plants
Annual plants germinate, grow and produce seeds within one season. These
plants die within one year after producing seeds.

2. Biennial plants
Terrestrial plants like carrot, onion, cauliflower, cabbage, turnip, radish,
etc. grow in the first year and produce flowers and seeds in the second
year. These plants are called biennial plants. The plants that live for two
years are called biennial plants.
Fig.

12.23
Cabbage plants Radish plants Onion plants Carrot plants

3. Perennial plants
Terrestrial plants like orange, mango, apple, rose, pine, walnut, sal, lychee,
guava, lemon, etc. live for many years. These plants are called perennial
plants. These plants grow and reproduce throughout their life. These
plants sprout during spring season and produce flowers and seeds. The
plants that live for many years are called perennial plants.
Fig.

12.24
Apple tree Pine tree Orange tree Mango ree
GREEN Science and Environment Book-6 149
 Activity 5
Observe any ten plants present in your surroundings.
Ask the life span of each plant to your seniors.
Classify these plants on the basis of life span and fill in the given table.
Annual plants Biennial plants Perennial plants

Monocotyledonous plants and Dicotyledonous plants

On the basis of number of cotyledons in a seed, flowering plants are divided
into following two categories.
1. Monocotyledonous plants 2. Dicotyledonous plants

1. Monocotyledonous plants
The plants having only one cotyledon in their seeds are called
monocotyledonous plants. Rice, maize, wheat, sugarcane, grass, onion,
barley, millet, bamboo, etc. are examples of monocotyledonous plants. The
characteristics of monocotyledonous plants are as follows:
i. They have only one cotyledon in their seeds.
ii. They have fibrous root system.
iii. They have elongated leaves having parallel venation.
Fig.

12.25
Monocot seed Fibrous roots Leaves of bamboo
150 GREEN Science and Environment Book-6
2. Dicotyledonous plants
The plants having two cotyledons in a seed are called dicotyledonous plants.
Mustard, bean, grams, soyabean, orange, apple mango, rose, sunflower,
etc. are examples of dicotyledonous plants. The major characteristics of
dicotyledonous plants are as follows.
i. They have two cotyledons in each seed.
ii. Tap root system is present.
iii. Leaves are broad having reticulate venation.
Fig.

12.26
Dicot seed Tap root Leaf of papaya
Differences between monocotyledonous and dicotyledonous plants
Monocotyledonous plants Dicotyledonous plants
1. A seed contains only one 1. A seed contains two cotyledons.
cotyledon.
2. They have fibrous root system. 2. They have tap root system.
3. They have elongated leaves. 3. They have broad leaves.
4. Their leaves have parallel 4. Their leaves have reticulate
venation. venation.

Activity 6
Observe any five monocots and any five dicots from your locality.
Study the morphology of these plants one by one.
Compare the roots, stem and leaves of monocots and dicots.
Differentiate between them on the basis of your observation.

GREEN Science and Environment Book-6 151

Key Concepts
1. The things having life are called living beings.
2. Animals and plants are found in different habitat and climatic conditions.
They have different structures and characteristics according to their
habitat.
3. Different types of animals like fish, hydra, octopus, starfish, shark,
dolphin, etc. live in water. These animals are called aquatic animals.
4. The animals that live on land are called terrestrial animals.
5. The animals that live in cold places have thick and long hair in their
bodies to prevent them from cold.
6. The animals that live in air are called aerial animals. Different types of
birds like pigeon, parrot, crow, lophosphorus, eagle, peacock, etc. are
examples of aerial animals.
7. The animals that live in burrows are called burrowing animals. Snake,
rat, rabbit, python, mole, etc. are examples of burrowing animals.
8. The animals that live on trees, cliffs or walls are called arboreal animals.
9. The plants that live (grow) in water are called aquatic plants.
10. The plants that live (grow) on land are called terrestrial plants.
11. The plants that live for only one year or one season are called annual
plants.
12. The plants that live for two years are called biennial plants.
13. The plants that live for many years are called perennial plants.
14. The plants having only one cotyledon in their seeds are called
monocotyledonous plants.
15. The plants having two cotyledons in a seed are called dicotyledonous
plants.

Exercise
1. Tick (µ) the correct statement and cross (X) the incorrect one.
a. Most plants prepare their own food by photosynthesis.

b. Most aquatic animals breathe through lungs.

152 GREEN Science and Environment Book-6

 c. Cow and buffalo have sharp and pointed canines.

d. Aquatic plants have hollow stem.

e. Maize and paddy are dicotyledonous plants.

2. Fill in the blanks using appropriate words.

a. The animals that live on land are called ................................
b. Camel has a ................................ on its back to store food.
c. Rabbit, rat and mole are ................................ animals.
d. The body of ............................. plants is covered with waxy substance.
e. ................................ plants have two cotyledons in their seeds.

3. Tick (µ) the best answer from the given alternatives.

a. The animals that live on trees and cliffs are called .................... animals.
aquatic aerial arborial desert
b. Which of the following is a desert animal?
cow zebra camel cow
c. Which of the given animals has a layer of fat under the skin?
tiger elephant yak rhinoceros
d. Which of the given plants is not a xerophyte?
cactus lotus opuntia Aloe vera
e. Which of the given plants has tap root system?
maize mustard bamboo onion

4. Answer the following questions.

a. Define aquatic animals with any three examples.
b. Write any three characteristics of aquatic animals.
c. What are terrestrial animals ? Give any five examples.
d. Write any four characteristics of terrestrial animals?
e. What are aerial animals? Write any four examples.

GREEN Science and Environment Book-6 153

 f. Write any three characteristics of aerial animals.
g. Define arboreal animals with any three examples.
h. Write any two characteristics of desert animals.
i. What are aquatic plants? Give any two examples.
j. Write any three characteristics of aquatic plants.
k. What are xerophytes? Give any three examples.
l. Write any three characteristics of xerophytes.
m. Define annual, biennial and perennial plants with any three examples
of each.
n. Define monocots and dicots with any three examples of each.

5. Write down the major characteristics of given organisms.

a. b. c.

d. e. f.

6. Write any three characteristics of the animals that live in burrows.

7. Write any three characteristics of the plants that grow in desert.

154 GREEN Science and Environment Book-6

 UNIT
Invertebrates
15
Weighting Distribution (Approximate) Teaching periods : 6 Marks (in %): 1

Before You Begin

We have seen butterfly, snail, grasshopper, earthworm, slug, ant,
honeybee, mosquito, leech, etc. in our locality. These animals
are called invertebrates. They do not have backbone or vertebral
coloumn. The animals which do not have a backbone or vertebral
column are called invertebrates. These animals may be unicellular
or multicellular. Some invertebrates like amoeba, paramecium,
euglena, etc. are unicellular and microscopic. Invertebrate may be
aquatic or terrestrial. In this unit, we will study about different
types of invertebrates and their features.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to invertebrates
i. introduce invertebrates with examples. • Characteristics of invertebrates
ii. describe the characteristics of invertebrates. • Classification of invertebrates
iii. classify invertebrates upto the phylum. • Nine phyla of invertebrates

Glossary: A dictionary of scientific/technical terms

primitive : very simple in structure, less developed

unicellular : having only one cell in the body
multicellular : having many cells in the body
marine : found in sea, connected with the sea
hermaphrodite : having male and female reproductive organs in the same body
cephalic : in or related to the head

GREEN Science and Environment Book-6 155

Invertebrates
Animals like earthworm, mosquito, grasshopper, butterfly, dragonfly,
honeybee, cockroach, leech, snail, slug, etc. do not have backbone or vertebral
column. These animals are called invertebrates. They are primitive animals
having less developed organs and systems. Invertebrates are those animals
which do not have backbone or vertebral column. Examples: Amoeba, sponge,
hydra, tapeworm, roundworm, earthworm, butterfly, snail, starfish, etc.
Fig.

15.1
Mosquito Butterfly Earthworm Starfish

Characteristics of Invertebrates
1. Invertebrates do not have backbone or vertebral column.
2. Some of them are unicellular and the rests are multicellular.
3. Their organs and systems are less developed.
4. Their body may have a hard protective covering.
5. They are found in water, land and air.

Classification of Invertebrates
On the basis of structure and development, invertebrates are classified into
nine phyla (groups). They are as follows:
1. Protozoa 2. Porifera
3. Coelenterata 4. Platyhelminthes
5. Aschelminthes 6. Annelida
7. Arthropoda 8. Mollusca
9. Echinodermata

1. Phylum Protozoa
Phylum Protozoa consists of unicellular and microscopic animals.

156 GREEN Science and Environment Book-6

Habitat
Protozoans are commonly found Do You Know
in water and moist places. Some of Protozoans cannot be seen with
them are found inside the body of our naked eyes. So, they are called
other animals as parasites. microscopic animals. However, they
can be seen through compound
microscope.
Salient features The method of reproduction in which
a. Protozoans are unicellular and an organism divides into two or more
microscopic animals. daughter organisms is called fission.
b. They breathe through general
body surface.
c. They reproduce by fission, i.e. binary fission or multiple fission.
d. All life processes of protozoans occur in the single cell.
Examples: Amoeba, Paramecium, Euglena, Plasmodium, etc.
Fig.

15.2
Amoeba Paramecium Euglena Plasmodium
2. Phylum Porifera
Phylum Porifera consists of primitive multicellular animals having numerous
pores in their bodies. They are commonly known as sponges.

Habitat
Sponges are commonly found in water, i.e. fresh water and marine water.
Their body remains attached to the substratum with the help of basal disc.

Salient features
a. They have numerous pores on their bodies.
b. They are multicellular animals.
c. Their body remains attatched to the surface of rocks, woods, etc. with the
help of basal disc.
d. They don’t have head, eyes and legs.
Examples: Sycon, Spongilla, Euspongia, etc.
GREEN Science and Environment Book-6 157
Fig.

15.3
Sycon Spongilla Euspongia

3. Phylum Coelenterata
Phylum Coelenterata consists of aquatic invertebrates having hollow body
cavity called coelenteron.

Habitat
Coelenterates are found in fresh water and marine water.

Salient features
a. Coelenterates have a coelenteron, i.e. hollow body cavity.
b. Mouth is present but anus is absent.
c. Mouth remains surrounded by tentacles.
d. Breathing takes place through general body surface.
e. They reproduce by budding or regeneration.
Examples: Hydra, Sea anemone, Coral, etc.
Fig.

15.4
Hydra Sea anemone Coral

4. Phylum Platyhelminthes
Phylum Platyhelminthes consists of invertebrates having flat body. These
animals are commonly known as flatworms.

158 GREEN Science and Environment Book-6

Habitat
Do You Know
Flatworms live as parasites of
Parasites are organisms that take food
animals. They are found in the and shelter from their hosts, e.g. tape
intestine or liver of cow, buffalo, pig, worm, liver fluke, mosquito, etc.
human, dog, etc. The animals having male and female
reproductive organs in the same body
are called bisexual animals, e.g. tape
Salient features worm, liver fluke, etc.
a. Their body is flat which may be Host is an organism which provides
leaf-like, ribbon-like or tape-like. food and shelter to a parasite.
b. Their body may be segmented (e.g.
tape worm) or unsegmented (e.g. Liver fluke).
c. They are bisexual animals.
d. They suck blood from their hosts.
Examples: Tapeworm, Liver fluke, Planaria, etc.
Fig.

15.5
Tape worm Liver fluke Planaria
5. Phylum Aschelminthes or Nemathelminthes
Phylum Aschelminthes consists of invertebrates having round and
unsegmented body. They are commonly known as roundworms.
Habitat
Most of the roundworms live as parasites. They are found in the intestine
of animals. They suck blood of their host. However, some roundworms are
found in soil.
Salient features Do You Know
a. The body is round, cylindrical The organism having only one type of sex
and unsegmented. organs (male or female) in its body is called
unisexual organism, e.g. round worm.
b. Mouth and anus both are
present.
c. Both the ends of their body are pointed.
d. They are unisexual animals.
GREEN Science and Environment Book-6 159
Examples: Roundowrm, Hookworm, Pinworm, etc.
Fig.

15.6
Roundworm (Ascaris) Hookworm Pinworm

6. Phylum Annelida
Phylum Annelida consists of invertebrates having many segmented rings in
their bodies. They are commonly known as annelids.

Habitat
They are found in water, soil and sand. Some of them are parasites (e.g. leech)
and others are free-living (e.g. earthworm).

Salient features
a. Their body consists of numerous
Do You Know
segmented rings. Leech sucks the blood of vertebrates
b. Their body is elongated, like human, cow, goat, etc. So, it is
called a parasite of vertebrates.
cylindrical and segmented. Earthworm is found in soil. It is a free
living animal.
c. Their body is covered with soft
and moist skin (cuticle).
d. These animals may be unisexual or bisexual.
Examples: Earthworm, Leech, Sandworm, etc.
Fig.

15.7
Earthworm Leech Sandworm

160 GREEN Science and Environment Book-6

7. Phylum Arthropoda
Phylum Arthropoda consists of invertebrates having jointed legs. They are
commonly known as arthropods.

Habitats
Do You Know
Arthropods are found on land, air
Thorax is the middle part of an insect's body
and water.
to which the wings and legs are attached.

Salient features
a. Arthropods have jointed legs.
b. Their body can be divided into head, thorax and abdomen.
c. They have wings and legs for movement.
d. Their body is protected with a hard cover.
Examples: Crab, Butterfly, Prawn, Grasshopper, Ant, Honeybee, Moth, Spider,
Scorpion, etc.
Fig.

15.8
Crab Prawn Butterfly Centipede

8. Phylum Mollusca
Phylum Mollusca consists of invertebrate animals having soft and unsegmented
body. They are commonly called molluscs.

Habitat
Molluscs are found in water and moist soil.

Salient features
a. Mollusca have soft and unsegmented body.
b. Their body is generally covered with one or two hard shells.
c. They breathe through gills or lungs.
d. They have a distinct head which contains tentacles, eyes and mouth.
Examples: Snail, Slug, Unio, Octopus, etc.

GREEN Science and Environment Book-6 161

Fig.

15.9
Snail Slug Unio Octopus
9. Phylum Echinodermata
Phylum Echinodermata consists of marine invertebrates having spiny skin.
They are commonly known as echinoderms.

Habitat
Echinoderms are found only in marine water.

Salient features
a. Echinoderms have spiny skin.
b. Their body may be star-shaped (e.g. Starfish), globular (e.g. Sea urchin) or
cylindrical (e.g. Sea cucumber).
c. Distinct head is absent.
d. They move with the help of tube feet.
Examples: Starfish, Sea cucumber, Sea urchin, Brittle star, etc.
Fig.

15.10
Starfish Sea cucumber Sea urchin Brittle star
Activity 1
Observe the invertebrate animals like earthworm, leech, butterfly, snail,
dragonfly, slug, cockroach, mosquito, honey bee, spider, grasshopper,
moth, etc. in your locality.
Study their structure carefully.
Draw a neat and labelled figure of each.
Write any three salient features of each.

162 GREEN Science and Environment Book-6

Key concepts
1. Invertebrates are those animals which do not have backbone or vertebral
column.
2. Protozoans cannot be seen with our naked eyes. So, they are called
microscopic animals.
3. Phylum Porifera consists of primitive multicellular animals having
numerous pores in their bodies.
4. Flatworms live as parasites of animals. They are found in the intestine or
liver of cow, buffalo, pig, human, dog, etc.
5. Phylum Mollusca consists of invertebrate animals having soft and
unsegmented body.
6. Phylum echinodermata consists of marine invertebrates having spiny skin.

Exercise
1. Tick (√) the best answer from the given alternatives.
a. Which of the following animals belongs to Phylum Protozoa?

snail amoeba

hydra tapeworm
b. Sea anemone belongs to Phylum ................

Coelenterata Mollusca

Protozoa Arthropoda
c. Which of the following animals lives as a parasite?

hydra tapeworm

earthworm butterfly
d. Which of the following animals have jointed legs?

snail mosquito

starfish octopus

GREEN Science and Environment Book-6 163

 e. Which of the given animals moves with the help of tube feet?

slug sea anemone

leech sea urchin

2. Tick (√) the correct statement and cross (×) the incorrect one.
a. Paramecium belongs to Phylum Protozoa.
b. Coelenterates have numerous pores in their bodies.
c. Roundworm is found in the intestine of animals.
d. Cockroach is kept in Phylum Arthropoda.
e. Starfish has tentacles for movement.

3. Fill in the blanks using appropriate words.

a. Amoeba belongs to Phylum ..........................................

b. Tapeworm is found in .......................................... of animals.
c. Leech sucks .......................................... of vertebrates.
d. Cockroach has jointed .......................................... for movement.
e. Snail is grouped in Phylum ..........................................

4. Match the following.

a. Amoeba Phylum Arthropoda
b. Roundworm Phylum Protozoa
c. Coral Phylum Aschelminthes
d. Honeybee Phylum Annelida
e. Octopus Phylum Coelenterata
Phylum Mollusca

5. Answer the following questions.

a. Define invertebrates with any five examples.
b. State any two features of invertebrates.

164 GREEN Science and Environment Book-6

 c. Define coelenterates and flatworms with any three examples of each.
d. Write any three salient features of the animals that belong to Phylum
Aschelminthes.
e. Define arthropods with any four examples.
f. Write any three salient features of the animals belonging to Phylum
Mollusca.
g. Why is octopus kept in Phylum Mollusca?
h. Define echinoderms with any two examples.

6. Differentiate between:
a. Tapeworm and Liverfluke
b. Roundworm and Tapeworm
c. Earthworm and Roundworm

7. Identify the given animals. Write their phylum with any two salient
features.
a. b. c. d.

8. Give suitable reason.

a. Spongilla is called invertebrate.
b. Tapeworm is called a parasite.
c. Leech is grouped in Phylum Annelida.
d. Sea cucumber is kept in Phylum Echinodermata.

GREEN Science and Environment Book-6 165

 UNIT
Structure of a Cell
16
Weighting Distribution (Approximate) Teaching periods : 6 Marks (in %): 3

Before You Begin

The bodies of living organisms are made of very small units.
These small units are called cells. The bodies of all plants and
animals are made of cell. Cells act as the building blocks of life.
Some animals like amoeba, paramecium, euglena, etc. are made
of only one cell. These organisms are called unicellular organisms.
Many plants and animals contain so many cells in their bodies.
These organisms are called multicellular organisms. In this unit,
we will study cell, structure and functions of different parts of a
cell in brief.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to cell
i. introduce cell and describe the structure of a cell. • Structure of cell
ii. differentiate between plant cell and animal cell. • Study of plant cell and animal
iii. describe the functions of cell, cell organelles and cell
inclusions. • Structure and functions of
parts of a cell
• Differences between plant cell
and animal cell
• Functions of a cell

Glossary: A dictionary of scientific/technical terms

cell : the basic, structural and functional unit of life

microscopic : extremely small and difficult or impossible to see without a microscope
microscope : an instrument used to see microscopic things
cell organelles : the living bodies present in a cell, e.g. mitochondria, nucleus, etc.
inclusions : the non-living structures present in a cell, e.g. vacuoles
membrane : a very thin layer
cytoplasm : a jelly-like substance found in cells
cellulose : non-living substance that forms cell wall

166 GREEN Science and Environment Book-6

Structure of a cell

The bodies of living beings are made of tiny

units called cells. Different types of plants
and animals are found around us. Some of
them are made of only one cell, whereas
most of the plants and animals are made of
many cells. The cells in living beings can be
compared with the bricks in a building.

Fig.
Cells are very small in size and cannot be
seen with our naked eyes. Therefore, we 16.1
use compound microscope to see the Compound Microscope
detailed structure of cells. The basic,
structural and functional unit of life is called cell. Various activities like growth,
reproduction, respiration, excretion, etc. occur inside the cell.

Plants and animals differ greatly in

their shapes and sizes. Similarly, Do You Know
cells also differ in their shapes. They Cell was discovered by an English
scientist Robert Hooke in 1665 AD.
may be rectangular, hexagonal, oval,
spherical, polygonal, etc. Most of the Most of the cells are microscopic and
cannot be seen with our naked eyes.
cells are microscopic. They are very
small in size. However, some plant
cells and animal cells can be seen with our naked eyes.

Activity 1
Go to the science laboratory along with your science teacher.
Observe the slides of plant cell and animal cell under the compound
microscope.
Draw neat and labelled figure of each.

Though cells are very small in size, they are made of various parts such as
cell wall, cell membrane, mitochondria, vacuoles, plastids, centrosome,
endoplasmic reticulum, ribosomes, etc. A brief description of various parts of
a cell is given below:

GREEN Science and Environment Book-6 167

1. Cell wall Cytoplasm
Cell wall
The outermost covering layer Cell membrane
of plant cells is formed by cell Vacuole
wall. It is a hard and rigid Nucleus Rough ER
structure made of a non-living Nucleolus Smooth ER
substance called cellulose.
Ribosomes

Fig.
Chloroplast
Functions Golgi body
Mitochondrion
16.2 Chromatin
(i) Cell wall provides a fixed
Plant cell
shape to the plant cell.
(ii) It also protects the internal parts of plant cells.
(iii) Cell wall allows all substances to enter or leave the cell.

Golgi apparatus
2. Cell membrane Lysosome Mitochondrion
Golgi vesicles
Cell membrane forms the Nucleolus
outermost covering layer of Rough ER

animal cells. It is a thin, living

and elastic membrane. Cell Smooth ER
Nucleus

membrane is found just inside Cell membrane

Fig.

Microtubules
the cell wall in plant cells. Cytoplasm
Centrioles

Functions 16.3 Ribosome

Animal cell
(i) It provides an outer
boundary to an animal cell and protects internal parts of the cell.
(ii) Cell membrane allows only selected substances to enter or leave the cell.

3. Cytoplasm
The jelly-like substance found in a Do You Know
cell is called cytoplasm. It is made The living bodies present inside the cell
of water, carbohydrate, protein, fat are called cell organelles, e.g. nucleus,
droplets, etc. Cytoplasm is enclosed mitochondria, plastids, etc.
by cell membrane and surrounds the The non-lving bodies present in a cell
nucleus. The cytoplasm consists of are called inclusions, e.g. vacuoles, fat
cell organelles and inclusions. droplets, etc.

168 GREEN Science and Environment Book-6

Function
(i) Cytoplasm provides space for various cell organelles and inclusions.

4. Nucleus
Nuclear
Nucleolus
Nucleus is the most important cell membrane

organelle present in the cytoplasm. It is Nuclear

pores
round or spherical in shape. It is made
of nuclear membrane, nucleoplasm,
nucleolus and chromosomes.

Fig.
The nucleus is found nearly at the centre Chromosomes Chromatin
in animal cells but it is slightly shifted 16.4
towards the side in plant cells. Nucleus

Functions Do You Know

(i)
Nucleus controls various Chromosomes are thread-like structures
activities of a cell. present in the nucleus of a cell.
Nucleus is called the director or
(ii) It takes part in cell division. controller of a cell.

5. Endoplasmic recticulum
Rough endoplasmic
The space between cell membrane and reticulum Nuclear membrane
Nucleus
nuclear membrane is occupied by an
irregular network of channels which
is called endoplasmic reticulum. It is
of two types, i.e. smooth endoplasmic
Fig.

Ribosomes
reticulum and rough endoplasmic
Smooth endoplasmic
reticulum. Ribosomes are attached 16.5 reticulum

to the surface of rough endoplasmic Endoplasmic reticulum

reticulum.

Functions
(i) Endoplasmic reticulum forms the supporting framework of the cell.
(ii) It provides mechanical support to the cytoplasm.

GREEN Science and Environment Book-6 169

6. Mitochondria
Mitochondria are spherical, oval or
thread-like cell organelles present in
the cytoplasm. They have an outer
membrane and an inner membrane.
Mitochondria are the sites of energy

Fig.
production and storage. Therefore,
they are called the power houses of a 16.6
cell. Mitochondrion

Functions
(i) Mitochondria produce energy required for the cell.
(ii) They store energy.

7. Vacuoles
Vacuoles are non-living, fluid-filled structures found in the cytoplasm. In
animal cells, vacuoles are smaller but more in number, whereas they are larger
but less in number in plant cells. Vacuoles are filled with water, waste materials,
carbohydrates, minerals, etc.

Functions
(i) Vacuoles help in excretion.
(ii) They help in the growth of the cell.

8. Ribosomes
Ribosomes are very small round Do You Know
or spherical structures present in Chlorophyll traps the solar energy and
the cytoplasm. They are also found helps the green plants in photosynthesis.
attached to the tubes of rough The process of making food by
endoplasmic retciculum. green plants in their leaves is called
photosynthesis.

Function
(i) Ribosomes help is protein synthesis.

170 GREEN Science and Environment Book-6

9. Plastids
Plastids are spherical, oval or disc-shaped structures found in plants cells.
They are located in the cytoplasm. In plant cells, plastids are of three types.
They are:
(i) Chloroplast Outer membrane
Inner membrane

(ii) Chromoplast and

(iii) Leucoplast

Fig.
Chloroplasts include green pigment
called chlorophyll. The leaves and
young stem of plants appear green 16.7
due to the presence of chlorophyll. Plastids
Chromoplasts are found in petals of flowers and pericarp of fruits. They
contain colourful pigments.
Leucoplasts are found in underground parts of the plants such as roots. They
contain colourless pigments.

Functions
(i) Chloroplasts trap the solar energy and help in photosynthesis.

(ii) Chromoplasts give colour to petals and fruits.

(iii) Leucoplasts store food.

10. Centrosome
Centrosome is a very small protoplasmic
structure present near the nucleus in the
cytoplasm. It is found only in animal
Fig.

cells.
16.8
Function Centrosome
(i) It helps in cell division of animals cells.

GREEN Science and Environment Book-6 171

Activity 2
Take a cardboard paper. Collect materials like thread, bits of bead, paper,
glue, grains, pulses, etc.
Use these materials and prepare models of plant cell and animal cell.
Label various parts of these cells and submit to your science teacher.

Plant cell Animal cell

1. Cell wall is present. 1. Cell wall is absent.
2. Plastids are present. 2. Plastids are absent.
3. Centrosome is absent. 3. Centrosome is present.
4. Vacuoles are less but larger is size. 4. Vacuoles are more but smaller in
size.
5. The shape may be rectangular or 5. The shape may be round or oval.
hexagonal.

Key concepts
1. The bodies of living beings are made of tiny units called cells.
2. The cells in living beings can be compared with the bricks in a building.
3. The basic, structural and functional unit of life is called cell.
4. The outermost covering layer of plant cells is formed by cell wall.
5. Cell membrane forms the outermost covering layer of animal cells. It is a
thin, living and elastic membrane.
6. The jelly-like substance found in a cell is called cytoplasm.
7. Nucleus is the most important cell organelle present in the cytoplasm. It
is round or spherical in shape.
8. The space between cell membrane and nuclear membrane is occupied by
an irregular network of channels which is called endoplasmic reticulum.
9. Mitochondria are the sites of energy production and storage.
10. Vacuoles are non-living, fluid-filled structures found in the cytoplasm.
11. Ribosomes are very small round or spherical structures present in the
cytoplasm.

172 GREEN Science and Environment Book-6

Exercise
1. Tick (√) the best answer from the given alternatives.
a. ........................ controls the various activities of a cell.

vacuole nucleus

centrosome plastid

b. The outermost covering layer of animal cell is called ........................

nucleus cell membrane

cell wall cytoplasm

c. Which of the following cell organelle helps in photosynthesis?

plastid mitochondrion

centrosome nucleus

d. The cell organellele which is found only in plant cell is ........................

centrosome plastid

mitochondrion ribosome

2. Tick (√) the correct statement and cross (×) the incorrect one.

a. Cell is the fundamental unit of life.

b. Cell wall is the outermost covering layer of plant cells.

c. Mitochondrion controls various activities of a cell.

d. Plastids help in photosynthesis.

e. Nucleus is found only in animal cells.

GREEN Science and Environment Book-6 173

3. Fill in the blanks using appropriate words.
a. The structural and functional unit of life are called .........................
b. Cell wall is made of .........................
c. Chloroplasts help in .........................
d. Mitochondria are also called ......................... of a cell.
e. Chromoplasts are found in ......................... of flowers.

4. Match the following.

a. Controls various activities of a cell Vacuole

b. Helps in photosynthesis Cell wall

c. Helps in protein synthesis Centrosome

d. Provides shape to a cell Plastid

e. Helps in excretion Nucleus

Ribosome

5. Answer the following questions.

a. Define cell. Why is cell called fundamental unit of life?
b. Name the instrument which is used to see the details of a cell.
c. Name the scientist who discovered the cell.
d. What is cell wall? Write down its functions.
e. Name the outermost covering layer of animal cells.
f. What is cytoplasm? Write its functions.
g. What is nucleus? Write its two functions.
h. What is endoplasmic reticulum? Write its functions.
i. What are plastids? Where are they found?
j. Name three types of plastids. Also, write down the functions of each.
174 GREEN Science and Environment Book-6
 k. What are ribsomes? Write down their function.
l. What is a centrosome? Write down its function.

6. Write any four differences between plant cell and animal cell.

7. Draw a neat and labelled figure showing the detailed structure of a

(i) Plant cell
(ii) Animal cell

8. Name the parts of A to F shown in each of the given figures.

A
B

C
D
E
F

9. Give suitable reason.

a. Cell is called the basic unit of life.
b. Nucleus is called the controller of the cell.
c. Mitochondria are called the power house of a cell.

GREEN Science and Environment Book-6 175

 UNIT
Life Processes
17
Weighting Distribution (Approximate) Teaching periods : 9 Marks (in %): 1

Before You Begin

Living beings take food. They breathe. They excrete. They
reproduce. They transport various substances from one part of
body to another. These activities are called life processes. Those
activities which are performed by living beings to survive are
called life processes. For example, growth, nutrition, respiration,
excretion, internal transport, sensitivity, reproduction, etc.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to life processes
introduce life processes with examples. • Structure of a flowering plant
ii. describe the structure of a flowering plant. • Structure and functions of
iii. describe the structure of root, stem and leaf of root, stem and leaves of
flowering plants. flowering plants
iv. introduce absorption, transport and transpiration that • Absorption in plants
occurs in plants. • Transport in plants
v. demonstrate absorption, transport and transpiration • Transpiration in plants
that occurs in plants.

Glossary: A dictionary of scientific/technical terms

life processes : those activities which are performed by living beings to survive, e.g.
growth, respiration, transport, etc.
shoot : the part of a plant above the ground
trunk : the thick stem of a plant from which branches grow
lateral : connected with the side of something
vascular : of or containing veins or tubes that carry liquids around the bodies of
plants and animals
transpiration : the process of losing water in the form of vapour through stomata of
leaves

176 GREEN Science and Environment Book-6

Life Processes

Life processes are essential for survival of living beings. Living beings take
food. They breathe. They excrete. They transport materials from one part of
body to another. Similarly, they reproduce their own kinds. These activities are
known as life processes. Growth, nutrition, respiration, digestion, excretion,
internal transport, sensitivity, reproduction, etc. are the life processes that occur
in living organisms. Life processes are those activities which are performed by
living organisms for survival. In this unit, we will study some common life
processes like nutrition, respiration, internal transport, excretion, reproduction
and interrelation between livings beings and environment.

Structure of Flowering Plant

Different types of non-flowering and flowering plants are found in our
surroundings. The plants that bear flowers, fruits and seeds are called flowering
plants. Sunflower, lotus, rose, marigold, pea, bean, mustard, mango, apple,
etc. are some common examples
of flowering plants. A flowering Flower
plant consists of various parts like
root, stem, branches, leaves, buds,
flowers and fruits. These parts Fruit
perform specific functions.
A flowering plant can be divided
into two parts, viz. root system
and shoot system. Root system is Leaf
the part of a plant below the soil
whereas shoot system is the part
of the plant above the soil. Stem,
branches, leaves, flowers and fruits
Stem
are the parts of the shoot system.
Flowering plants produce flowers
of various colours like red, pink,
purple, orange, yellow, white, blue, Root
Fig.

etc. They have green leaves and

brown or white roots. The leaves of 17.1
the plants appear green due to the
A flowering plant
presence of chlorophyll.

GREEN Science and Environment Book-6 177

Activity 1
Visit a nearby garden or cropfield.
Uproot a flowering plant such as marigold, pea, mustard, soyabean, etc.
Observe the plant and identify its various parts.
Draw a neat and labelled figure of the plant on your practical file and
submit to your science teacher.

Root system
The underground part of the plant is called root system. Flowering plants have
two types of root system, viz. (i) tap root system and (ii) fibrous root system.
The root system having primary root, its
branches and sub-branches is called tap root
system. The branches of primary root are
called secondary roots and the branches of
secondary roots are called tertiary roots. Tap
Fig.
root system is found in dicot plants like bean,
pea, mustard, apple, mango, rose, soyabean,
orange, etc. 17.2
Tap root system

The root system having cluster of roots of the

same size and thickness is called fibrous root
system. Fibrous roots grow from the base of
the stem and spread in all directions. Fibrous
root system is found in monocot plants like
Fig.

sugarcane, onion, maize, bamboo, paddy,

17.3 wheat, garlic, etc.
Fibrous root system

Functions of roots
1. Roots absorb water and minerals from the soil.
2. They fix the plant to the soil.

Shoot system
Shoot system is the part of the plant which is found above the ground. It consists
of stem and its branches, sub-branches, leaves, buds, flowers and fruits.
178 GREEN Science and Environment Book-6
Stem
The part of a flowering plant that grows
upwards from the soil is called stem. It forms
the main axis of the shoot system. Trees and
bushes have hard and strong woody stem
but most of the small plants have green,
soft and weak stem. Trees and shrubs have

Fig.
many branches and sub-branches in their
stem. These branches and sub-branches have 17.4
leaves, thorns, buds, flowers and fruits. Stem of mango
The stem is thick in its base and it tapers gradually towards the tip. The stem
consists of certain points from where branches and leaves sprout. These points
are called nodes. The portion of the stem between two nodes is called internode.

Functions of stem
1. Stem transports water and minerals from roots to the leaves.
2. It keeps a plant upright or erect.
3. It transports prepared food from leaves to various parts of the plant.
4. It bears and supports branches, leaves, flowers and fruits.

Leaf
The flat and green part of a plant that sprouts
Vein
from a node is called leaf. Flowering plants
have leaves of various shapes and sizes. Lamina
Lamina, petiole and leaf base are the three
Fig.

main parts of a leaf. Lamina or leaf blade is Mid rib

the flat and wide green portion of the leaf. Petiole
17.5
Green plants prepare food in the lamina
as it has chlorophyll, i.e. green pigment. Leaf
Chlorophyll traps solar energy and helps
plants in photosynthesis.
Petiole is a narrow, short stalk of a leaf which
remains attached to the stem. Similarly, leaf
base is the portion of the stem from which a
Fig.

leaf grows. The petiole extends into the

lamina in the form of mid rib. The mid rib 17.6
Parallel venation
GREEN Science and Environment Book-6 179
gives branches and sub-branches that form a network in the leaf. The network
is formed by veins and veinlets which distribute water, minerals and prepared
food to the lamina.
Flowering plants have two types of venations
in their leaves. They are parallel venation and
reticulate venation. The arrangement of veins
and veinlets in a leaf is called venation. In
parallel venation, veins are arranged parallel

Fig.
to each other towards the tip of the leaf.
This type of venation is found in leaves of
sugarcane, bamboo, rice, maize, wheat, grass, 17.7
onion, garlic, etc. Reticulate venation
In reticulate venation, the veins give rise to lateral veinlets in all directions
and form a network. This type of venation is found in leaves of rose, mustard,
apple, mango, papaya, orange, bean, sunflower, etc.

Functions of leaves
1. Leaves prepare food by using carbon dioxide and water in the presence of
sunlight.
2. They remove excess water during transpiration.
Activity 2
Visit a nearby garden and uproot a few plants like onion, pea, bean ,
garlic, mustard, wheat, radish, carrot, etc.
Wash the roots of these plants and study their structure.
Compare these roots and identify fibrous roots and tap roots.
Draw a neat and labelled figure of each root system.
Activity 3
Take a plate and keep some moist cotton on it.
Keep some soaked seeds of maize and bean in moist cotton and leave it
in a warm place and wait until those seeds germinate.
Compare the roots of maize and mustard. Study their structure and
identify fibrous roots and tap root.
Observe the growth of these roots every day. Measure the length of these
roots every day and keep the record.
Draw a neat and labelled figure of roots of maize and bean.
Demonstrate those roots to your friends in the classroom.
180 GREEN Science and Environment Book-6
Activity 4
Take a marigold plant and cut the stem at the base.
Take a beaker with some water. Put a few drops of pink ink in water and
stir.
Immerse the stem of the plant in the beaker and leave it for one day.
Remove the plant from the beaker and cut the stem above 3 cm obliquely
from the base. You can see pink lines in the stem.
Where did these pink lines come from? How did pink water rise through
the stem to reach the leaves?
This activity shows that stem conducts water from root to the leaves.

Activity 5
Collect leaves of different plants from your surroundings.
Observe the shape, size and venation of these leaves one by one.
Identify the types of the leaf.

Experiment: 1
Iodine-starch test
To test the presence of starch in green leaf

Requirements
Iodine solution, beaker, burner, a fresh green leaf, petridish, alcohol, test tube,
foreceps, stand, water

Beaker Test tube

Leaf

Alcohol
Water

Stand Iodine
solution
Burner Leaf
Fig.

Leaf Petridish

17.8

Procedure
Go to a sunny place and pluck a fresh green leaf from a plant.
GREEN Science and Environment Book-6 181
 Take a test tube and put some alcohol in it. Now, immerse the leaf in
alcohol.
Place the test tube in a beaker containing water.
Heat the water in the beaker with a burner till the alcohol in the test tube
boils.
As the alcohol boils, the chlorophyll dissolves in alcohol and the leaf
becomes pale.
Remove the leaf from the test tube and wash it with warm water.
Now, put the leaf in a petri dish and put a few drops of iodine and observe
the change in colour.

Observation
In iodine solution, the leaf changes into blue-black due to the presence of
starch.

Conclusion
This experiment proves that starch is produced in green leaves during
photosynthesis.

Absorption and Transport in Plants

The roots of plants fix the plant Carbon dioxide Oxygen
body to the soil. Roots have
Carbon Light
branches, sub-branches and Oxygen
dioxide
root hairs. The roots of plants
form a network to the soil. The
root hairs of plants absorb water
and minerals from the soil. This
process is called absorption.
Green plants prepare food
in leaves by using water and
carbon dioxide in the presence
of sunlight. So, the water
absorbed by roots should be
transported to the leaves. Xylem
Fig.

tissue transports water from

roots to the leaves. Similarly, Water and
17.9 minerals Water
phloem tissue transports
prepared food from leaves to different parts of plants.
Green plants have transport system to transport water, minerals and prepared
food from one part to another. The system which is responsible for distribution
182 GREEN Science and Environment Book-6
of water, minerals and food to different parts of the plant is called transport
system. This system is also called vascular system. In plants, vascular system
contains two types of tissues. They are xylem tissue and phloem tissue.

Transpiration
Transpiration is the process of losing water in the form of vapour through
stomata. Green plants absorb a large amount of water by the roots. But all water
is not used during photosynthesis. So they lose excess water through stomata
in the form of vapour. If the rate of transpiration is more than the absorption,
the leaves, stem and flowers droop. This process is called wilting. Green plants
expel a large amount of water during transpiration which increases humidity.
The rate of transpiration increases in bright light and at high temperature.
Activity 6
Take a small potted plant which can be covered with a glass jar.
Take a plastic and
cover the surface of
the soil in the pot in
such a way that no
vapour escapes from
the soil in the pot.
Take a big glass jar and Water droplets
wipe its inner surface.
Cover the potted plant Glass jar
with the bell jar and
Fig.

keep it on a smooth
surface in the sunny 17.10
place.
Observe the inner surface of the glass jar after 2-3 hours.
After 2-3 hours, water droplets can be observed on the inner surface of
the glass jar. These water droplets come through transpiration.

Key Concepts
1. Life processes are those activities which are performed by living
organisms for survival.
2. The plants that bear flowers, fruits and seeds are called flowering plants.
3. A flowering plant can be divided into two parts, viz. root system and
shoot system.

GREEN Science and Environment Book-6 183

4. The underground part of the plant is called root system.
5. The root system having primary root, its branches and sub-branches is
called tap root system.
6. Tap root system is found in dicot plants like bean, pea, mustard, apple,
mango, rose, soyabean, orange, etc.
7. The root system having cluster of roots of the same size and thickness is
called fibrous root system.
8. Fibrous root system is found in monocot plants like sugarcane, onion,
maize, bamboo, paddy, wheat, garlic, etc.
9. Shoot system is the part of the plant which is found above the ground.
10. The part of a flowering plant that grows upwards from the soil is called
stem.
11. The portion of the stem between two nodes is called internode.
12. The flat and green part of a plant that sprouts from a node is called leaf.
13. Chlorophyll traps solar energy and helps plants in photosynthesis.
14. The arrangement of veins and veinlets in a leaf is called venation.
15. Leaves prepare food by using carbon dioxide and water in the presence
of sunlight.
16. The root hairs of plants absorb water and minerals from the soil. This
process is called absorption.
17. Xylem tissue transports water from roots to the leaves. Similarly, phloem
tissue transports prepared food from leaves to different parts of plants.
18. Transpiration is the process of losing water in the form of vapour through
stomata.
19. The rate of transpiration increases in bright light and at high temperature.

Exercise
1. Tick (√) the correct statement and cross (X) the incorrect one.
a. Respiration, digestion, excretion, etc. are the examples of life
precesses.

b. The underground part of a plant is called shoot system.

c. The stem grows vertically upward from the soil.

184 GREEN Science and Environment Book-6

 d. Phloem tissue transports water from root to the leaves.

e. Transpiration takes place through stomata.

2. Fill in the blanks using appropriate words.

a. A flowering plant can be divided into two parts. They are ....................
and ................................

b. ................................ system is found above the ground.

c. Leaves appear green due to the presence of ................................

d. The process of making food by green plants is called .............................

e. ................................ tissue transports prepared food from leaves to

different parts of plants.

3. Tick (√) the best answer from the given alternatives.

a. Which of the given plants contain fibrous root system?

pea bean maize mustard

b. Which part of the plant has nodes and internodes?

root stem leaf flower

c. Reticulate venation is found in the leaf of ................................

maize rose paddy bamboo

d. Transpiration takes place through ................................

buds stomata roots flowers

4. Answer the following questions.

a. Define life processes with any three examples.
b. What is root system?
c. Name two types of roots found in flowering plants.
d. Write down the major functions of roots.
e. What is shoot system? Name any two parts of stem.
GREEN Science and Environment Book-6 185
 f. Write down the major functions of stem.
g. What are leaves? Draw a neat and labelled figure of a dicot leaf.
h. What is meant by venation? Name its types.
i. Where are stomata found? Write down their functions.
j. What is meant by absorption and transportation?
k. Define transpiration. Name the parts of plants that help in transpiration.
l. What happens when the rate of transpiration is more than that of
absorption?
m. Write down the function of xylem and phloem tissue.

5. Differentiate between:
a. Root system and Shoot system
b. Xylem and Phloem
c. Fibrous root and Tap root

6. Describe an activity to demonstrate starch is produced in green leaves

during photosynthesis.

186 GREEN Science and Environment Book-6

 Geology and Astronomy

UNIT
The structure of the
18 Earth
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

The earth is our home plant. Different types of plants and animals
live on the earth. The earth revolves around the sun in an elliptical
orbit. The shape of the earth is spherical. Its diameter is about
12756km. However, the earth is not a perfect sphere. It is flat at
poles and bulging out at equator. The external surface of the earth
is made of rocks, soil and water. The outer surface of the earth is
hard and strong. It consists of plains, valleys, hills, mountains,
plateaus, rivers, lakes, ponds, oceans, etc. Similarly, the internal
part of the earth consists of crust (outer layer, mantle (middle
layer) and cone (inner layer). In this unit we will study about
external and structure of the earth in brief.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to the earth
i. introduce the earth as the common habitat of living • External structure of the earth
beings with its features. (mountain, hill valley, plateau,
ii. describe the external structure of the earth. plain, sea, river, lake)
iii. describe the internal structure of the earth. • Internal structure of the earth
(crust, mantle, outer core,
inner core)

Glossary: A dictionary of scientific/technical terms

planet : the heavenly body that revolves around the sun

hydrosphere : the part of water present on the earth
lithosphere : the part of land present on the earth
plateau : the plain surface at the top of a mountain, e.g. tibetan plateau
crust : the outermost solid and hard layer of the earth.
mantle : the layer of the earth between the crust and the core

GREEN Science and Environment Book-6 187

The Structure of the Earth
External Structure of the Earth
The mass of the earth is 6 × 1024 kg
and its average density is 5.5 × 103
kg/m3. Similarly, the diameter of the
earth is 12756 km and the distance
between north pole and south pole
is 12713 km. The earth completes
one revolution around the sun in

Fig.
365.25 days.
18.1
Plain Earth
The flat structure of the earth existing upto 200 m from the sea level is called
plain. Generally, it is formed by deposition of soil, sand, etc,. that are swept
by running water like river, streams, etc. It is also formed by deposition of
landmass due to natural disasters like soil erosion, flood, landslide, etc. The
plain is fertile land for agriculture due to the presence of large amount of
human in it. The Terai region of Nepal is plain.

Do You Know
On the basis of the distance from the sun,
the earth is the third planet of the solar
system.
The earth is the fifth largest planet of the
Fig.

solar system.

18.2
Terai region (Plain)

Mountain and Hill

Steep and uneven surfaces of the earth are called mountains and hills. Generally,
they exist above 200 m from the sea level. But, there is variation in the heights of
hills and mountains. The hills exist upto 300 meter and mountains exist above
300 meter of the sea level. There are many mountains in the northern part of
Nepal. The mountains having more than 1829 m height are called Himalayas.

188 GREEN Science and Environment Book-6

The Himalayas are covered by snow through out the year. Among ten highest
mountains of the world, seven are located in Nepal. Mt. Everest (8848 m), the
highest mountain of the world, also lies in our country. The outer surfaces of
the hills and mountains are covered by soil and pebbles, where as hard rocks
are found in the inner parts of hills and mountains.
Fig.

18.3
Mountains Hills

Valley and Plateau

Valley is the bowl-shaped flat land
surrounded by hills or mountains.
Generally, valleys are formed by
drying ponds or lakes and hence
contain a large amount of humus.
Fig.

Valleys are fertile land for

agriculture due to the presence of
18.4
humus. Some valleys of Nepal are
Kathmandu Valley
Kathmandu, Pokhara, Dang,
Surkhet, etc.

The plain land located at the top

of mountain is called plateau. The
hills and mountains that have flat
land at the top are plateaus. The
well known plateau of the world is
Pamir. It is located in Tibet and is
Fig.

known as the roof of the world.

18.5
Tibetan plateau
GREEN Science and Environment Book-6 189
Stream and River
A body of small amount of moving
water confined by banks is called a
stream. The natural flow of water
between the blanks formed by
the collection of streams, springs,
glacier, etc. is called river. In the

Fig.
context of Nepal, streams and
rivers ranging from small to large
are the major water sources. The 18.6
Koshi, Gandaki, Karnali, Mahakali, Koshi river
etc. are big rivers of Nepal. These are the major sources of water used for
generating hydroelectricity, irrigating agricultural land, supplying drinking
water, etc. Streams and rivers carry different types of substances like dust
particles animals and plants, dissolves salts, etc.

Pond and Lake

An inland body of standing water,
either natural or man-made is called
pond. A large landlocked stretch of
water is called a lake. The lakes and
ponds contain different impurities
Fig.

like mud, soil, germs, etc. Lakes

are suitable for swimming, boating,
etc. There are many lakes in our 18.7
country, The notable lakes of Nepal Rara lake
are the Phewa lake, Rara lake, Tilicho, Shey, Phoksundo, Ghodaghodi, Jilmila,
etc. The water of lakes is not suitable for drinking purpose. It can be used for
irrigating, washing, bathing, etc.

Sea and Ocean

The large water bodies are called
sea and ocean. All the oceans of
the earth are part of a single sea.
Pacific, Atlantic, Indian, Arctic and
Antarctic are five great oceans on
the earth. The sea/ocean water is
Fig.

not suitable for drinking because it

contains various impurities, salts, 18.8
minerals, etc. Sea water has a great Sea
190 GREEN Science and Environment Book-6
role to maintain water cycle on the earth. Also, oceans play great role for
transportation, aqua-tourism, fishing, etc.
Activity 1
Draw the map of Nepal and show its Terai, Hill and Mountain regions by
drawing boundary.

Internal Structure of the Earth

It is very difficult to study Crust
the internal structure of
the earth. It is studied with Inner core
the help of earthquake
Outer core
and volcano. Scientists
were able to study the
1360km
inner parts of the earth
having the radius of about
2000 km
6400 km. The internal part
Fig.

of the earth is divided into

2900 km
crust, mantle, outer core Mantle
and inner core. The brief 18.9
description of these four Internal structure of earth
layers of the internal part of the earth is presented below.

Crust
The outermost and thinest layer of the earth is crust. The average thickness of
crust ranges from 5 to 50 km with the variation of temperature from 25°C to
750C. The temperature of the crust increases with the increase in its depth. The
pressure on the surface of the crust is one atmosphere and its density is about
3gm/cm3. Generally, the crust is found in solid state. The elements found in
crust are gases, liquids and solids. The elements that cover about 90% part of
the crust are oxygen, aluminium, silicon, iron and calcium. The crust consists
of various land structures like mountains, hills, plains, valleys, etc. including
water bodies, deserts, farm lands, forests, etc.

Mantle
The thickest layer of the earth found just beneath the crust is called mantle. It
is 2 – 3 times heavier than the crust with thickness of about 2900 km. Similarly,
the average pressure of mantle is 2 – 3 times more than that of crust. The
temperature in mantle ranges from 750°C to 2500°C. The important elements
GREEN Science and Environment Book-6 191
found in mantle in molten state are iron, magnesium, silicon and oxygen. The
molten state of these elements is called magma. During volcanic eruption, this
molten magma escapes out of the earth's surface.

Outer Core
The third layer of the earth which is found between mantle and inner core
is called outer core. It is the second thickest layer of the earth with thickness
about 2100 km. Its temperature ranges from 2500°C to 3000°C. The density
of the outer core ranges from 8gm/cm3 to 10gm/cm3 with pressure about 1.5
million atmospheric pressure. The important elements found in outer core
liquid state are iron, cobalt and nickel.

Inner Core
The central layer of the earth with thickness is about 1300 km is called inner
core. It is the innermost layer of the earth with temperature ranging from
3000C to 5000C. The pressure in the inner core is about 3.5 million atmospheric
pressure and its density is about 18 gm/cm3. The substances in inner core are
found in solid state due to its high pressure. The important elements found in
inner core are iron, cobalt and nickel.
Activity 2
Draw a neat figure showing the internal structure of the earth and label the
various parts.

Key Concepts
1. The earth is an orange shaped green planet flattened at the poles with a
bulge at the equator.
2. Steep and uneven surfaces of the earth are called mountains and hills.
3. Valley is the bowl-shaped flat land surrounded by hills or mountains.
4. A body of small amount of moving water confined by banks is called a
stream.
5. An inland body of standing water, either natural or man-made is called
pond. A large landlocked stretch of water is called a lake.
6. The internal part of the earth is divided into crust, mantle, outer core and
inner core.
7. The outermost and thinest layer of the earth is crust.
8. The thickest layer of the earth found just beneath the crust is called
mantle.
192 GREEN Science and Environment Book-6
9. The third layer of the earth which is found between mantle and inner
core is called outer core.
10. The central layer of the earth with thickness about 1300 km is called inner
core.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. The earth is orange-shaped in structure.
b. The outer surface of the earth which is covered by water is called
lithosphere.
c. Steep and uneven surfaces of the earth are called valleys and
plateaus.

d. Mantle is found just beneath the crust of the earth.

e. Inner core is the thickest layer of the earth.

2. Fill in the blanks using appropriate words.

a. The mountains with more than 1829 m height are called .......................
b. The ....................... located at the top of a mountain is called plateau.
c. The sea and oceans are the large .......................
d. The density of the crust is about .......................
e. The molten state of elements in mantle is called .......................

3. Answer the following questions.

a. What is a plain? How is it formed?
b. Define valley with any three examples.
c. What are lakes? Why are they important?
d. Name the four internal layers of the earth.
e. What is crust? Name any four important elements found in the crust.
f. Define magma? When does it escape out of the earth surface?

GREEN Science and Environment Book-6 193

 g. The substances in the mantle are found in molten state, why?
h. "Plains and valleys are fertile lands for agriculture." Justify this
statement with examples.
i. Name any three elements found in the inner core.

4. Differentiate between:
a. Hydrosphere and Atmosphere
b. Valley and Plateau
c. Pond and Lake
d. Outer core and Inner core

5. Draw a well-labeled diagram of the internal structure of the earth.

194 GREEN Science and Environment Book-6

 UNIT
The structure of the
19 Earth
Weighting Distribution (Approximate) Teaching periods : 6 Marks (in %): 2

Before You Begin

We have experienced hot summer days to cold winter days. The
weather of a place throughout the day does not remain the same.
It changes from time to time and place to place. The weather
of a place may be sunny, cloudy, windy, rainy, foggy, etc. The
atmospheric condition of a certain place in a certain time is called
weather. It is the change in temperature, humidity, cloud, rain,
etc. of a particular place. Weather is the condition of atmosphere
of a certain place of a short period. But the average atmospheric
condition of a certain place over a very long time is called climate.
In this unit, we will study about weather, factors affecting weather
and water cycle in brief.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to weather and
i. introduce weather and climate. climate
• Factors affecting weather
ii. describe the factors affecting the weather.
– Temperature
iii. describe the different types of weather in brief.
– Humidity
iv. explain water cycle with a neat figure. – Rainfall
• Types of weather
– Sunny weather
– Windy weather
– Hot weather
– Cold weather
• Water cycle

Glossary: A dictionary of scientific/technical terms

weather : the atmospheric condition of a certain place for a certain period of time
meteorology : the scientific study of weather
climatology : the scientific study of climate
humidity : the amount of water vapour present in atmosphere
breeze : a light wind
hygrometer : the device which is used to measure relative humidity

GREEN Science and Environment Book-6 195

Weather
Factors Affecting Weather
Weather is affected by various factors. The major factors that affect weather are
position of the sun and sunlight, temperature, pressure, velocity of air, rain,
humidity, cloud, etc. Weather of a particular place depends upon these several
factors. The brief description of some of these factors is given below.

Rainfall
Rainfall is a major factor that affects
the weather of a particular place.
The total amount of rain that falls
in a particular area in a particular
amount of time is called rainfall.
Rainfall is occurred due to the
contact of clouds with cold air. The
Fig.

clouds condense into water droplets

and they fall in combined form 19.1
resulting in rainfall. The weather
Rain guage
becomes cold due to the rainfall. A
rain guage is used to measure the amount of rainfall of a particular place.
Activity 1
Have you experienced a heavy rainfall?
Write down advantages and disadvantages of rainfall in a chart paper
and discuss in your classroom.

Temperature
The degree of hotness or coldness
of a body is called temperature.
The heat of the sun is responsible
for increasing the temperature of
the earth. Various factors like hot,
cold, storm, wind, etc. change the
temperature of the surrounding.
Fig.

Simple thermometer is used to

measure temperature. The SI unit 19.2
of temperature is Kelvin (K). There Thermometer
is a variation in the temperature
196 GREEN Science and Environment Book-6
of a single day also. Maximum-minimum thermometer is used to record the
maximum and minimum temperature of a day.

Pressure
The earth is surrounded by atmosphere. The atmosphere is the totality of the air
that causes pressure on the earth surface. This pressure is called atmospheric
pressure. Pressure is one of the major factors that affects weather. It causes
air to blow from one place to another place. The blowing air is called wind.
Pressure varies from place to place and hence there is variation in weather in
different places. The instrument which is used to measure pressure is called a
barometer.

Humidity
Humidity refers to the amount
of water vapour present in the
air. Humid air contains water
vapour. Relative humidity is
measured by an instrument called
hygrometer. Humidity is measured
Fig.

in percentage. Relative humidity is

helpful to forecast the weather.
19.3
Hygrometer
Types of Weather
Various factors are responsible for variation in weather. Generally, there are
four types of weather. They are : (i) Hot weather, (ii) Cold weather, (iii) Sunny
weather , (iv) Windy weather.

Hot weather
Weather becomes hot due to high
temperature. Generally days
are hot during summer season
due to continuous sunshine. The
heat of the sun causes increase in
temperature. In hot weather, land
and water becomes hot and hence
Fig.

surrounding air also gets heated.

The water of the surface water
19.4
bodies gets heated and evaporate
during hot weather. The water vapour is the cause of humidity.
GREEN Science and Environment Book-6 197
Cold weather
Decrease in temperature causes cold
weather. Cloudy days are colder
than sunny days. Generally, days
are cold during winter season. In
cold weather, water of the extremely
cold places freezes into ice. Animals

Fig.
like snakes, frogs, birds, etc. hide
themselves to protect from cold.
19.5

Sunny weather
The day with continuous sunshine
without clouds in the sky is called
a sunny day. The weather of the
sunny day is called sunny weather.
Sunny days are brighter and sunny
Fig.

weather is warmer than cold and

windy weather.
19.6

Windy weather
The earth is surrounded by
atmosphere. The air in the
atmosphere moves from one place
to another due to atmospheric
pressure. The movement of air
causes wind. The blowing of air
from one place to another slowly
Fig.

is called wind. The air blowing

weather is called windy weather.
Windy weather gives us pleasant 19.7
feeling during summer season
due to breeze. If the air moves fast, it becomes storm. Storm is dangerous for
animals and plants. It covers a long distance due to its high speed. It destructs
infrastructures, kills animals, breaks and sweeps plants and other materials.
Thus, storm is destructive.

198 GREEN Science and Environment Book-6

Activity 2
Observe the weather of your locality for one week. Prepare a short report and
submit to your class teacher.

Water Cycle
The water bodies
like oceans, rivers,
streams, ponds,
lakes, etc. get
heated due to heat
of the sunlight. The
evaporated water
rises up and goes
Fig.

higher in the sky

and takes the form 19.8
of clouds due to
cold in the sky. The clouds further cools down by coming in contact with cold
air and change into water droplets. The water droplets fall on the earth in
the form of rainfall. The rain water falls into water bodies like, lakes, ponds,
rivers, oceans, etc. The water of these bodies again gets heated, goes up after
evaporation, takes form of clouds in the sky, changes into water droplets and
falls on the ground. This natural phenomenon of occurring rainfall is called
water cycle. In water cycle, water changes into vapour, vapour into clouds,
clouds into water droplets and water droplets fall down on the ground in the
form of rainfall. Water cycle is very essential for the existence of both living
beings and non-living things on the earth.
Activity 3
Take a chart paper and crayons.
Draw a neat and labelled figure of water cycle and demonstrate in the
classroom.

Key Concepts
1. The major factors that affect weather are position of the sun and sunlight,
temperature, pressure, velocity of air, rain, humidity, cloud, etc.
2. The total amount of rain that falls in a particular area in a particular
amount of time is called rainfall.
3. The degree of hotness or coldness of a body is called temperature.
GREEN Science and Environment Book-6 199
4. Humidity refers to the amount of water vapour present in air.
5. Weather becomes hot due to high temperature. Generally days are hot
during summer season due to continuous sunshine.
6. The day with continuous sunshine without clouds in the sky is called a
sunny day.
7. The earth is surrounded by atmosphere. The air in the atmosphere moves
from one place to another due to atmospheric pressure.
8. In water cycle, water changes into vapour, vapour into clouds, clouds
into water droplets and water droplets fall down on the ground in the
form of rainfall.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. Weather is affected by sunlight only.

b. Temperature is the degree of hotness or coldness of a body.

c. Atmospheric pressure is measured by hygrometer.

d. Humid air contains water vapour.

e. Water vapour changes into clouds in the sky.

2. Fill in the blanks using appropriate words.

a. The weather becomes ....................... due to rainfall.

b. Simple ....................... is used to measure temperature.

c. Pressure ....................... from place to place.

d. Sunny days are .......................

e. Storm is ....................... for living beings and non-living things.

200 GREEN Science and Environment Book-6

3. Answer the following questions.
a. Name any four factors that affect weather.
b. What does rainfall mean? How does it occur?
c. Differentiate between temperature and pressure of a particular place
in any two points.
d. What is humidity? Mention its any one benefit:
e. Name the four major types of weather.
f. Differentiate between hot weather and sunny weather.
g. What is cold weather? Explain briefly.
h. Windy weather during summer season is pleasant, why?
i. 'Storm is destructive.' Justify this statement with examples.

4. Describe water cycle in detail with figure.

5. Draw the figures to indicate the following.

a. Hot weather
b. Windy weather
c. Measuring rainfall

GREEN Science and Environment Book-6 201

 UNIT
The Sun and the Solar
20 System
Weighting Distribution (Approximate) Teaching periods : 5 Marks (in %): 1

Before You Begin

The sun is the brightest object in the sky. It is a medium sized star
closest to the earth. It is an extremely hot ball of burning gas. The sun
is the most important heavenly body for all the plants and animals.
The sun is the ultimate source of energy. The sun occupies the central
portion of the solar system. The family of the sun which consists of
eight planets, satellites, comets, asteroids, meteors, etc. is called the
solar system.
When an opaque object blocks the light coming from a luminous
object, a dark patch is formed behind the opaque object. This
dark patch is called shadow. There are two types of shadows,
i.e. umbra and penumbra. When the sun, the earth and the moon
lie in a straight line, on some occasions the earth and moon cast
shadow on one another. This phenomenon is known as eclipse.
There are two types of eclipse, viz. lunar eclipse and solar eclipse.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to the sun and
i. introduce the earth as the common habitat of living the solar system
beings with its features. • Brief description of eight
planets of the solar system
ii. describe the external structure of the earth. • Comparion of size of the sun,
iii. describe the internal structure of the earth. earth and the moon
• Introduction to shadow and
eclipse
• Umbra and Penumbra
• Lunar eclipse and solar eclipse

Glossary: A dictionary of scientific/technical terms

umbra : the completely dark central patch of a shadow

penumbra : the lighter patch of the shadow that surrounds the umbra
luminous : having own source of light for shining in the dark
opaque : object which does not allow light to pass through
full moon : the moon when it appears as a full circle
new moon : the moon when it looks like a thin curve
solar : related to the sun or of the sun
planet : the heavenly body that revolves around the sun
satellite : the heavenly body that revolves around the planet
comet : a mass of ice and dust which looks like a bright star with a tail
elliptical : oval shaped
orbit : a curved path followed by a planet
twinkle : to shine with a light that keeps changing from bright to faint to bright again

202 GREEN Science and Environment Book-6

The sun

The sun is the brightest heavenly object. It is a

medium sized star close to the earth. The sun
is extremely hot. It is a huge ball of burning
gas. So it is extremely hot. It releases a large
amount of heat and light energy. All the

Fig.
plants, animals and human beings use the
solar energy. Life would not exist on the earth 20.1
in the absence of the sun. Sun

Solar System
Solar system is the family
of the sun which consists
of eight planets and their
satellites, comets, asteroids,
meteors, meteorites, etc.
The sun occupies the central
position of the solar system.
Fig.

All the planets and other

members of the solar system 20.2
revolve around the sun in Solar System
fixed paths called orbits.

Project work
Take a chart paper and draw a neat and labelled figure of the solar system.
Put suitable colour on the picture and demonstrate in your classroom

Planets
Planets are the heavenly bodies that revolve around the sun in elliptical paths
called orbits. Planets do not have their own source of light for shining. So they
are called non-luminous bodies. However, planets appear bright in the sky as
they reflect the light coming from the sun. The sun holds all planets together
with its strong force of attraction which is called gravitation.

GREEN Science and Environment Book-6 203

There are eight planets in the solar system. The eight planets of the solar system
in the order of increasing distance from the sun are given below:
(i) Mercury (ii) Venus
(iii) Earth (iv) Mars
(v) Jupiter (vi) Saturn
(vii) Uranus (viii) Neptune
A brief description of all the planets of the solar system is given below:

1. Mercury
Mercury is the nearest planet to the sun.
It is the smallest planet of the solar system.
Life cannot exist on the mercury as it has no
atmosphere. The part of the mercury that faces

Fig.
the sun is extremely hot and the other part is
extremely cold. Mercury has no satellites. 20.3
Mercury

Activity 1
Mercury can be seen just before
the sunrise in September and Do You Know
October. It can also be seen just Mercury is the smallest planet of the solar
system.
after the sun set in March and
April. Venus is the hottest and brightest planet of
the solar system.
Observe the mercury in the
sky and write its three features
after your observation

2. Venus
Venus is the nearest planet to the earth. It is
the brightest and hottest planet of the solar
system. Life cannot exist on the venus. The
Fig.

atmosphere of the venus consists of carbon

dioxide. This planet also has no statellites. 20.4
Venus
204 GREEN Science and Environment Book-6
Activity 2
Venus can be seen just before the sunrise and just after the sunset.
Observe the venus and write its three salient features.

3. Earth
The earth is our home planet. It is the third
nearest planet from the sun. The earth has
plenty of water, suitable temperature and life
supporting gases. Therefore, life can exist on
the earth. The earth is the only planet having

Fig.
all the requirements for the existence of life.
The earth takes 24 hours to complete one
rotation in its own axis. Similarly, the earth 20.5
takes 365.25 days to complete one revolution The earth
around the earth. The revolution of the earth around the sun causes the change
in seasons and the rotation of the earth causes day and night. The earth has
only one satellite, i.e. the moon.

4. Mars
Mars is commonly known as a red planet. It
is the fourth distant planet from the sun. It is
nearly half the size of the earth. The mars can
be seen with our naked eyes and it looks like
Fig.

a bright orange red star. The atmosphere of

the mars mainly consists of nitrogen gas. The 20.6
mars has two satellites. Mars

5. Jupiter
Jupiter is the largest planet of the solar system.
It looks like a bright star with our naked eyes.
Jupiter is the third brightest object in the night
sky after the moon and the venus. The jupiter
Fig.

consists of bands of clouds and a big red spot.

This planet has 63 known satellites. 20.7
Jupiter

GREEN Science and Environment Book-6 205

6. Saturn
Saturn is the second largest planet of the solar
system. It is the third farthest planet from the
sun. The saturn is surrounded by rings of dust
and rocks. This planet has 60 known satellites.

Fig.
Titan is the largtest satellite of the saturn.
20.8
Saturn

7. Uranus
The uranus is the second farthest planet from
the sun. It is a very cold planet. It has rings
around it like the saturn. This planet has 27
known satellites.

Fig.
20.9
Uranus
8. Neptune
Neptune is the coldest planet of the solar
system. It cannot be seen with our naked
eyes. This is the farthest planet of the solar
system. Neptune has 13 known satellites.
Fig.

20.10
Neptune

Comparison of the size of the sun, earth and the moon

We have seen the earth, moon and the sun; these heavenly bodies are spherical
in shape. When we see the sun from the earth, it seems about the same size of
that of the moon. But the earth seems to be very large in size. In reality, the sun
is the largest and the moon is the smallest heavenly body out of the sun, earth
and moon. The size of the sun is about 110 time, bigger than that of the earth
and the earth is about four times bigger than the size of the moon.
The sun seems small as it is very far from the earth. As we know that when
an object goes far, it appears small. We can compare the size of the sun,
earth and the moon to the size of a basketball, seed of a pea and seed of a
mustard respectively. The distance between the sun and the earth is about 15
crore kilometers and the distance between the earth and the moon is about
206 GREEN Science and Environment Book-6
347,000km. The diameter of the sun is about 1400,000km, that of the earth is
about 12,751km and that of the moon is 3,456km.

Moon

Earth
Fig.

Sun
20.11
Formation of shadow

Shadow and Eclipse

When the light coming from a source is blocked by an opaque object, a dark
patch is formed behind the object. This dark patch is called shadow.
Luminous objects like Earth’s
Penumbra
the sun, torchlight, Umbra orbit
burning candle, etc.
spread light around
them. When an opaque
object is kept in front Moon
of the source of light,
Fig.

Sun Total eclipse Earth

two types of shadows Partial eclipse Moon’s
are formed behind the 20.12 orbit

object. They are umbra Formation of shadow

and penumbra.

Umbra
Umbra is the completely dark patch of the shadow. It is formed at the centre
of the shadow. Umbra appears completely dark as it does not get any light.
Umbra is surrounded by penumbra.

GREEN Science and Environment Book-6 207

Penumbra
Penumbra is the lighter patch of the shadow that surrounds the umbra. It does
not appear completely dark as it receives some light. It can be seen around the
umbra.
Activity 1
Take a torch light and go in a dark room.
Keep an opaque object on a table and turn on the torch light.
Observe the shadow behind the opaque object.
Identify umbra and penumbra in the shadow.

Eclipse
Out of three heavenly bodies, i.e. the sun, the earth and the moon, only the sun
is a luminous object. The earth revolves around the sun and the moon revolves
around the earth. In the course of revolution, on some occasions, the earth and
the moon cast shadow on each other. In this condition, the sun, the earth and
the moon lie in a straight line. This phenomenon is called eclipse. Thus, eclipse
can be defined as the phenomenon in which the shadow of the earth and the
moon fall on one another when the sun, the earth and the moon lie in a straight
line.
During eclipse, the non-luminous Do You Know
body (either the earth or the moon)
The sun is a luminous object and the moon
blocks the light coming from the and the earth are opaque and non-luminous
sun and casts its shadow on another objects.
body. Eclipse occurs only in a new
moon day or a full moon night.

Types of eclipse
There are two types of eclipse, they are:
1. Lunar eclipse
2. Solar eclipse
Fig.

1. Lunar eclipse
20.13
During the course of revolution,
Lunar eclipse
when the earth lies in between the
sun and the moon in a straight line, the shadow of the earth falls on the moon.
208 GREEN Science and Environment Book-6
This phenomenon is called lunar eclipse. During lunar eclipse, we cannot see
all or a part of the moon for a certain period of time. So, lunar eclipse can be
defined as the phenomenon in which the shadow of the earth is cast on the
moon.
Lunar eclipse occurs only on a full moon night when the earth lies in between
the moon and the sun in a straight line.
Lunar eclipse is of two types, viz. (i) partial lunar eclipse and (ii) total lunar eclipse.

(i) Partial lunar eclipse

When the moon lies in a penumbra cone of the earth, it gets some light from
the sun and the moon becomes partially visible. This phenomenon is called a
partial lunar eclipse.
Do You Know
(ii) Total lunar eclipse
The moon when it appears as full circle from
During lunar eclipse, when the moon the earth, it is called full moon.
lies in the umbra cone of the earth,
the moon does not get any light
and appears completely dark. This
phenomenon is called total lunar eclipse.

Project work
Prepare a model of lunar eclipse and demonstrate in your classroom.

2. Solar eclipse
When the moon lies in between
the earth and the sun in a straight
line, the shadow of the moon falls
Fig.

on the earth and a part of the sun

cannot be seen for a certain period
20.14
of time. This natural event is called
solar eclipse. So, solar eclipse can Solar eclipse
be defined as the phenomenon in
which the shadow of the moon is
cast on the earth.
Solar eclipse occurs only on a new
moon day when the moon lies in
Fig.

between the sun and the earth in a

straight line. 20.15
Annular solar eclipse
GREEN Science and Environment Book-6 209
During solar eclipse, the region of the earth that lies in the penumbra cone has
partial solar eclipse. Similarly, the region of the earth that falls on in the umbra
region has total solar eclipse. The sun can be seen as a black circular disc with
a ring of light during total solar eclipse.
Project work
Prepare a model of solar eclipse and demonstrate in your classroom.

Key concepts
1. The sun is the medium-sized star close to the earth. Life would not exist
on the earth in the absence of the sun.
2. Solar system is the family of the sun which consists of eight planets and
their satellites, comets, asteroids, meteors, etc.
3. Planets are the heavenly bodies that revolve around the sun in elliptical
orbits.
4. These are eight planets in the solar system, viz. mercury, venus, earth,
mars, jupiter, saturn, uranus and neptune.
5. Shadow is a dark patch formed behind an opaque objects when the
object blocks the light.
6. Eclipse is the phenomenon in which the shadow of the earth and the
moon fall on one another when they lie in a straight line.
7. Eclipse are of two types, viz. lunar eclipse and solar eclipse.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. Planets revolve around the sun.

b. Venus is the closet planet to the sun.

c. Jupiter is the largest planet of the solar system.

d. Umbra is formed outside the penumbra.

e. Solar eclipse occurs in full moon night.

210 GREEN Science and Environment Book-6

2. Fill in the blanks with appropriate words.
a. ......................... is the brighest planet of the solar system.

b. The natural satellite of the earth is .........................

c. ......................... is also known as the red planet.

d. ......................... is the closest planet to the sun.

d. ......................... is the farthest planet from the sun.

e. Lunar eclipse occurs in .........................

3. Tick (√) the best answer from the given alternatives.

a. Which of the following is the smallest planet?
mercury earth mars nepture

b. Which of the following is the largest planet?

saturn jupiter nepture uranus

c. The diameter of the earth is about

71251 km 13751 km 3456 km 5634 km

d. Which of the following is the nearest planet to the sun?

earth mercury mass neptune

4. Answer the following questions.

a. What is solar system?
b. What are planets? Give any three examples.
c. Name the eight planets of the solar system.
d. Name the nearest and the farthest planet to the sun.
e. Name the smallest and the largest planet of the solar system.
f. What is shadow? How is it formed?
g. What is umbra? How is penumbra formed?
GREEN Science and Environment Book-6 211
 h. What is eclipse? Write down the cause of eclipse.
i. Define lunar eclipse. When does it occur?
j. What is solar eclipse? When does it occur?

5. Differentiate between.
a. Jupiter and Mercury b. Umbra and Penumbra
c. Lunar eclipse and Solar eclipse

6. Name the types of the eclipse shown in the given figure.

6. Draw a neat and labelled figure showing.

a. Solar system b. Lunar eclipse c. Solar eclipse

212 GREEN Science and Environment Book-6

 Environment Science

UNIT
Environment and Its
21 Balance
Weighting Distribution (Approximate) Teaching periods : 12 Marks (in %): 2

Before You Begin

We can see various living beings and non-living things around us. Living
beings like animals, plants, insects, etc. are found around us. Similarly,
various non-living things like air, water, sunlight, land, humidity,
temperature etc. are also available around us. The collective form of all these
living beings and non-living things is environment. Environment is defined
as the totality of all the living beings non-living and other socio-cultural
aspects. In other words, physical, biological and socio-cultural world around
us is called environment. Environment is essential for the existence of all
creatures and plants. Animals and plants obtain food and shelter from the
environment. Natural environment is called balanced environment since
there is the proper relationship and interaction among various living and
non-living, living and living and non-living and non-living components
of environment. For example, relationship between animals and plants
(living and living), relationship between animals and air, water, etc. (living
and non-living), balance between oxygen and carbon dioxide (non-living
and non-living) etc. The natural form of environment where there is proper
interaction between and among all the components of environment for
their survival and existence is called environmental balance.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to Environment
i. introduce environment and explain the importance of and Its Importance
environment for living beings. • Environmental Components:
ii. classify the environmental components and explain Biotic Components and
them with their relationship. Abiotic Components
iii. define environmental balance and explain its • Introduction to Environmental
importance. balance and its Importance
iv. introduce natural resources with their broad • Introduction to Natural
classification. Resources with their
v. describe the importance of natural resources for living Importance
beings. • Present condition of Natural
vi. compare the present condition of various natural Resources: Water, resources,
resources with that in the past. vegetation and animals

Glossary: A dictionary of scientific/technical terms

solar : related to or of the sun

planets : the heavenly bodies that revolve around the sun
satellites : the heavenly bodies that revolve around the planets.
stars: : the bright twinkling objects having their own source of light
constellations : a small group of brilliant stars which seem to form the pattern or shape of
some objects

GREEN Science and Environment Book-6 213

Environment and Its Balance

Environment and Its Importance

The totality of our surrounding that consists of both living beings and non-living
things is called environment. Environment includes various components like
animals, plants, air, water, land, atmosphere, sunlight, socio-cultural aspects,
etc. The combination of all these components forms environment around us.
The interaction between/among various living beings and non-living things
form the natural environment. Living beings like animals and plants and non-
living things like air, water, land, sunlight, climate, temperature, etc. are the
components of natural environment. Similarly, socio-cultural norms and values
like traditions, customs, languages, religions, festivals, food habit, etc. Natural
environment is essential for the survival of all living beings both animals
and plants. But, socio-cultural environment is basically important for human
beings since human beings are directly related to social-cultural environment.
Other animals and plants are also part of socio-cultural environment because
they are also affected by the socio-cultural environment created by human
beings. For example, the people who do not consume meat do not kill animals
for their food. Some people worship various plants and hence they grow and
conserve plants.
Both living beings and non-living things exist in environment. Thus,
environment is essential for all components for their existence. Living beings
get food and shelter in environment. Moreover, one type of component of
environment depends on other types of environmental components. For
example, animals depend on plants for their food and shelter. Plants depend
on non-living components like air, water, soil, sunlight, minerals. etc. for
their food. Thus, there is a continuous interaction between/among different
living beings and non-living things in environment. The major importance of
environment for both animals and plants is given below:
i. Animals and plants obtain food and shelter from environment.
ii. Living beings get oxygen from environment for respiration.
iii. Plants get carbon dioxide, minerals, water, sunlight, etc. to prepare their
food by photosynthesis.
iv. Human beings grow crops in environment (land) to get food.
v. Human beings obtain various materials (water, soil, timber, etc.) from
environment to meet their requirements.

214 GREEN Science and Environment Book-6

vi. Animals and plants get water from various water resources for their
survival.
vii. Human beings carry out various developmental activities in the
environment by mobilizing various natural resources.
Balanced environment is essential for the proper growth and development of
all living beings in environment. Excessive use of natural resources degrade
and pollute environment. Thus, wise and judicious use of natural resources and
their conservation is essential to maintain natural and balanced environment.

Components of Environment
Various components of environment are broadly categorized into biotic
components and abiotic components. All living beings are biotic components
of environment. For example, micro-organisms, animals, plants, etc. The non-
living things found in environment are abiotic components of environment. For
example, air, water, soil, sunlight, humidity, temperature, rainfall, etc. The brief
description of abiotic components and biotic components is presented below.

Abiotic Components of Environment

Air
Air is one of the fundamental abiotic components of environment. It is the
mixture of various gases. It consists of 78% nitrogen, 21% oxygen and 1% other
gases. The other gases include carbon dioxide, helium, neon, etc. The earth is
surrounded by a layer of air. This layer is called atmosphere. Besides, humidity
and dust particles are also found in the air.
Air is basic life component for both animals and plants. Both plants and animals
take oxygen in and throw carbon dioxide out during respiration. Green plants
need carbon dioxide during photosynthesis. Oxygen is the byproduct of
photosynthesis. In this way, there is regular flow of carbon dioxide and oxygen
in environment. It is necessary to maintain the balance of carbon dioxide and
oxygen in the environment for the survival of both animals and plants. There
might be shortage of oxygen in the environment on decreasing green plants.
Absence of oxygen result in difficulty for survival of animals. The imbalance
in the amount of gases in environment results in air pollution. Air pollution is
harmful for both animals and plants.

GREEN Science and Environment Book-6 215

The increment in carbon dioxide, sulphur dioxide, nitric oxide, etc. causes
air pollution. Similarly, the gas emitted from foul and decayed materials also
pollute air. Thus, it is necessary to reduce consumption of petroleum products
in industries and vehicles to conserve air. Similarly, afforestation should be
done to maintain proper balance among various gases. We can conserve
natural environment by conserving air of atmosphere.

Water
Water is one of the fundamental abiotic component of environment. It is
essential for the survival of all living beings. It is a compound formed by
combination of hydrogen and oxygen. A water molecule contains two atoms
of hydrogen and one atom of oxygen. Water can be found on the earth surface
and under the earth surface. Various types of water bodies like river, streams,
ponds, lakes, wetlands, watersheds, etc. are the sources of water. Two-thirds
parts of the earth is occupied by water bodies.
Sources of water are broadly classified into surface water, under ground water
and rain water. There should be proper balance among these three sources of
water. Surface water evaporates due to the sun light. It takes the form of cloud
in the sky and falls on the earth in the form of rain. This rain is the form of rain
fall. This rain fall is the source of surface water and underground water.
Surface water and underground water is used for various purposes like
drinking, washing, cleaning, irrigating, transportation, industrial activities,
etc. Underground water can be taken on the earth surface by digging well,
through water pump, etc. Rain water is suitable for agricultural activities.
Excessive use of water resources adversely affects environmental balance.
Polluted water due to mixing various types of industrial by products and
other substances is harmful for both animals and plants. Thus, water resources
should be conserved in order to maintain environmental balance.
Fig.

21.1

216 GREEN Science and Environment Book-6

Land
Among various fundamental
abiotic components of environment,
land is one of them. Land is the
combination of soil and rocks. Land
is very essential for both animals
and plants. All living beings get

Fig.
food and habitat from the land.
Terrestrial plants grow on land, 21.2
animals get their food from land
and all land animals including human beings live in land. Thus, land is very
important for all living beings. It is essential to conserve land to maintain
environmental balance. Various activities of human beings adversely affect
natural condition of land. Excessive use of insecticides and pesticides pollute
soil. Polluted soil is harmful for both animals and plants. Polluted soil is
not suitable for agricultural activities. Similarly, polluted soil pollutes water
bodies. Ultimately, it creates problems in natural environment suitable for
maintaining the ecosystem. Therefore, it is necessary to conserve land in order
to conserve natural environment and maintain environmental balance.

Sunlight
The sun is the major source of heat
and light energy. The sunlight is one
of the important abiotic components
of environment. The existence of
living beings is not possible in
the absence of sunlight. Animals
get warmth from sunlight. Plants
Fig.

use sunlight to prepare their food

by photosynthesis. Rainfall is not 21.3
possible in the absence of sunlight
because it supports water cycle. In the absence of rainfall, the existence of plants
and animals is not possible in the environment. Thus, sunlight is an essential
component of natural environment for the existence of all living beings.

GREEN Science and Environment Book-6 217

Biotic Components of Environment
Various living beings
(microorganisms, animals and
plants) are biotic components of
environment. The living beings of
an environment are called abiotic
components of environment.

Fig.
The biotic components of an
environment are broadly classified 21.4
into producers, consumers and decomposers. These are the fundamental
biotic elements of environment. The brief description of these components is
presented below.

Producers
Green plants of the environment can prepare their own food by using solar energy,
carbon dioxide and water. These are called producers since they can produce their
food. The process by which green plants prepare their food is called photosynthesis.
Thus, green plants are producers. Producers are also called autotrophs since they
have the ability to prepare their food by capturing solar energy.

Consumers
A large section of living beings in the environment depends upon plants
directly or indirectly for their food. These living beings are consumers. The
living beings which depend on producers for their food are called consumers.
Consumers have no ability to prepare their food on their own. For example,
human beings, animals like goat, cow, sheep, dog, tiger, etc. are all consumers.
On the basis of consuming food, consumers are broadly categorized into
primary consumers, secondary consumers and tertiary consumers.

1. Primary Consumer
The consumers that feed on green
plants only are called primary
consumers. In other words, primary
consumers directly depend on
green plants for their food. For
Fig.

example, cow, goat, deer, sheep, etc.

Primary consumers are herbivores 21.5
since they feed on the plants only.

218 GREEN Science and Environment Book-6

2. Secondary Consumers
The consumers that feed on primary consumers are called secondary
consumers. Secondary consumers directly depend on animals, but indirectly
depend on plants. For example, dog cat, fox, etc.

3. Tertiary Consumers
The consumers that feed on
primary consumers and secondary
consumers are called teritairy
consumer. For example, tiger feed
on goat, deer, dog, etc. Some more
examples of teritory consumers are
lion, vulture, crocodile, etc. The
animals which feed on flesh only Fig.
are called carnivores. Likewise,
21.6
the animals that feed on flesh and
plants are called omnivores. Tiger, lion, etc. are carnivores and man, dog, bear,
etc, are omnivores.

Decomposers
The biotic components of
environment that break down
the remains of dead animals and
plants are called decomposers. For
example, bacteria, fungi, etc. They
decompose dead and deacying
bodies into simple substances by
Fig.

acting upon them. Decomposers

produce nutrients from 21.7
biodegradable materials which is
essential for the growth of green plants in environment.
Activity 1
Prepare a brief description by showing the relationship between/among
various biotic components (producer, consumer and decomposer) in your
locality with the emphasis on their importance to maintain balance in
environment. Also, present it in your classroom.

GREEN Science and Environment Book-6 219

Environmental Balance and Its Importance
There is a continuous interaction between/among various biotic and abiotic
components of environment. This interaction maintains proper relationship
between/among them. The proper and close relationship between/among
various biotic and abiotic components of environment is called environmental
balance. For example, there should be continuous interaction between plants
and animals to create balance between animals and plants. Similarly, the
balance between amount of oxygen and that of carbon dioxide creates balance
in atmosphere for the survival of both animals and plants. The condition of
environment where all the components of environment are closely interrelated
to one another for their existence and survival is called balanced environment.
The disturbance in any components in environment causes imbalance in
environment. For example, in the absence of plants, the existence of animals
is impossible. Similarly, destruction of plants causes increment of amount
of carbon dioxide and reduction of oxygen gas. As a result, animals cannot
survive in the absence of oxygen gas. Therefore, it is necessary to maintain
proper natural relationship between all components of the environment to
maintain environmental balance. The importance of environmental balance is
given in the following points.
i. Living beings can survive only in balanced environment without any
problem.
ii. Balanced environment is useful for both animals and plants for their
existence.
iii. Natural disasters can be minimized by maintaining balanced environment.
iv. Natural resources can be conserved in balanced environment.
v. Environment degradation and pollution can be minimized in environmental
balance.
vi. Environmental sanitation can be maintained by maintaining proper
balance in environment.
vii. Rare animals and plants can be saved in balanced environment.
viii. Developmental works are sustainable in balanced environment.
ix. Proper growth and development of all living beings is possible in balanced
environment.

Ways of Maintaining Environmental Balance

Various activities of human beings are responsible for disturbing natural
environment. Therefore, it is the duty and responsibility of human beings to
maintain environmental balance.
220 GREEN Science and Environment Book-6
The following ways can be adopted to maintain the environment in balanced
condition.
i. Wise and judicious use of natural resources with their conservation.
ii. Proper management and disposal of waste materials.
iii. Conserving wildlife and vegetation.
iv. Discouraging deforestation and encouraging afforestation.
v. Conducting environment friendly developmental activities.
vi. Maintaining environmental sanitation.
vii. Scientific way of agriculture.
viii. Proper management of grazing and pastureland for domesticated animals.
ix. General awareness regarding importance of environment.

Natural Resources
Natural resources refer to the resources that are available in natural
environment. These resources are water, air, land, forest, minerals, animals,
plants, sunlight, etc. These resources are naturally created in the environment.
Both living beings and non-living things are natural resources. Living beings
include all types of plants and animals, whereas air, water, soil, minerals,
etc. are non-living things. Natural resources provide suitable environment
to all living beings for their growth and development. All living beings in
the environment get food and habitat from natural resources. Thus, natural
resources are very important for living beings.

Kinds of Natural Resources

Natural resources are classified into perpetual renewable and non-renewable
on the basis of their properties and utility. The brief description of each type of
natural resource is provided below:

a. Perpetual Resources
The natural resources like solar energy, wind energy, tidal energy, etc. have
never-ending supply. These are perpetual natural resources. In this case, the
natural resources which do not get exhausted even after large exploitation
are called perpetual resources of energy since they have never ending supply
of energy and do not get depleted due to their continuous use. Perpetual
resources are unlimited in nature.

GREEN Science and Environment Book-6 221

b. Renewable Resources
The natural resources like, water, air, forests, soil, etc. can be used again and
again by producing them are renewable resources. They never get exhausted
from the environment and can be maintained repeatedly for our use, The
natural resources that can be used repeatedly by creating them again and again
and do not deplete from the environment are called renewable resources.

c. Non-renewable resources
Some natural resources like petroleum products minerals, natural gas, etc. are
limited in nature and get exhausted after their use. They cannot be obtained and
produced again and again. Such types of natural resource are non-renewable
resources. Non-renewable natural resources refer to the resources that cannot
be used again and again and get exhausted after their use. Some examples of
non-renewable resources are petrol, diesel, coal, kerosene, minerals, etc. They
are found in specific places of the earth and their store gets finished after their
use.
Activity 2
Make a list of any 15 natural resources available in your locality and classify
them under the headings perpetual, renewable and non-renewable by
making a table.

Importance of Natural Resources

There is a close relationship between living beings and non-living things
in nature. The lives of living beings is not possible in the absence of non-
living things. Various natural resources available in nature have their own
importance. For example, living beings cannot survive in the absence of food,
water, air, etc. The importance of natural resources can be explained in the
following points.

a. Sources of Food
Various natural resources found in nature are the sources of food for living
beings. Green plants prepare their food from soil, water and carbon dioxide.
Human beings grow various crops in the soil to get their food. Herbivores feed
on plants and carnivores feed on various creatures. Thus, living beings or non-
living beings found in the form of natural resources are the sources of food for
living beings.

222 GREEN Science and Environment Book-6

b. Habitat
Land, water, forest, etc. are the habitats of various kinds of living beings.
For example, human beings build houses on land by using various natural
resources like soil,, water, wood, etc. Aquatic animals live in water and wild
animals live in forest. Various types of plants grow in water and on land. Thus,
natural resources are habitat of both plants and animals.

c. Fresh Air and Water

Air and water are vital components for the lives of living beings. Both animals
and plants need air and water far their survival and these natural resources are
available in nature.

d. Beauty
Natural resources are the sources of beauty of the place where they are
available. For example, forest, wildlife, water bodies, mountains, falls, valleys,
etc. have their own beauty in nature.

e. Tourism
Human beings are attracted towards natural beauty. Natural beauty is the
result of natural resources and natural beauty is the major source of attraction
of tourists. The flow of tourists results in flourishing of tourism. Thus, natural
resources are important for tourism.

f. Economic Development
Various natural resources are used for operating various developmental
activities. For example, soil, stone, etc. are used to construct road, buildings,
etc. Similarly, various natural resources are used as raw materials to produce
various goods in factories or industries. Water resources is used to produce
hydroelectricity. These all activities conducted for physical development are
the sources of economic development also. Thus, natural resources have a
great importance for economic development of a country.

Present Condition of Natural Resources

Natural resources are distributed in different parts of the world. We cannot
find uniform distribution of natural resources throughout the world. Specific
places are best known for availability of different types of natural resources.
For example, Brazil is the first and Nepal is the second richest countries in
water resources. Gulf countries are best known for availability of petroleum
GREEN Science and Environment Book-6 223
products. Nepal is well known for availability of various types of natural
resources like vegetation, birds, water resources, etc. In this context, the present
condition of some natural resources in Nepal is provided.

a. Land
Land is one of the important natural resources in our country. There are
different forms of land like plain, mountain, hill, valley, slope, cliff, etc. in
Nepal. The land of Nepal is divided into cultivating land, forest covered land,
pasture and grassland, snow covered land, etc. Land is important for all living
beings to obtain food and shelter. Human beings carry out agricultural
activities, grow medicinal plants, etc. In the context of Nepal, diversity in land
structure is responsible for variation in climate condition in the different parts.
Thus, there is biodiversity in Nepal.
As of BS 2008, Nepal has a total of
14718100 hector of land. About 29
percent of the total land is covered
with forest and about 21 percent
of the total land is appropriate
for cultivation. About 7 percent
of the total land is not suitable for
Fig.

agriculture, about 10 percent of land

is occupied with shrubs and about 21.8
12 percent of the land is pasture and
grass land. Similarly, 2.6 percent of the total land of Nepal is occupied by water
bodies and about 17.8 percent of the total land is barren, rocky and gravel
land. Most of the portion of such land is covered with snow specially in the
mountain region.

b. Water Resources
Nepal is the second richest country in water resources after Brazil. Water
resource is one of the important natural resources of our country. The major
sources of water in Nepal are rainfall, snow and underground water. It is
estimated that about 2.6 percent of the total land of Nepal is occupied by water
bodies. Approximately, 75% rainfall in rainy season is the major sources of
water in Nepal.
Various types of small and big streams, rivers, lakes, ponds, wetlands,
watersheds, etc. are the major water resources in Nepal. About 300095 hector
land in Nepal is covered with rivers and about 1500 hector land is occupied by
water reservoirs. Similarly, about 5000 hector land of Nepal is occupied by lakes
224 GREEN Science and Environment Book-6
and 6500 hector is covered with rural pools. It has been found that there are
660 lakes in Nepal having an area of more than one hector each. It is estimated
that about 408000 hector of land in Nepal is occupied by water resources.
There is good potentiality and feasibility for generating hydroelectricity from
the rivers of Nepal.

c. Minerals
Various minerals found in the earth crust are important natural resources of
our country. Some minerals found in Nepal are zinc, copper, iron, limestone,
marble, magnesite, lead, etc. Different minerals are used for different purposes.
For example, iron, copper, etc. are used to make construction materials,
weapons, utensils, etc. Similarly, limestone, magnesite, marble, etc. are used to
make construction materials. Mineral oil and coal are used as fuel.
It is estimated that 7 crore ton limestone is in Surkhet, Udayapur and Sindhuli
districts. Similarly, 80 lakhs ton limestone is in Makawanpur district and 53
lakh ton limestone is in Kathmandu (Chobhar). Likewise, the posibility of 1
lakh 40 thousand ton copper is in Makawanpur and 1 lakh 74 thousand ton
iron is in Lalitpur and 30 m3 crore natural gas in Kathmandu. It is found that
78 thousand ton zinc is in Ganesh Himal of Rasuwa district and 28 lakh ton in
Dhading. Thus, there is great possibility of extracting minerals in our country.

d. Flora (Vegetation)
Nepal is rich in diversity in vegetation due to its geographical and climatic
variation. Different types of trees, herbs, shrubs, medicinal plants, etc. are
found in our country.
There are various species of
plants found in Nepal. As of the
Environmental Report of CBS,
2008, it is estimated that about
10633 species of plants are found
in different parts of the country.
Fig.

Similarly, about 3991 species of

flowering plants, about 400 species
of trees and about 700 species of 21.9
medicinal plants and herbs are found in Nepal. The medicinal plants found
in Nepal are Timur, Aloe vera, Amla, Neem, Dalchini, Titepati, Jatamasi,
Sarpagandha, Bojho, Harro, barro, etc. These plants have great medicinal
value and are also used to prepare various cosmetic items.

GREEN Science and Environment Book-6 225

Different geographical regions of Nepal are famous for different kinds/species
of plants. The common plants found in the Terai region of Nepal are Sal, Sisam,
Khayar, Bijayasal, Simal, Jamun, etc. Similarly, most commonly found plants
in the Mountain region are pine, rhododendron, etc. Likewise, Gobre Salla,
Dhupi, Chilaune, Chiuri, Banjh, Simal, Katus, etc. are found in the Hilly region
of Nepal. Thus, Nepal is rich in different species of vegetation ranging from
herbs, shrubs to big trees.

e. Fuana (Animals)
Various species of fuana are found in Nepal due to its geographical diversity
and climatic variation. As per the Environment Report of CBS, 2008, it is found
that 874 species of birds, 185 species of mammals, 118 species of amphibians, 78
species of reptiles, 187 species of fishes, 651 species of butterfly and 175 species
of spiders are found in Nepal. Among these, different species of animals are
found in different regions of Nepal as per their nature of adaptation.
Fig.

21.10
Tiger Bear Peacock
The animals found in the Terai region of Nepal are elephant, tiger, rhinoceros,
wild buffalo, leopard, bear, swamp deer, etc. The common birds of this region
are peacock, crane, parrot, crow, saras, etc. Similarly, monkey, leopard, barking
deer, wolf, wild boar, porcupine, snake, etc. are the commonly found animals
in the Hilly region of Nepal. The commonly found birds of this region are
parrot, crow, sparrow, partridge, dove, etc. Likewise, the animals found in the
Himalayan region of Nepal are red panda, snow leopard, hispid hare, wild
ass, wild sheep, wild yak, etc. The commonly found birds of the Himalayan
region are munal, lophophorus, vulture, golden eagle, etc. Thus, Nepal is rich
in various species of fauna.
Activity 3
Make a list of any five mammals, reptiles,. birds and amphibians each found
in your region and share it with your friends in your classroom.

226 GREEN Science and Environment Book-6

Key Concepts
1. The totality of our surrounding that consists of both living beings and
non-living things is called environment.
2. Balanced environment is essential for the proper growth and development
of all living beings in environment.
3. Wise and judicious use of natural resources and their conservation is
essential to maintain natural and balanced environment.
4. Water is one of the fundamental abiotic component of environment. It is
essential for the survival of all living beings.
5. It is necessary to conserve land in order to conserve natural environment
and maintain environmental balance.
6. Sunlight is an essential component of natural environment for the
existence of all living beings.
7. The living beings of an environment are called abiotic components of
environment.
8. It is necessary to maintain proper natural relationship between all
components of the environment to maintain environmental balance.
9. The natural resources like solar energy, wind energy, tidal energy, etc.
have never-ending supply.
10. Non-renewable natural resources refer to the resources that cannot be
used again and again and get exhausted after their use.
11. Nepal is the second richest country in water resources after Brazil. Water
resource is one of the important natural resources of our country.
12. Nepal is rich in diversity in vegetation due to its geographical and
climatic variation.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. Natural environment includes biotic components only.

b. Sunlight gives us light and heat.

c. Environmental balance can be maintained by excessive
exploitation of natural resources.

GREEN Science and Environment Book-6 227

 d. Nepal is rich in flaura and fauna.

e. Rhinoceros is found in the Mountain region of Nepal.

2. Fill in the blanks using appropriate words.

a. Biotic components of environment include .......................
b. Consumers depend on ....................... for their food.
c. Natural resources can be conserved in ....................... environment.
d. ....................... is found in Surkhet, Udayapur and Sindhuli districts.
e. Various species of flaura are found in Nepal due to its geographical
diversity and ....................... variation.

3. Answer the following questions.

a. Define environment.
b. Name the broad categories of environmental components.
c. What are producers? Give any two examples.
d. What does decomposers mean? Give any two examples.
e. What do you mean by balance in environment? Why is it necessary?
f. Define natural resources with any three examples.
g. Name any four minerals that are found in Nepal.
h. Name any four medicinal plants that can be found in our country.
i. How much land is covered with forest in Nepal?
j. Name any four birds found in the Himalayan region of Nepal.

4. Differentiate between:
a. Biotic components and Abiotic components
b. Primary consumers and Secondary consumers
c. Producers and Decomposers
d. Omnivores and Carnivores
e. Flaura and Fauna

228 GREEN Science and Environment Book-6

5. Write short notes on:
a. Air b. Sunlight c. Minerals
d. Perpetual resources e. Land forms

6. Describe the importance of environment for the existence of living

beings.

7. Enlist any four components of environment and explain any one of

them.

8. What is environmental balance? Explain its importance for the survival

of living beings.

9. Define perpetual, renewable and non-renewable resources with three

examples of each.

10. Explain the present condition of land in Nepal.

11. Describe the importance of water resources in the context of our country.

12. What is the present condition of floura and fauna in Nepal? Explain
briefly with some examples.

13. "Nature-friendly development works are essential to maintain balance

in environment." Justify this statement with suitable examples.

GREEN Science and Environment Book-6 229

 Environmental
Degradation and Its
UNIT

22 Conservation
Weighting Distribution (Approximate) Teaching periods : 14 Marks (in %): 5

Before You Begin

Environment is the totality of physical and biological world around us. The
major aspects of environment are natural, biological, social and cultural. The
disturbance in any aspect of the environment is the cause of environmental
degradation. Environmental degradation refers to the deterioration in any
aspect of the environment due to the human activities that have adverse
effects on natural environmental degradation. Destruction of natural
resources, pollution of various components of environment, destruction of
natural habitats of animals and plants, excessive use of natural resources,
depletion in cultural heritages, etc. are the major causes of environmental
degradation. Environmental degradation invites various natural disasters
like flood, landslides, earthquake, volcano, etc. It is necessary to maintain
natural environment by conserving various components of environment.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to environmental
i. introduce environmental degradation with examples. degradation.
• Causes of Environmental
ii. tell the causes, impacts and preventive measures of Degradation: Natural
environmental degradation. causes (flood, landslide,
iii. differentiate between natural causes and Human soil erosion, fire), Human
causes of environmental degradation. causes, (population growth,
excessive use of natural
iv. define flood, landslide, soil erosion and fire and tell resources, urbanization and
their causes, impacts and preventive measure. industrialization)
• Major impacts of flood,
v. explain the need of environmental conservation.
landslide, soil erosion and fire
vi. tell the ways of conserving environment. on natural environment.
• Preventive measure of flood,
vii. tell and explain the local efforts that have been made landslide, soil erosion and fire.
for the conservation of environment in Nepal. • Need of Environment
Conservation
• Local efforts for Environmental
Conservation

Glossary: A dictionary of scientific/technical terms

degradation : the damage or disturbance to any aspect of something

conservation : a careful preservation and protection of something, planned management
of natural resources to prevent exploitation, destruction, etc.
afforestation : the act or process of planting a forest
embankment : a raised structure used specially to hold back water or to carry a roadway

230 GREEN Science and Environment Book-6

Environmental Degradation and Its Conservation

Environmental Degradation: Causes, Impacts and Preventive

Measures
Various natural disasters that occur in nature and different human activities
are responsible for environmental degradation. The causes of environmental
degradation are broadly divided into natural causes or human causes. The
description of these causes of environmental degradation are described below
briefly:

Natural Causes of Environmental Degradation

There are some natural causes that are responsible for environmental
degradation. Such natural causes are natural disasters like soil erosion,
landslide, flood, fire, earthquake, volcano, tsunami, snow fall, heavy rainfall,
draught, etc. Among the above mentioned natural disasters, human activities
are much responsible for soil erosion, landslide, flood and forest fire. Other
natural disasters mentioned above are less affected by human activities because
they are out of human control. But, human beings can adopt preventive
measure to minimize their effect on the natural environment. In this context,
causes, impacts and preventive measures of soil erosion, landslide, flood and
fire are mentioned.

Soil Erosion
The gradual destruction of top
soil of land due to natural causes
as well as human activities is
called soil erosion. Heavy rain
fall, wind, unscientific farming,
unmanaged developmental works,
Fig.

etc. are responsible for soil erosion.

Generally, soil erosion is most
22.1
common in the Mountain and Hilly
regions. The causes of soil erosion are mentioned below.

Major causes of Soil Erosion

i. Heavy rainfall, flood, landslide, wind, hurricane, etc.
ii. Unmanaged and unscientific agricultural activities.

GREEN Science and Environment Book-6 231

iii. Nature-unfriendly developmental works like construction of roads,
bridges, canals, buildings, etc.
iv. Deforestation, unmanaged grazing and extension of pasture land.
v. Overuse of land resource (eg. soil)

Major Impacts of Soil Erosion

i. Changes in land topography.
ii. Loss of fertile land.
iii. Loss of vegetation and natural resources.
iv. Environmental pollution and degradation.
v. Destruction of habitat of plants and animals.

Major Preventive Measure of Soil Erosion

i. Afforestation and Conservation of Vegetation.
ii. Scientific and terrace farming in sloppy land.
iii. Proper and scientific irrigating system.
iv. Planned and managed grazing and pasture land.
v. Nature-friendly developmental works like construction of roads, buildings,
bridges, etc.
vi. Wise and judicious use of land resource (eg. soil)

Landslide
Weak land structure and heavy
rainfall are especially responsible
for landslide. Landslide is a
natural cause of environmental
degradation. Landslide refers
to the sudden slide of land mass
downwards due to the effect of
gravity. Generally landslide occurs
Fig.

during the rainy season in the Hilly

and Mountain region of Nepal.
It kills animals, damages plants 22.2
and destructs structures like road,
bridge, building, etc.
232 GREEN Science and Environment Book-6
Major causes of Landslide
i. Weak structure/form of sloppy land.
ii. Heavy rainfall and flood.
iii. Overgrazing and unmanaged pasture land.
iv. Deforestation and destruction of vegetation.
v. Unplanned and unmanaged developmental works like roads, bridges,
canals, etc.
vi. Unscientific agricultural activities in the Mountains and Hills.
vii. Earthquake and volcanic erruption.

Major Impacts of Landslide

i. Changes land forms/structures in mountains and hills.
ii. Destroys natural resources like vegetation, water resources, etc.
iii. Kills animals and destroys various infrastructures like roads, buildings,
bridges, etc.
iv. Destroys habitats of wild animals and plants.
v. Causes environmental degradation by polluting land, air, water, etc.

Major Preventive Measures of Land

i. Discouraging deforestation and encouraging afforestation.
ii. Managing grazing and pasture land.
iii. Practice of scientific terrace farming in sloppy land.
iv. Constructing walls in slopes.
v. Planned and managed developmental works.
vi. Conserving natural resources like forest, water resources, etc.
vii. Proper management of the flow of water during the rainy season.

Flood
In the rainy season, the level of water in rivers, streams, etc. increases due
to heavy rainfall and overflows from water bodies. It is called flood. Flood
refers to the overflow of water in the left and right sides of streams, rivers, etc.
Generally, flood occurs in the Terai region of Nepal during the rainy season

GREEN Science and Environment Book-6 233

and claims the lives of animals and destroys plants and properties. The other
causes of floods are earthquake, glaciers, etc.

Major causes of Flood

i. Deforestation and destruction
of vegetation.
ii. Heavy rainfall, earthquake,
glaciers, explosion of lakes and
ponds, obstruction in flow of
water in rivers, streams, etc.

Fig.
iii. Destruction of dams and
embankment around rivers,
canals, etc. 22.3

iv. Unscientific and unmanaged agricultural activities near streams and

rivers.
v. Global warming (it causes melting of snow)
vi. Soil erosion and landslide
vii. Unmanaged and unplanned urbanization

Major Impacts of Flood

i. Damages lives and properties
ii. Sweeps fertile agricultural land
iii. Causes soil erosion and landslide
iv. Changes structure of land
v. Destroys vegetation and habitats of plants and animals
vi. Destroys infrastructures like roads, canals, buildings, etc.

Major Preventive measures of Flood

i. Construction of embankment, check dams, channel wall, etc. on the banks
of streams, canals, rivers, etc.
iii. Discouraging deforestation and encouraging afforestation
iv. Planned management of grazing and pasture land
v. Controlling landslides and soil erosion
vii. Controlling environmental degradation by conserving natural resources
234 GREEN Science and Environment Book-6
Fire
Fire is a natural disaster which is especially caused by carelessness of human
beings. Fire is the condition of becoming flames out of control. Generally,
it occurs during summer season in the Terai and Hilly regions of Nepal. It
destroys lives and properties.

Major causes of Fire

i. Natural disasters like volcanic
eruption and thunder.
ii. Careless human activities like
misuse of fire by children,
throwing cigarette buts near
forest, residential areas, etc.
Fig.
iii. Short circuit in electricity
supply 22.4
iv. Introducing fire in forest, dry grassland, etc.

Major Impacts of Fire

i. Destroys lives and properties.
ii. Damages habitats of wild animals and plants by destroying vegetation.
iii. Kills wildlife and damages vegetation (in case of forest fire)
iv. Causes air pollution
v. Degrades natural environment by destroying natural balance.
vi. Destroys infrastructures like building , electric components, etc.

Major Preventive measures of Fire

i. Proper and safe use of fire during domestic works
ii. Keeping fire producing materials (eg. matchstick, lighter, etc.) out of rich
of children.
iii. Stopping forest fire
iv. Checking electric circuit regularly
v. Proper management of burning firewood, cigarette buts, etc.

GREEN Science and Environment Book-6 235

Human Causes of Environmental Degradation
Various unwise and careless activities of human beings are especially major
causes of environmental degradation. Overuse and destruction of natural
resources for the immediate benefit of human beings is mostly responsible
in creating imbalance in natural environment. At present, overuse of natural
resources due to rapid growth in population and migration is the major factor of
degradation in environment. Some of the major human causes of environmental
degradation are population growth, excessive use of natural resources, nature-
friendly developmental works, urbanization, industrialization, etc. These
causes of environmental degradation are described below briefly.

Population Growth and Overuse of Natural Resource

Human beings obtain food and
shelter from environment. They
use natural resources for various
purposes like producing food,
constructing shelters, operating
industries and factories, etc.
Growth in population results in
more use of natural resources. As a
Fig.

result, natural resources are getting

destroyed to fulfill the demands 22.5
of increasing population. It creates
environmental imbalance resulting in environmental degradation. Thus,
it is essential to control rapid population growth to conserve environment.
Similarly, migration of people to urban and city areas in search of facilities
like education, health, transportation, etc. also causes over pressure on natural
resources of urban areas. It becomes a challenge to manage and dispose waste
materials in the areas having dense population. Unmanaged disposal of
wastage, sewage, etc. is also responsible for polluting various components of
natural environment like air, water, land, etc. Therefore, overuse of natural
resources should be stopped and proper management of waste materials is
essential to maintain environmental sanitation.

Industrialization
Industrialization is one of the major causes of environmental degradation.
The rapid growth in industries, factories, etc. is industrialization. With the
advancement in science and technology, many industries and factories are in
operation to meet the various demands of people.

236 GREEN Science and Environment Book-6

Industries and factories
are essential for economic
development of the nation. But,
unplanned and unmanaged rapid
growth in industrialization causes
environmental degradation. More
natural resources as raw materials

Fig.
are needed to operate industries.
It creates over pressure on natural
resources. Over pressure on 22.6
natural resources result in degradation of natural resources. Similarly, the
byproducts, sewage, wastage, gases etc. emitted from industries pollute
environmental components like air, water, soil etc. Sound produced from
industries or factories is the cause of sound pollution. Inorganic components
like plastics produced from industries pollute land. Thus, unmanaged
industrialization degrades natural environment and hence it is necessary
to control rapid growth of unplanned industrialization in order to conserve
environment.
Activity 1
Make a visit to an industry or a factory in your locality and study its adverse
effects on environment of the surrounding area. Prepare a short note on the
basis of your study.

Urbanization
Urbanization is the process of
expanding residential areas or
establishing cities or towns by
construction of large buildings
in search of modern facilities. At
present, people migrate to city
areas in search of various facilities
like employment, education, health,
Fig.

etc. It causes over population and is

the cause of over pressure and over 22.7
use of natural resources like water,
air, etc. Ultimately, excessive use of natural resources results in environmental
degradation. Similarly, various types of pollutions like air pollution, water
pollution, land pollution, etc. are responsible for environmental degradation

GREEN Science and Environment Book-6 237

in urban areas. Unmanaged and unplanned urbanization is the major cause
of environment degradation in recent days. People have established cities and
markets in farming lands. In the process of urbanization, deforestation has
taken place which is the major cause of air pollution, water pollution, etc. It also
invites natural disasters like soil erosion, landslides, flood, etc. Increasing use
of the vehicles and rapid growth of industrialization in human residential areas
also pollute natural environment essential for animals and plants. Ultimately, it
degrades the whole natural environment and disturbs environmental balance.
Thus, it is necessary to control unmanaged and unplanned urbanization in
order to conserve environment.
Activity 2
Make a study of any one natural disasters (flood, landslide, fire) of your
locality and enlist its causes, impacts and preventive measures. Also, present
it in your classroom.

Need of Environment Conservation

The practice of protecting and promoting various biotic and abiotic
components of environment is called environmental conservation. It includes
proper and wise use of natural resources and their management, protection
and promotion in order to maintain balance in natural environment. The
major ways of environmental conservation are maintaining environmental
balance and environmental sanitation. Environmental balance creates proper
interaction between/among various components of natural environment.
Similarly, environmental sanitation prevents natural components from being
polluted and degraded. Proper and wise use of natural resources is essential to
maintain environmental balance. Likewise, proper disposal of waste materials
is necessary to maintain environmental sanitation. Environment can be
conserved by conducting nature-friendly developmental works, afforestation,
conserving natural resources like air, water, land, etc. using natural resources
judiciously and economically, controlling environmental pollution and
maintaining environmental sanitation. It is the great need of environmental
conservation at present to save natural environment for the existence of all
living beings. The description of the following points illustrates need of
environmental conservation.

a. Protection of Natural Resources

Various natural resources found in the environment are the sources of food
and shelter for all living beings. Moreover, human beings use different natural
238 GREEN Science and Environment Book-6
resources for developmental
works, industrial and agricultural
activities, etc. Also, there is a
continuous interaction between/
among various components of the
environment. It is necessary to
maintain balance in environment

Fig.
to protect natural resources for
the survival of all living beings 22.8
and existence of non-living things
in natural environment. Conservation of environment is only the way of
protecting natural resources found in the environment.

b. Protection of Habitats of Animals and Plants

Earth is the common habitat of all living beings. All animals ranging from
micro-organisms to big animals survive on environment. Similarly, plants
ranging from grasses to big trees exist in environment. It is necessary to
protect their habitats for their survival. It is only possible by environmental
conservation. For example, we should conserve forest for the survival of wild
animals and plants. We should conserve water resources to conserve habitats
of aquatic animals, etc.

c. Protection of Living Beings

All living beings exist in environment. Degradation in environment results
in loss of lives of living beings, both animals and plants. All living beings
depend on various components of natural environment for various purposes.
It is essential to conserve and promote natural resources for the survival of
all living beings in the environment. Natural resources can be conserved by
environmental conservation for the protection of living beings in the natural
environment.

d. Protection of Resources of Food

All living beings, both animals and plants get food from the environment.
Human beings produce food crops, vegetables, fruits, etc. on land. Similarly,
herbivores feed on plants that grow on land with the help of water resources.
Green plants prepare their food by using sunlight, carbon dioxide, water and
minerals. Various components of environment are the sources of food for
living beings. Thus, it is necessary to conserve environment to protect food
resources of living beings.
GREEN Science and Environment Book-6 239
e. Social and Cultural Development
Social development is related to carrying out of various developmental
works for economic benefit and meeting the demands of human beings.
Social development is directly related to uplifting the life standards of
people. Various natural resources are essential to conduct different types of
developmental works for social development. Thus, it is necessary to conserve
environment to conserve and promote various natural resources required for
social development. Similarly, conservation of socio-cultural environment is
essential for cultural development of people.

Efforts on Environmental Conservation

Environment can be conserved by conserving and promoting its various
components. Human beings are responsible for conserving environment since
various activities of human beings results in environmental degradation. Also,
human is a wise animal with rationality. Various efforts can be made to save
natural environment with its various biotic and abiotic components. It is our
responsibility to conserve environment for us and our generations. Some of
the ways that can be adopted for environmental conservation are generating
public awareness, afforestation and protecting forest, wise use of natural
resources, environmental sanitation, protection and promotion of cultural
heritages, etc. The brief description of these efforts is presented below.

a. Generating Public Awareness

Public awareness is one of the most effective methods of conserving
environment. All people should have knowledge about the importance
of environment for the existence of all living beings and non-living things.
Conserving environment is possible by the effort of all human beings who use
components of environment for various purposes. It is necessary to generate
various awareness programmes in different level to make people aware
about conserving environment. Generally, it is essential to conduct various
awareness programmes related to conservation of environment in the local
levels. Environmental education is necessary to make people aware about
protecting and conserving environment.

b. Public Participation
It is not possible to conserve environment by individual effort or effort of few
people. More and more people should be involved in conserving environment.
Thus, it is essential to increase public participation so that it becomes
responsibility of all people to conserve environment.
240 GREEN Science and Environment Book-6
c. Integrated Conservation Programmes
The concept of integrated development is one of the effective effort for
conserving environment. Various developmental works like road construction,
water supply, electrification, etc. can be conducted together by conserving
environmental components. It is helpful to reduce pollution in environment.

d. Conservation of vegetation and Afforestation.

Vegetation is one of the important components of environment responsible
for maintaining environmental balance. It is necessary to conserve vegetation
by conserving forest. Similarly, it is necessary to increase the area of forest by
planting trees in barren and unused land. Green forest helps in maintaining
environmental balance by maintaining water cycle and balance between
oxygen and carbon dioxide.

Environmental Sanitation
There is more pressure on natural resources due to the growth in population.
People use various components of environment and create more waste
materials in the environment. Over use of natural resources and creation of
waste materials results in environmental degradation. Thus, it is necessary to
maintain environmental sanitation to conserve environment. The following
efforts can be made in local level for environmental sanitation.
i. Keeping home and surrounding clean and healthy
ii. Proper management and disposal of waste materials.
iii. Conservation of natural resources like water, land, air, vegetation, wildlife,
etc.
iv. Reducing fossil fuels and increasing alternative sources of energy like
solar energy, bio gas, etc.
v. Conducting sanitation and awareness programmes.

Activity 3
Conduct an oratory programme on the "Need of Environmental Conservation"
in your classroom.

GREEN Science and Environment Book-6 241

Key Concepts
1. The gradual destruction of top soil of land due to natural causes as well
as human activities is called soil erosion.
2. Flood refers to the overflow of water in the left and right sides of streams,
rivers, etc.
3. Overuse and destruction of natural resources for the immediate benefit
of human beings is mostly responsible in creating imbalance in natural
environment.
4. Urbanization is the process of expanding residential areas or establishing
cities or towns by construction of large buildings in search of modern
facilities.
5. Environment can be conserved by conducting nature-friendly developmental
works, afforestation, conserving natural resources like air, water, land,
etc. using natural resources judiciously and economically, controlling
environmental pollution and maintaining environmental sanitation.
6. Natural resources can be conserved by environmental conservation for
the protection of living beings in the natural environment.
7. Human beings are responsible for conserving environment since various
activities of human beings result in environmental degradation.
8. Environmental education is necessary to make people aware about
protecting and conserving environment.
9. It is necessary to maintain environmental sanitation to conserve
environment.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. Human activities are only responsible for natural disasters.

b. Flood is a natural cause of environmental degradation.

c. Landslide is common in the Terai region of Nepal.

d. Public awareness helps in environmental conservation.

e. Degradation in environment protects natural environment.

242 GREEN Science and Environment Book-6

2. Fill in the blanks using appropriate words.

a. Natural disasters are ....................... causes of environmental

degradation.

b. The loss in top soil is called .......................

c. Generally, flood occurs in ....................... region of Nepal.

d. Volcanic eruption and thunder are ....................... cause of .......................

e. Overuse of natural resources is the cause of .......................

3. Answer the following questions.

a. What is environmental degradation? Name any two natural causes of
it.
b. What does human causes of environmental degradation mean? Give
any two examples.
c. Define soil erosion.
d. What is forest fire? Why is it dangerous?
e. What do you mean by urbanization? Why is it called human cause of
environmental degradation?
f. Why is environment conservation necessary for protecting natural
resources?
g. What does local effort for environmental degradation mean? Give any
two examples.

4. Write short notes on:

a. Natural causes of Environmental Degradation
b. Flood c. Landslide
d. Protection of Resources of Food e. Public Participation

5. Mention any five causes of soil erosion.

6. Enlist any five major impacts of landslide.

GREEN Science and Environment Book-6 243
7. How can flood be controlled? Give any five major preventive majors.

8. Mention any three causes and impacts each of fire.

9. "Population growth and overuse of natural resources are the human

causes of environmental degradation." Justify this statement with
examples.

10. Describe the need of environmental conservation in detail.

11. Mention any four efforts that have been taken in the local level for the
conservation of environment. Explain briefly any one of them.

12. Identify the following natural disasters. Also, write causes, impacts and
preventive measures.

244 GREEN Science and Environment Book-6

 Environment
UNIT
and Sustainable
23 Development
Weighting Distribution (Approximate) Teaching periods : 10 Marks (in %): 2

Before You Begin

Environment and Sustainable development are closely related to each other.
Various natural resources are taken from the environment for developmental
works. Also development that is carried out with sustainable manner helps
in conserving environment.
The totality of biotic and abiotic components around us is environment.
Environment is the natural world around us where plants and animals
live. Environment consists of physical world us well as biological world.
The earth is the common habitat for all plants and animals. Living
beings get air, water, food, habitat, etc. from the earth. Environment is
made of abiotic and biotic components. The abiotic components of the
environment include sunlight, air, water, soil, temperature, pressure,
rainfall, etc. Similarly, the biotic components of an environment include
differnet types of plants and animals.
Sustainable development refers to development that lasts long and
does not degrade the environment. Sustainable development is the
development that meets the need of present generation without
compromising the ability of future generations to meet their own needs.
Sustainable development is nature friendly development because it does
not harm the components of natural environment and conserves natural
resources for the use of future generations.

Learning Objectives Syllabus

After completing the study of this unit, students will be able to: • Introduction to Sustainable
i. introduce sustainable development with its clear Development
concept. • Importance of Sustainable
ii. explain the importance of sustainable development. Development
iii. describe the relationship among population, • Interrelationship among
environment and development with examples. Population, Environment and
iv. be familiar with local efforts for sustainable Development
development. • Local Efforts for Sustainable
Development

Glossary: A dictionary of scientific/technical terms

sustainable : capable of being sustained, able to be used without being completely used
up or destroyed
biodiversity : the existence of large number of plants and animals
species : the group of closely related organisms which can interbreed freely to
produce fertile offspring
genetic : heritable, relating to or determined by the origin
ecosystem : the structural, functional and self-sustaining unit made of living beings
and non-living things
mutual : shared between two or more people or groups

GREEN Science and Environment Book-6 245

Environment and Sustainable Development

Introduction to Sustainable Development

Human beings carryout various developmental works for their benefits. Such
works are constructing buildings, roads, bridges, canals, etc. Human beings
use different types of materials from the natural environment to carry out
various development works. Such materials are water, soil, stone, timer, etc.
It is necessary to use these materials by conserving nature to use them again
and again. Also, it is the responsibility of human beings to conserve all the
components of natural environment for the use of future generation.
Sustainable development refers to development that lasts long and does not
degrade the environment. Sustainable development is the development that
meets the need of present generation without compromising the ability of
future generations to meet their own needs. Sustainable development is nature
friendly development because it does not harm the components of natural
environment and conserves natural resources for the use of future generations.

Concept of Sustainable Development

The wise and economic use of natural resources for development is essential
to carry out nature friendly development. Nature friendly development lasts
long without harming environment in a large scale. In this sense, "sustainable
development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs." In
this sense, sustainable development does not harm environmental components
so that the present condition of environment can be conserved for the future
generations in the same condition.
Sustainable development is a process for meeting human development goals
in a sustainable manner. It is the organizing principle for sustaining finite
resources necessary to provide for the needs of future generation of life on
the earth. Sustainable development does not undermine the integrity, stability
and beauty of various components of natural environment. The principle of
sustainable development suggests us that we can utilize natural resources for
various developmental works, but the natural resources should be conserved
in the same condition as they are now for the utilization of future generations.
It means that sustainable development does not degrade or destruct natural
environment.

246 GREEN Science and Environment Book-6

Sustainable development is based on the following facts
i. consumption of natural resources with their limits.
ii. realization of interconnections among various components of environment.
iii. equitable distribution of natural resources.
Activity 1
Make a study of any one developmental work (road, building, bridge,
hydroelectricity, etc.) to find out the natural resources used in that work.
Also, find out the effects of use of such natural resources in the environment.
Prepare a short description by including the ways of making the development
work sustainable by conserving surrounding environment.

Importance of Sustainable Development

Sustainable development sustains for a long time with the conservation
of environmental components. It does not degrade environment because
it is environment/nature friendly development. Human beings can use
nature resources again and again if they follow the principles of sustainable
development while carrying out developmental activities. The environment
can be conserved for future generation if our developmental activities are
conducted in sustainable manner. Sustainable development is only the
way of conserving various components of natural environment. It helps in
maintaining environmental balance with the wise and judicious use of natural
resources. Thus, sustainable development has great importance to conserve
natural environment for a long time. As a result, human beings can benefit
from natural environment again and again without disturbing the natural
cycle and ecosystem of various components of environment. The importance
of sustainable development can be given in the following points.
i. Protection of natural resources with their promotion.
ii. Conservation of natural environment by maintaining environmental
balance.
iii. Protection of various animals and their food.
iv. Maintaining of limited capacity of natural resources for their use again
and again.
v. Improvement in human living continuously.
vi. Sustainability of natural resources for the future generation.
vii. Conservation of habitats of animals and plants.
GREEN Science and Environment Book-6 247
viii. Improvement of personal behaviour of human beings for using natural
resources.
ix. maintaining environmental balance and sanitation.
x. Capacity growth of the people in local level.
xi. Cultivation of 'Conservation Spirit' in people.
xii. Development of spirit of mutual cooperation for the conservation of
environment.
xiii. Making developmental works long lasting for the benefit of people for a
long time.

Interrelationship Among People, Environment and Development

People use various resource from
environment to carry out different
types of development work in
environment. Different activities of
people may have adverse effects on
the environment. At the same time,
people can conserve environment by
using environmental components
Fig.

wisely in a sustainable manner.

Various activities of people have 23.1
direct negative or positive impact in
the environment. Similarly, developmental activities are essential for people to
raise their life standard with economic benefit. Thus, people, environment and
development are interrelated to each other. This interrelation among people,
environment and development can be made more clear by the following points.
i. People need various resources like air, water, soil, etc. for their survival and
to conduct various developmental works. These resources are available in
the environment.
ii. People's various activities are responsible for maintaining environmental
balance or degrading environment. Environment can be conserved
by the effort of people. Environmental conservation helps in making
developmental works sustainable.
iii. People use various raw materials required for industrialization. These
materials are available in the environment. The industrial products are
essential to meet the requirement of people. But, unwise and excessive use
of natural resources for industrial purpose degrade environment and by
products of industries or factories pollute environment.
248 GREEN Science and Environment Book-6
iv. People follow various social customs, norms and values for their socio-
cultural development. Social customs are the components of socio-cultural
environment. It is duty of people to conserve socio-cultural environment
for their socio-cultural development.
v. People live on land and carry out various activities in land. In the absence
of land, habitat of people is not possible. At the same time, land is one
of the important components of natural environment. Various materials
used for developmental activities are available in land.
Thus, people environment and development are inseparable and there is
close interrelationship between these aspects.

Local Efforts for Sustainable Development

Sustainable development is necessary for the betterment of human beings.
Thus, it is the responsibility of human beings to conserve nature. Conservation
of environment is only possible by following the principles of sustainable
development. At present, there is a huge crisis in natural environment due to
the rapid growth in population, industrial activities and construction works.
Thus, various efforts have been made for conducting developmental activities
in a sustainable manner. These efforts have been made in local, national and
international levels. Some of the efforts that have been made in the local level
for sustainable development are presented below.

i. Afforestation/Plantation
Afforestation is one of the
important efforts that have been
made in local level for sustainable
development. Green plants
maintain environmental balance
by maintaining proper balance
between oxygen and carbon
dioxide. Similarly, afforestation
results in expansion of forest
Fig.

area to get forest materials for

developmental works. It helps in
making development sustainable. 23.2
It also conserves environment and
provides food and shelter to all living beings.

GREEN Science and Environment Book-6 249

ii. Conservation of Natural Resources
Natural resources are important for
conducting various developmental
works. Conservation of these
resources helps in making
development sustainable. Human
beings can use natural resources
again and again if they conserve
them. Also, people can conserve

Fig.
natural resources for the use of
future generations. Thus, various
efforts have been made to conserve 23.3
land resources, water resources, vegetation, animals, etc. in the local level.

iii. Organic Farming

Organic farming is one of the major ways of conserving environment because
it is nature friendly. Nature friendly activities are essential for sustainable
development. People use organic fertilizers in the local level. Organic fertilizers
do not pollute environment and do not harm animals and plants. As a result,
it helps in maintaining environmental activities for a long time in local level.

iv. Generating Public Awareness

Public awareness is necessary to make the people aware about the importance
of environment and necessity of sustainable development. Many people in the
local level may not be familiar with the principles of sustainable development.
Various Organizations are involving in public awareness programmes in the
local level to make the people conscious and aware regarding importance of
sustainable development for the conservation of environment.
Activity 2
Make a list of local efforts that have been made in your locality for sustainable
development. Prepare a brief description by explaining importance of the
local efforts in conserving environment.

Key Concepts
1. Environment is the natural world around us where plants and animals
live. Environment consists of physical world us well as biological world.
2. Sustainable development is the development that meets the need
of present generation without compromising the ability of future
generations to meet their own needs.
250 GREEN Science and Environment Book-6
3. The wise and economic use of natural resources for development is
essential to carry out nature friendly development.
4. Sustainable development does not undermine the integrity, stability and
beauty of various components of natural environment.
5. Sustainable development is only the way of conserving various components
of natural environment. It helps in maintaining environmental balance
with the wise and judicious use of natural resources.
6. Unwise and excessive use of natural resources for industrial purpose
degrade environment and by products of industries or factories pollute
environment.
7. People environment and development are inseparable and there is close
interrelationship between these aspects.
8. Sustainable development is necessary for the betterment of human
beings. Thus, it is the responsibility of human beings to conserve nature.
9. Public awareness is necessary to make the people aware about the
importance of environment and necessity of sustainable development.

Exercise
1. Tick (√) the correct statement and cross (×) the incorrect one.
a. Sustainable development sustains for a short time.
b. Cultivation of 'Conservation Spirit' is essential for sustainable
development.
c. Deforestation is a local effort that have been made for sustainable
development.

d. Public awareness helps in environmental conservation.

e. Degradation in environment protects natural environment.

2. Fill in the blanks using appropriate words.

a. Sustainable development ....................... for a long time.
b. Natural disasters are ....................... causes of environmental
conservation.
c. Sustainable development protects ....................... resources with their
GREEN Science and Environment Book-6 251
 promotion.
d. Green plants maintain proper balance between ....................... and
carbon dioxide.
e. People use ....................... manure in organic farming.

3. Answer the following questions.

a. What is sustainable development? Why is it necessary?
b. Mention any two principles of sustainable development.
c. What does local efforts mean? Give two examples.
d. How does public awareness help in maintaining sustainable
development? Explain briefly.
e. Name any two efforts that have been made in your locality for
sustainable development.

4. Clarify the concept of sustainable development with any two examples.

5. Explain the importance of sustainable development.

6. "People, environment and development are interrelated to one another."

Justify this statement with a couple of examples.

7. Explain the local efforts that have been made for sustainable development
in the context of our country.

8. "Sustainable development is an urgent need of the time in the context of

the whole world." Justify this statement with suitable examples. You can
take help of the internet research.

252 GREEN Science and Environment Book-6

 Specification Grid
Science and Environment
Theory
Grade: 6 F.M.: 75
Time: 2 hour 15 minutes P.M.: 30
No. of No. of Sub Full (K) (U) (A) (HA)
Subject Areas Units Remarks
questions questions marks 30% 40% 20% 10%
Measurement,
Force and Motion
Simple Machine
Physics Heat, Light 5 10 25 7.5 10 5 2.5
Sound
Magnetism
Electricity
Matter
Mixture
Some Useful
Chemistry 3 6 15 4.5 6 3 1.5
Chemicals
Air
Metals
Living Beings
Invertebrates
Biology 3 6 15 4.5 6 3 1.5
Structure of a Cell
Life Processes
The Structure of
the Earth
Geology and
Weather 1 2 5 1.5 2 0 1.5
Astronomy
The Sun and the
Solar System
Environment and
its Balance
Environmental
Environment Degradation and
3 6 15 4.5 6 3 1.5
Science its Conservation
Environment
and Sustainable
Development
Total 15 30 75 22.5 30 14 8.5
Note:
There are a total to 15 questions and each question has two sub-questions. The
weighting of the main question is 5 marks and that of each sub-question may be
2 or 3 marks.
All units should be included while making question paper.
Question paper should include the questions to test the Knowledge (K),
Understanding (U), Application (A) and Higher abilities (HA) levels of
students.
GREEN Science and Environment Book-6 253
 Practical
Grade: 6 F.M.: 25
Time: 1 hour 30 minutes P.M.: 10
Drawing/ Construction of Field
Practical
labelling/ materials and visit/mini Viva voce
Subject Areas Units work,
explanation experimentation project (4)
etc. (5)
(5) (5) work (6)
Measurement,
Force and Motion
Simple Machine
Physics Heat, Light
Sound
Magnetism
Electricity
Matter
Mixture
Some Useful
Chemistry
Chemicals
Air
Metals
Living Beings
Invertebrates
Biology
Structure of a Cell
Life Processes
The Structure of
the Earth
Geology and
Weather
Astronomy
The Sun and the
Solar System
Environment and
its Balance
Environmental
Environment Degradation and
Science its Conservation
Environment
and Sustainable
Development

Note: The pass marks of theoretical exam will be 30 and that of practical exam is 10.

254 GREEN Science and Environment Book-6

 New Model Question
Science and Environment
Grade: 6 F.M.: 75
Time: 2 hours 15 minutes P.M.: 30

Group A: Physics
1. a. What is measurement? Write down standard units of length and time. (1+1)

b. Write any two affects of force. Rest and motion are relative terms. Justify this
statement. (1+2)

2. a. What are simple machines? Write any two uses of pulley. (1+1)

b. What is inclined plane? Draw a neat figure showing a wheel and axle. (1+2)

3. a. Define heat. Describe an experiment to demonstrate that solids expand on heating

and contract on cooling. (1+2)

b. Write any one difference between luminous and non-luminous objects. What is meant
by source of heat. (1+1)

4. a. What is meant by pitch of sound? Name two types of waves. (1+1)

b. Describe an experiment to demonstrate that sound can propagate through solid

medium. (3)

5. a. What is meant by magnetism? Write any two properties of magnet. (1+2)

b. What are conductors? Label A, B and C shown in the given figure. (2)

C
B

Group B: Chemistry

6. a. What are solids? Write any two differences between elements and compounds. (1+2)

b. Draw a neat and labelled figure showing filtration process. (2)

7. a. Write any two uses of each baking soda and common salt. (1+1)

b. What is rusting? Describe an experiment to prove that air has weight. (1+2)

8. a. Write any two uses of carbon dioxide gas. (2)

b. What are metalloids? Write any two differences between metals and non-metals. (1+2)
GREEN Science and Environment Book-6 255
 Group C: Biology

9. a. What are annual plants? Write any two characteristics of given organisms. (1+1+1)

i. ii.

b. What are coelenterates? Write any two salient features of the animals that belong to
phylum mollusca. (1+2)

10. a. What is cell? Write any two functions of endoplasmic reticulum. (1+2)

b. Write any two differences between plant cell and animal cell. (2)

11. a. What is photosynthesis? Write any two functions of leaf. (1+1)

b. Describe an experiment to test the pressence of starch in the green leaf of plants. (3)

Group D: Geology and Astronomy

12. a. What is the shape of the earth? Draw a neat and labelled figure showing the solar
eclipse. (1+2)

b. What is meant by humidity? Write any two features of windy weather. (1+1)

Group E: Environment Science

13. a. What are abiotic components? Write any two differences between producers and
consumers. (1+2)

b. Explain the relationship between wildlife and land. (2)

14. a. What is flood? Write any two causes and two efforts of landslide. (1+1+1)

b. What is the importance of environmental conservation? Write in brief. (2)

15. a. Why is sustainable development necessary? Give any two points. (2)

b. What efforts should be made in the local level for sustainable development? Write in
any three points. (3)

256 GREEN Science and Environment Book-6