Galaxy

A Course in Science
Teacher’s Manual, Class 7

Indiannica Learning Private Limited

(formerly known as Encyclopædia Britannica (India) Private Limited),
a subsidiary of Navneet Education Limited
New Delhi, India

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 Published in India by
Indiannica Learning Private Limited
(formerly known as Encyclopædia Britannica (India) Private Limited),
a subsidiary of Navneet Education Limited.
A-41, Mohan Cooperative Industrial Estate, Main Mathura Road, New Delhi 110044

© Indiannica Learning Private Limited 2019

The moral rights of the author/s have been asserted.

First Published 2019

All rights reserved. No part of this work may be reproduced or utilized in any form or by any means, electronic or
mechanical, including photocopy, recording, or by any information storage and retrieval system without permission
in writing from the publisher. Enquiries concerning reproduction outside the scope of the above should be sent to
the address above. You must not circulate this book in any other binding or cover and you must impose this same
condition on any acquirer.

ISBN: 978-93-89077-12-4

Acknowledgement
Cover and title page: Eclipse—inner corona and prominances: © Kenneth Keifer/Dreamstime.com.

Printed in India by ........................................................................

Published by Sumit Gupta, Managing Director

Indiannica Learning Private Limited
(formerly known as Encyclopædia Britannica (India) Private Limited),
a subsidiary of Navneet Education Limited.

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 Table of Contents

Introduction iv

How Galaxy Teacher’s Manuals can provide

 v
an effective teaching–learning experience

Lesson Plans vi

01. Nutrition in Plants 1

02. Nutrition in Animals 8

03. Fibre to Fabric 14

04. Heat 21

05. Acids, Bases, and Salts 28

06. Physical and Chemical Changes 36

07. Weather, Climate, and Adaptation 44

08. Winds, Storms, and Cyclones 50

09. Soil 57

10. Respiration in Organisms 64

11. Transportation of Substances 71

12. Reproduction in Plants 78

13. Time and Motion 86

14. Electric Current and its Effects 94

15. Light 100

16. Water: An Essential Resource 108

17. Forests: Our Lifeline 115

18. Journey of Wastewater 122

Answers to Test Paper 1 129

Answers to Test Paper 2 133

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 Introduction

The study of science instils in the learner the skills of logical thinking, critical analysis,
and reasoning.
Children like to learn about themselves and the world around them through observation
and experimentation. It is one of the noble aims of any education system to nurture this
natural instinct in children during their school years and even after. This is where good
books play a crucial role.
Galaxy: A Course in Science, published by Indiannica Learning, conforms to the vision of
the National Curriculum Framework, 2005. This course includes textbooks for classes 1 to
8, which contain numerous activities, experiments, discussions, and projects. The activities
motivate learners to find out things by doing rather than learning by rote.
The objective of the teacher’s manual of this series is to aid teachers in planning their
lessons through activities that integrate difficult concepts, to provide them with additional
exercises and assignments, and to empower them to carry out an effective teaching method.
The teacher’s manuals are designed keeping in mind the objectives of educating children
by doing hands-on activities rather than rote learning and enforce critical thinking and
analysis skills.
The methods followed in these teacher’s manuals provide the teachers a tool that they can
adapt or modify according to needs of the students.
The teacher manuals in the Galaxy series provide answers to all the exercises in the
textbook.
We hope teachers will find Galaxy Teacher’s Manuals helpful in aiding the students
achieve academic excellence.

iv

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 How Galaxy Teacher’s Manuals can provide an effective
teaching–learning experience

The main objectives of teaching science in classroom is to develop the following in

students—
• a sense of curiosity about our world
• critical thinking, creativity, and analytical skills
• ability to design innovative solutions to challenges and problems
• right values
The conventional ways of teaching science should make way for a teacher assuming the
role of a facilitator for the most part. To achieve this objective, prior planning to the last
detail is essential. As children learn in different ways, the use of multiple intelligences (MI)
theory in class will help the teacher achieve the expected learning outcomes. The activities
should, therefore, cater to all learning abilities. Also, the instructions should be simple and
clear. The use of technology enriches the teaching–learning experience.

How to conduct experiments/activities

The materials needed for teaching activities should be gathered before the class.
Collaboration helps students learn better. Pair and group work to make learning
relaxed and stress-free. Students learn to communicate among themselves. They also
learn the skill of active listening. They help each other to get a task done and their own
understanding increases in the process. Values such as honesty and fair testing can be
inculcated in the shared environment.
Experiments/activities in class should go hand in hand with the topic being taught. Once
the experiments/activities are done, individual worksheets can be distributed among the
students to assess whether the concepts have been understood by every student in the class.

How to assess/inculcate scientific temperament

Students should be encouraged to ask questions and seek answers. Students enjoy science
when they are given opportunities to learn through exploration. Field studies and projects
aid in hands-on learning. When students research, gather data, and draw their own
conclusions, they feel like real scientists. This is the best way of inculcating scientific
temper in students.

How to use digital resources

A very important part of the teacher’s resource kit is digital resources. The inclusion of
digital resources has become an integral part of modern-day learning as these get the
interest quotient of the students magnified manifold and help expand their horizons.
Teachers can profusely use animation videos, test generators, and interactive exercises.
Learners can use the student app which consist of the interactive exercises and animation
videos.
We hope teachers will find Galaxy Teacher’s Manuals as an effective tool in their efforts to
find out young scientists among the learners.
v

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 Lesson Plans

vi

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 1 Nutrition in Plants

Number of periods: 2
Break-up of periods
• Period 1: Autotrophic nutrition in plants
• Period 2: Heterotrophic nutrition in plants
Period 1
Pages 1 to 5
Learning objective(s)
• Learning about the autotrophic mode of nutrition in plants
• Explaining the role of carbon dioxide, water, and sunlight in the process of photosynthesis.
Planning and preparation
• Organize a play to help the students understand the process of photosynthesis. Divide the class into groups
and make the students of each group enact different roles. Repeat the play with all the groups so that
everyone gets a chance to participate.
• Bring the materials given in the ‘Things required’ section of the activities given on pages 2 and 3 of the
textbook.
• The activities given on pages 2 and 3 of the textbook are to be demonstrated by the teacher. As the
observations and results are visible only after three to six days, it would be better to initiate this experiment
a few days prior to the lesson.
Procedure
1. Begin the class by asking students the following questions:
a) Why do you eat food?
b) How does food help you?
c) Who makes food for you?
d) How do plants make their food?
2. Discuss the answers with students and introduce the term ‘nutrition’.
3. Explain that plants make food on their own and introduce the term ‘autotrophic nutrition’.
4. Explain the process involved in autotrophic nutrition with the help of the following activity.
5. Select students for a role-play on the topic ‘photosynthesis’. Start by preparing the students for their
respective roles in the play. The characters are the sun, the plant, water, carbon dioxide, energy, sugar, and
a narrator. The sun shines at the centre of the room. The plant is surrounded by energy, water, and carbon
dioxide which walk around the plant and then sit down. Sugar and oxygen then take a turn to walk around
the plant. The narrator describes the process as it happens. Animals can also be included—giving off carbon
dioxide and receiving oxygen. Different students must repeat the process over and over to show how the
relationship continues.
6. Now ask questions like these on photosynthesis to the students:
a) What is the role of leaves in photosynthesis?
b) What are the things needed by plants to prepare their food?

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 c) How does carbon dioxide enter the leaves?
d) What is produced during photosynthesis?
7. You can ask other questions based on photosynthesis. Give time to the students and help them to imbibe
this concept.
8. Perform the activity given on page 2 of the textbook. Ask the following questions to the students.
a) Why should the leaf be immersed in alcohol and not water?
b) Why is the test tube containing alcohol with the leaf heated in boiling water? Why is it not heated directly?
c) What is the colour of the iodine solution? To what colour does it change when put on the leaf?
9. Help the students conclude that leaves contain starch and the colour of iodine changes from dark brown to
bluish black in the presence of starch.
10. On the day of the lesson, bring the potted plant into the classroom and remove the aluminium foil or black
paper from the leaf.
11. Ask them about the colour in this part of the leaf as compared to the rest of the leaf.
12. Now perform the iodine test on the leaf. Ask the students to observe the change in the colour of iodine
when put on the part of the leaf that was covered. Ask them to explain the observations.
13. Help students to conclude that no photosynthesis took place and no starch was formed in that area of the
leaf which had been covered for a few days.
14. Ask them to read pages 1 to 4 of the textbook. Also ask them to complete the ‘Quick Check’ section given
on page 4 of the textbook.
Period 2
Pages 5 to 8
Learning objective(s)
• Learning about heterotrophic nutrition in plants
• Understanding what parasites and saprophytes are
• Explaining the special features of insectivorous plants
• Getting an overview of how nutrients enrich the soil
Planning and preparation
• Arrange pictures showing different types of nutrition in plants.
• Bring the TRK CD, a screen, and a projector.
Procedure
1. Begin the class by asking questions such as the following.
a) Do you think all green plants undergo photosynthesis?
b) Do you know of any plant that obtains its nutrition in some other ways?
c) Have you ever seen any such plant?
d) Do you know what this type of nutrition is called?
2. With the help of the discussion, introduce the term ‘heterotrophic nutrition’ to students.
3. List the different types of heterotrophic nutrition in plants on the blackboard.
4. Explain in detail different types of heterotrophic nutrition in plants using pictures.
5. Let students read this topic from pages 5–7 of the textbook.
6. Once students are done with the reading, have them watch the video ‘heterotrophic nutrition in plants’ using
the TRK CD.

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 7. Ask students to clear their doubts.
8. Towards the end of the period, highlight the importance of enriching the soil with nutrients. Also list the
different ways through which soil is enriched with nutrients on the blackboard. Let the learners write the
same in their exercise books.
9. As a home assignment, instruct students to complete parts (a), (c), (d), and (e) of question 5.
Learning outcomes
At the end of this chapter, students will be able to—
• define nutrition and autotrophic nutrition;
• describe the process through which plants prepare their food;
• list the components required for photosynthesis;
• define heterotrophic nutrition in plants;
• summarize different types of heterotrophic plants—saprophytes, insectivores, and symbionts; and
• explain the need for enrichment of soil with nutrients.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Fill in the blanks.
1. Cuscuta is a plant. (parasitic / symbiotic)
2. is an example of symbiotic relationship between an alga and a fungus. (Fern / Lichen)
3. leads to the production of glucose and oxygen. (Respiration / Photosynthesis)
4. The is the ultimate source of energy on the earth. (moon / sun)
5. The pitcher plant eats as its food. (fruits / insects)
B. State whether the statements are true or false.
1. All plants make their own food.
2. Iodine is used to test the presence of starch.
3. The green pigment in the leaves is called chlorophyll.
4. The plants that feed on insects are called omnivores.
5. The food prepared by leaves is stored as fats in plants.
C. Name the following.
1. Organisms that break down food obtained from other organisms
2. An organism that lives in or on another organism and derives nutrients from it
3. A relationship where two organisms benefit from each other by sharing their resources and shelter
4. An organism that obtains its nutrition from dead and decaying plant or animal matter
5. The process of taking in food and utilizing it for various life processes
D. Answer the following questions.
1. Define photosynthesis.
2. List the components required for photosynthesis.
3. Name the category of heterotrophic plants.
4. Write the ways in which soil enrichment can be done.

Answers to worksheet

A. 1. parasitic 2. Lichen 3. Photosynthesis 4. Sun 5. insects

B. 1. F 2. T 3. T 4. F 5. F
C. 1. Heterotrophs 2. Parasite 3. Symbiotic relationship
4. Saprophyte 5. Nutrition
D. 1. The process by which green plants synthesize their food using carbon dioxide and water in the
presence of sunlight and chlorophyll is called photosynthesis.
2. Carbon dioxide, chlorophyll, water, and sunlight are the components required for the process of
photosynthesis.
3. The following are the categories of heterotrophic plants:
•  Parasitic plants or parasites

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 •  Saprophytic plants or saprophytes
•  Insectivorous plants or insectivores
•  Symbiotic plants or symbionts
4. The enrichment of soil can be done in the following ways:
• Add manures and fertilizers to the soil to increase its fertility. These fertilizers and manures are
rich in nitrogen. In addition, these fertilizers contain potassium and phosphorus.
• Grow leguminous plants, such as gram and peas, in the field. The roots of these plants contain
Rhizobium bacteria which can fix atmospheric nitrogen into a soluble form in the soil.

Answers to exercises in the textbook

Quick Check (Page 5)

a) green plants b) photosynthesis c) guard d) solar e) Oxygen
Quick Check (Page 7)
a) T b) F c) T d) T
Put on your thinking cap
1. a) iii b) i c) iii d) iii e) i
f) iii g) iii h) iii i) iv
2. a) sun b) heterotrophs c) chlorophyll d) starch e) guard cells
f) Iodine g) Host h) saprophytes i) insectivores j) symbiotic
3. a) iii b) iv c) v d) i e) ii
4. a) Living organisms are divided into autotrophs and heterotrophs based on their mode of nutrition.
b) Alcohol is not heated directly to remove chlorophyll from the leaves as it is inflammable and can
catch fire.
c) We add KOH in the bottle in the experiment to demonstrate that carbon dioxide is required for
photosynthesis as it absorbs the carbon dioxide and does not let a leaf do photosynthesis.
d) The plant with green leaves showed positive result because it has chlorophyll required to make
the starch.
e) Stomata present on the surface of leaves allow the carbon dioxide present in the air to enter
the leaf.
f) i. A bread mould and a mushroom: Saprophytic
ii. A Venus flytrap and a pitcher plant: Insectivores
iii. A mistletoe and the Cuscuta: Parasites
iv. Rhizobium in leguminous plants and lichen: Symbiotic
5. a) No, all plants are not autotrophs. There are certain plants which cannot synthesize their own
food as they do not have chlorophyll. These plants depend on other plants for food and are called
heterotrophs.
Heterotrophic plants are further divided into the following categories—
Parasitic plants or parasites: A parasite is an organism that lives in or on another organism
• 
and derives nutrients from it. The organism from which a parasite derives its nutrients is called
the host.
For example, Cuscuta (amarbel) entangles itself around the host plant and derives food from it.
Mistletoe’s roots penetrate into the bark of the host tree to get water and minerals required for the
process of photosynthesis.

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 Saprophytic plants or saprophytes: A saprophyte is an organism that obtains its nutrition
• 
from dead and decaying matter. For example, the bread mould is a fungus and cannot make its
own food. It releases digestive juices and converts the matter into simple liquid form, which is
absorbed for nutrition. A mushroom is also a fungus.
• Insectivorous plants or insectivores: These are plants which feed on insects.
For example, in the pitcher plant, each leaf is modified into a pitcher-like structure with a lid on
top. Hairs are present inside the pitcher. When an insect sits on the pitcher, the lid closes to trap
the insect. The insect gets entangled in hairs and is killed by the digestive juices secreted inside the
pitcher. In the Venus’s flytrap, each leaf consists of two lobes. The inner surface has short, stiff hair
and is reddish in colour to attract the insects. The moment an insect touches the hair, the lobes
mesh up together to trap it.
Symbiotic plants or symbionts: These plants benefit from each other by sharing their
• 
resources and shelter. Lichen is an example of a symbiotic relationship between a green or
blue-green alga and a fungus. The alga is an autotroph, and the fungus is a saprophyte. The alga
prepares food which is used by the fungus. The fungus in return provides conditions for the alga
to survive for a long time. The fungus also provides certain mineral nutrients to the alga.
Leguminous plants like pea and Rhizobium bacteria too share a symbiotic relationship. This
relationship leads to the development of specialized structures called nodules in the roots of the
plant. Bacteria, living in root nodules, are able to convert atmospheric nitrogen into ammonia. The
plant uses the ammonia as a nitrogen source to synthesize proteins. The bacteria in turn get shelter
from the plant.
b) i. Stomata allow carbon dioxide present in the air to enter the leaf.
ii. Chlorophyll absorbs sunlight for leaves.
iii. Guard cells regulate the opening and closing of the stomata.
c) Similarity: Both show the heterotrophic mode of nutrition.
Dissimilarity:
Parasites—One organism gets harmed, whereas the other benefits.
 Saprophytes—As the organism obtains its nutrition from dead and decaying matter, it is beneficial
for the organism and the environment as well.
d) In a pitcher plant, each leaf is modified into a pitcher-like structure with a lid on top. Hairs are
present inside the pitcher. When an insect sits on the pitcher, the lid closes to trap the insect. The
insect gets entangled in the hair and is killed by the digestive juices secreted inside the pitcher.
e) In lichens, the associated alga is an autotroph, and the fungus is a saprophyte. The alga prepares food
which is used by the fungus. The fungus in return provides conditions for the alga to survive for a
long term. The fungus also provides certain mineral nutrients to the alga. This relationship is called
symbiotic relationship.
f) i. There would be no oxygen as plants produce it as a product of photosynthesis.
ii. Tigers, leopards, lions, and frogs do not eat plants, but they feed on animals which eat plants.
These herbivores will cease to exist if there are no plants on the earth. There would also be no
oxygen to breathe.
iii. Parasites are harmful to the host plant as they deprive it of nutrients.
iv. Saprophytes are cleaners of the environment as they feed on the dead and decaying organic
matter and thereby clean the environment.
v. Fungi can be useful as well as harmful for humans. For example, mushrooms are edible.
However, not all varieties of mushroom are edible. Some varieties are poisonous. The fungi on
bread, wood, and leather lead to their spoilage.
vi. The Venus’s flytrap and pitcher plant perform photosynthesis and yet they trap insects because
they grow in soil which is deficient in certain nutrients. So they eat the insects to fulfil their
nutrient requirements.

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 vii. There is no need to put nitrogenous fertilizer in the field with leguminous plants as they share a
symbiotic relationship with the Rhizobium bacteria. This relationship leads to the development
of specialized structures called nodules in the roots of the plants. Bacteria, living in root
nodules, are able to convert atmospheric nitrogen into ammonia. This ammonia is used by the
plants as a nitrogen source to synthesize proteins.
6. Symbiotic, Parasitic
HOTS: 1. We are not autotrophs as we eat food made by plants and other animals.
2. Plants are not found on the ocean bed as there is no sunlight there, and they cannot do
photosynthesis at such depths.
3. The lunch box had fungus in it. The spores of fungi are present in the air. Whenever conditions
become favourable, they settle on a particular surface and begin to grow.
At a Glance
Heterotrophic
Parasites, Saprophytes, Insectivores

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 2 Nutrition in Animals

Number of periods: 5
Break-up of periods
• Period 1: Modes of nutrition in animals
Periods 2, 3, and 4: Processes involved in nutrition in human beings, the human digestive system, and
• 
digestion-related ailments
• Period 5: Digestion in grass-eating animals and amoeba
Period 1
Page 12
Learning objective(s)
• Learning about different modes of nutrition in animals
• Understanding that different animals have different feeding organs
Planning and preparation
• Bring pictures of a snake swallowing a frog, an elephant using its trunk to put food in its mouth, a butterfly
sucking nectar from a flower through the proboscis, and a bird using its beak to eat food.
Procedure
1. Initiate the class by recalling the learnings of autotrophic and heterotrophic nutrition.
2. Ask them the following questions:
a) What are autotrophs?
b) Are all plants autotrophs?
c) If not, then how do these plants obtain nutrition?
d) What are heterotrophs? How are heterotrophic animals classified further? (Guide the discussion in such a
way that students answer ‘herbivores’, ‘carnivores’, and ‘omnivores’.)
3. Then ask them about different types of food eaten by herbivores, carnivores, and omnivores. Relate the food
eaten to different feeding organs of animals.
4. Now show the pictures of a snake swallowing a frog, an elephant using its trunk to put food in its mouth, a
butterfly sucking nectar from a flower through the proboscis, and a bird using its beak to eat food. Relate
these pictures with the different modes of nutrition in animals.
5. Let students read the same from page 12 of the textbook.
6. Ask some questions related to this topic to make sure the concept is clear to the students.
Periods 2, 3, and 4
Pages 13 to 19
Learning objective(s)
• Learning about the process of digestion in human beings
• Understanding the role of enzymes in the process of digestion
Planning and preparation
• Make a PowerPoint presentation with the information about the digestive organs and digestive enzymes as
given in the textbook prior to this class.

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 • Arrange printouts with an incomplete table showing digestive organs, enzymes, and their functions.
Procedure
1. Begin the class by listing the different steps involved in the process of nutrition in human beings on the
blackboard. Give a brief idea of each step to the students.
2. Now ask the following questions to the students:
a) How is food ingested by human beings?
b) What happens to the ingested food?
3. With the help of students’ responses, discuss what happens to the food that enters the alimentary canal.
4. Using the PowerPoint presentation, explain that digestion begins in the mouth. With the help of the teeth,
the food is broken down into small pieces. Introduce the term ‘salivary amylase’ and explain its function. At
this stage, discuss the functions of different types of teeth and highlight the importance of dental care. Also
explain the role of tongue in moving food around the mouth and swallowing. Make sure you keep listing
difficult terms on the board and explaining them to students.
5. Using a pointer, show the path taken by food in the alimentary canal and tell students that food enters the
stomach through the oesophagus. Explain the digestion of food in the stomach.
6. Tell them that the enzyme pepsin present in the gastric juice acts on proteins present in food to convert them
into smaller fragments.
7. Ask students a few questions to clear their doubts regarding the functions of enzymes.
8. Continue with the presentation and explain that the small intestine is the part where most of the digestion
occurs. Show the pathway for the secretion of bile using a pointer and explain that it is secreted by the liver
and stored in the gall bladder.
9. Write the word equations for pancreatic amylase, lipase, and trypsin acting on starch, fats, and proteins
respectively. Ask students to note these in their exercise books.
10. Tell the students that enzymes are specific in exerting their actions.
11. Discuss further that erepsin enzyme secreted by the intestinal juice completely digests proteins and converts
them into amino acids. Also explain the roles of lactase, maltase, and sucrase present in the intestinal juice in
carbohydrate digestion.
12. With the help of the presentation, explain that the small intestine has finger-like projections called villi that
help to absorb the digested nutrients.
13. Explain the role of the large intestine in detail along with the formation of faeces and defaecation.
14. Now distribute printouts of incomplete tables showing the names of digestive organs, names of enzymes, and
their functions.
15. Ask the students to complete the table and paste it in their exercise books.
16. Then talk about what happens if there is a disturbance in the normal functioning of the digestive system.
17. With the help of the students’ responses, explain various digestion-related ailments.
18. Ask students about their eating habits.
19. Help them identify healthy and unhealthy eating habits. Encourage students to follow healthy eating
habits only.
20. As a home assignment, instruct students to complete questions 2 and 9 given on pages 22 and 24 respectively.
Period 5
Pages 20 to 21
Learning objective(s)
• Learning about the process of digestion in grass-eating animals and amoeba

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 Planning and preparation
• Bring a chart showing the digestive system of a cow.
Procedure
1. Begin the class with a brainstorming session. Ask the following questions to the students.
a) What do goats and cows eat?
b) Have you wondered how they are able to digest grass?
c) Can human beings digest grass?
2. Discuss the answers with students. Tell them that grass-eating animals are called ruminants. Give a brief idea
about four-chambered stomach in ruminants.
3. Now hang the chart showing the digestive system of the cow on the softboard of the class. Point out the
different parts of the cow’s stomach.
4. Make a flow diagram on the blackboard to explain the movement and digestion of food in ruminants’ stomach.
Let the students note down the same in their exercise books.
5. Now move to the next topic and explain the process of digestion in amoeba.
6. Introduce the terms such as ‘pseudopodia’ and ‘food vacuole’ and highlight the importance of these parts
in digestion.
7. To make the concept clear, ask students to have a look at figure 2.7 on page 21. Explain the processes shown
in each part of the figure.
8. Give some time to students to read this topic from page 20 of the textbook.
9. As a home assignment, instruct students to complete parts (e) and (f) of question 8 given on page 24 of
the textbook.
Learning outcomes
At the end of this chapter, students will be able to—
• differentiate between autotrophic and heterotrophic nutrition;
• list feeding organs of different animals;
• list and define the processes involved in nutrition in human beings;
• list the parts of the human digestive system;
• explain the process of digestion in humans;
• summarize the role of enzymes in the process of digestion in humans;
• list a few digestion-related ailments;
• identify the four chambers of the stomach of ruminants and explain the process of digestion in them; and
• explain the process of digestion in amoeba.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

10

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 A. Fill in the blanks.
1. The digestive tract is also known as the .
2. The front teeth of human beings are known as the .
3. and rennin are the enzymes present in the gastric juice.
4. There are pairs of salivary glands present in the mouth.
5. Bile is stored in an elongated sac-like structure called the .
B. Name the enzyme that converts
1. Sucrose into glucose and fructose
2. Proteins into simpler forms
3. Fats into fatty acids and glycerol
4. Starch into maltose
5. Proteins into peptides
C. State whether the following statements are true or false.
1. The liver stores extra glucose as glycogen.
2. Erepsin enzyme is secreted by the salivary glands.
3. Gastric glands are situated in the inner walls of the large intestine.
4. The ileum of the small intestine opens in the large intestine.
D. Complete the following flow chart by writing the names of the parts of the alimentary canal.

Mouth (a) (b) Duodenum Jejunum (c)

(e) (d) Caecum

Answers to worksheet

A. 1. alimentary canal 2. incisors 3. Pepsin 4. three

5. gall bladder
B. 1. Sucrase 2. Pepsin 3. Lipase 4. Pancreatic amylase
5. Trypsin
C. 1. T 2. F 3. F 4. T
D. a) Oesophagus b) Stomach c) Ileum d) Colon e) Rectum

11

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 Answers to exercises in the textbook

Quick Check (Page 19)

1. 9-10 m 2. mastication 3. amylase
4. small intestine 5. fatty acids, glycerine
Quick Check (Page 21)
a) T b) T c) T d) F e) T
Put on your thinking cap
1. a) ii b) ii c) iv d) iii e) ii
f) i. g) ii
2. food, digestion, digestive system, mouth, masticated, salivary glands, salivary amylase, carbohydrates,
oesophagus, pepsin, peptones, small intestine, erepsin, maltase, lactase, sucrose, liver, pancreatic
amylase, lipase, and trypsin, small intestine, water, faeces, rectum, anus
3. a) Mouth b) Small intestine c) Small intestine
d) Stomach e) Large intestine, anus
4. a) Mastication b) Teeth c) Nutrients d) Villi e) Liver
5. a) Assimilation is the process of building complex substances using simple substances.
b) Ingestion is the taking in of food.
c) Mastication is the breaking down of bigger pieces of food into smaller bits with the help of teeth.
d) Egestion is the process of elimination of undigested food from the body.
e) Digestion is the breaking down of complex food into a simple form which can be absorbed by
the body.
f) Peristalsis is the rhythmic contraction and relaxation of muscles of the oesophagus to push food
down into the stomach.
6. Across:
2. Oesophagus 3. Pharynx 5. Villi 7. Assimilation,
11. Rectum 12. Canine 13. Saliva 15. Pancreas
Down:
1. Egestion 4. Ruminants 6. Mastication 8. Incisors
9. Stomach 10. Amylase 14. Liver
7. a) There are four stages involved in the process of nutrition in animals—ingestion, digestion,
absorption, and assimilation.
b) Saliva is produced in the mouth by the salivary glands.
c) There are four types of taste buds present on the tongue—bitter, sour, salty, and sweet.
d) There are four types of teeth in human beings—incisors, canines, premolars, and molars. Incisors
help in biting. Canines help in tearing. Premolars and molars help in grinding.
e) In mechanical digestion, food is only broken down into smaller pieces, and there is no change in the
chemical nature of the food. However, in chemical digestion, the food is acted upon by the enzymes
to change it into a simpler form which can be easily absorbed by the body.
f) Epiglottis is a flap-like structure on the windpipe which prevents entry of food into the wind pipe.
g) There are four chambers present in the stomach of the ruminants.
8. a) The masticated food enters the stomach through the oesophagus. The thick muscular walls of the
stomach contract to churn the food and mix it with the digestive juice produced by the cells lining
the stomach. The digestive juice contains the enzyme pepsin, which helps in breaking down the

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 proteins into simpler forms. The inner lining of the stomach muscles secretes hydrochloric acid. The
acid kills the bacteria present in the swallowed food. The food is finally processed into a thick liquid
called chyme.
b) Food does not enter the liver, gall bladder, and pancreas; yet these glands play a very significant role
in the process of digestion.
Liver and gall bladder: Liver produces bile, which is yellowish-green in colour. The bile juice is

stored in an elongated sac-like structure called gall bladder, which is connected to the liver by a duct
called the bile duct. The bile helps to neutralize the acids from the stomach so that digestion can
continue. The bile is not an enzyme. It does not digest the food chemically. It mixes with the fats
present in the food to form small fat droplets.
Pancreas: It secretes pancreatic juice which contains a number of enzymes, which act on different

nutrients and change them into simpler forms. Pancreatic amylase converts starch into maltose,
lipase changes fats into fatty acids and glycerol, and trypsin breaks down proteins into peptides.
c) The digestion of food gets completed in the small intestine. The intestinal juice released from the
small intestine contains another protein-digesting enzyme called erepsin. This enzyme completes
the digestion of peptides into amino acids. The intestinal juice also contains sugar-splitting enzymes,
namely maltase, lactase, and sucrase. Maltase converts maltose into glucose. Lactase converts
lactose into glucose and galactose. The enzyme sucrase acts on sucrose to convert it into glucose
and fructose.
d) The inner walls of the small intestine have many folds which contain millions of microscopic finger-
like projections called villi. These projections increase the available surface area to absorb food and
water. Each of these villi contains many folds, known as microvilli, and small blood vessels. The blood
vessels transport the absorbed nutrients.
e) The ruminants, after ingesting the food, chew it partially. While chewing, the food gets mixed with
saliva. Before being swallowed and passed down the oesophagus, it is stored in a part of their four-
chambered stomach called rumen. Here, partial digestion of food occurs and the product is called
cud. When the animal is resting, the cud is brought back into the mouth in small quantities, and the
animal chews it further. This is called chewing the cud. This helps in the digestion of cellulose. The
rumen contains billions of bacteria and other microbes that break down the cellulose. The cellulose
returns to a large sac-like structure called caecum, where the cellulose gets completely digested by
the symbiotic bacteria to form sugars and fatty acids.
f) When amoeba senses any food around, it sends out its finger-like projections, called pseudopodia,
around the microorganisms to engulf them. There are many vacuoles in its cytoplasm which help in
digestion. Within a food vacuole, the digestive juices act on the engulfed food to break it down into
simpler substances that are absorbed by the amoeba. The undigested and unwanted substance is
thrown outside the body through the vacuole.
9. Refer to Fig. 2.1 given on page 13 of the textbook.
HOTS: 1. Raman’s mother does not allow him to talk or lie down while eating as there are chances of food
particles entering the windpipe instead of the food pipe. The epiglottis may not close properly due
to the wrong body posture. If the food enters the wind pipe, it might lead to choking.
2. Chewing is the first step of digestion of food. The food has to be broken down mechanically for
the action of different digestive juices starting from the mouth. If food is not chewed properly, it
will impact the entire process of digestion. A person may even suffer from indigestion.

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 3 Fibre to Fabric

Number of periods: 4
Break-up of periods
• Period 1: Wool and its properties and rearing of sheep
• Period 2: Processing fibre into wool and health hazards associated with wool production
• Period 3: Silk and its characteristics and life cycle of a silk moth
• Period 4: Production of silk
Period 1
Pages 26 to 27
Learning objective(s)
• Identifying the animals that yield wool
• Explaining the properties of wool
• Explaining rearing of sheep
Planning and preparation
Keep the following things handy.
• Pictures of some animals yielding wool
• Different coloured woollen threads enclosed in plastic bags
Procedure
1. Begin the class by giving information about what fabric is and what we mean by natural fabrics. Ask students
to name some natural fabrics.
2. Write the names of animals that yield wool on the blackboard. Make students familiar with these animals by
showing them pictures of animals.
3. Refer to page 27 and explain the properties of wool and different types of wool obtained from different
animals.
4. Make a table on the blackboard showing the names of animals and the types of wool that are obtained
from them.
5. Show samples of different woollen fabrics to students and make them relate to their properties.
6. Explain the concept of rearing of sheep to the students. Ask them to refer to the content given in table 3.1
given on page 27 of the textbook.
7. Ask students to read pages 26 and 27 of the textbook.
Period 2
Pages 28 to 29
Learning objective(s)
• Explaining the different processes involved in processing of wool fibres
• Recognizing the health hazards associated with production of wool
Planning and preparation
• Keep the TRK CD, a projector, and a screen handy.

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 Procedure
1. Begin the class with a recap of the topics discussed in the previous class.
2. Inform students that we will learn about the process of conversion of wool fibre into yarn and the health
hazards associated with the production of wool.
3. Draw a flow diagram on the board showing the steps involved in the conversion of wool fibre into yarn.
4. Refer to page 28 of the textbook and explain the concepts of shearing, scouring, grading and sorting, carding,
dyeing, and yarn making to students.
5. Ask students to see figure 3.2 given on page 28 of the textbook showing the conversion of fleece to yarn.
Explain each step along with the theory to the students.
6. At this stage, show students the video of ‘Processing wool fibre into yarn’ using the TRK CD.
7. Make students aware of the different health hazards associated with the production of wool.
8. Ask students to read pages 28 and 29 of the textbook and attempt the ‘Quick Check’ section given on
page 29.
Period 3
Pages 29 to 30
Learning objective(s)
• Explaining the properties of silk
• Recognizing the life cycle of a silk moth
Planning and preparation
Keep the following things handy.
• Different coloured samples of silk fabric
• Pictures depicting different stages of life cycle of a silk moth
• Printouts of the life cycle of a silk moth without labels
Procedure
1. Begin the class with a recap of the previous class.
2. Tell students that they we will learn about another natural fibre—silk.
3. Show different coloured silk samples to the students. Ask them to observe and feel the fabrics.
4. Explain the meaning of the term ‘sericulture’ to the students.
5. Discuss the characteristics of silk.
6. Draw the life cycle of a silk moth on the blackboard, and using a pointer explain each stage to the students.
7. Refer to the text and figure 3.3 given on page 30 of the textbook to explain the life cycle of a silk moth to
the students.
8. Inform students that in India the types of silk are named basis the type of plant the silkworms feed on.
9. Distribute the printouts of the diagram of the life cycle of a silk moth among the students. Ask them to label
each stage.
10. Ask the students to read pages 29 and 30 of the textbook.
Period 4
Pages 30 to 31
Learning objective(s)
• Explaining the different stages involved in the processing of silk fibres
• Recognizing the health hazards associated with the production of silk

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 Planning and preparation
• Bring a chart showing the different processes involved in the production of silk.
• Keep the TRK CD, a projector, and a screen handy.
Procedure
1. Inform the students that they will discuss how silk is produced.
2. Explain the different environmental conditions required for silk production to the students.
3. Using the chart, explain how eggs of a silkworm hatch into caterpillars and subsequently how caterpillars feed
on mulberry leaves.
4. Emphasize the process of reeling.
5. Next, discuss the different health hazards associated with the production of silk.
6. Ask the students to read pages 30 and 31 of the textbook and attempt the ‘Quick Check’ section given on
page 31 of the textbook.
7. Using the TRK CD, play the interactive exercises of this chapter on screen. Call students one by one and ask
them to attempt the objective type questions.
8. Also ask them to go through the digital content and attempt the interactive exercises for this chapter on the
Student App.
9. Using the Test Generator (TG) component of the TRK, create worksheets for this chapter and share them
with students. Ask students to attempt the questions of the worksheets as a home assignment.
Learning outcomes
At the end of the chapter, students should be able to—
• identify animals that yield wool;
• recognize and list the steps involved in the production of animal fibres;
• draw and describe the life cycle of a silk moth; and
• list the health hazards involved in the production of animal fibres

Reflection
At the end of the chapter, introspect with the following questions.
1. Which other resources and teaching strategies could I use to make the class more engaging?
2. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Choose the correct options.
1. If the silkworms feed on leaves of trees such as sal, arjun, and saja, the silk is known as
silk.
a) mulberry b) tussar c) eri d) wild
2. Which is the strongest natural fibre?
a) Silk b) Wool c) Cotton d) Acrylic
3. The breed of sheep that yields very warm, soft, and shiny fleece is called .
a) angora b) vicuna c) alpaca d) cashmere
4. Shearing is done in
a) early winter or late summer. b) early spring or late summer.
c) early summer or late spring. d) early spring or early summer.
5. The female moth lays around eggs.
a) 400 b) 200 c) 300 d) 100
B. Fill in the blanks.
1. Thick coat of hair on the body of sheep is known as .
2. nature of wool makes it more resistant to tearing.
3. The are dyed to get wool fibres of various colours.
4. Eri silk is produced when the silkworms feed on the plant leaves.
5. Cocoons when exposed to scorching heat of the sun kills the and loosens the
silk fibres.
C. Complete the following table.

Name of breed Quality of wool State where these breeds are found
1.  2.  Rajasthan and Punjab
Nali 3.  4. 
5.  Carpet wool Jammu and Kashmir
6.  7.  Gujarat
Patanwadi 8.  9. 
10.  Brown fleece Himachal Pradesh and Uttar Pradesh
D. Answer the following questions.
1. Name the animal that yields the softest wool in the world.
2. What is done during carding stage of wool production?
3. State two characteristics of silk.
4. State the environmental conditions required for silk production.
5. Why is shearing painless for the animal?

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 Answers to worksheet

A. 1. b) 2. a) 3. c) 4. d) 5. a)
B. 1. fleece 2. Elastic 3. slivers 4. castor 5. silkworms
C. 1. Lohi 2. Good quality wool
3. Carpet wool 4. Rajasthan, Haryana, and Punjab
5. Bakharwal 6. Marwari
7. Coarse wool 8. Hosiery
9. Gujarat 10. Rampur bushair
D. 1. The vicuna, a member of the llama family, yields the softest wool in the world.
2. Carding is the last stage in the process which prepares fleece for spinning. In this process wool fibres
are separated and straightened either manually or with the help of machines.
3 a)  Silk is a shiny and soft fabric that remains cool in summer and warm in winter.
b)  It absorbs moisture and can be dyed easily.
4. Silk production requires moist, warm, and well-ventilated place and a temperature of 85°F.
5. Shearing is painless for the animal as it removes the uppermost layer of skin and it is made up of
dead cells.

Answers to exercises in the textbook

Quick Check (Page 29)

1. poorest 2. scouring 3. early spring, early summer
4. scouring 5. length
Quick Check (Page 31)
1. T 2. F 3. T 4. F 5. T
Put on your thinking cap
1. a) i b) ii c) i d) i e) ii
f) iv g) iii h) i
2.  Types of silk Leaves of plants on which the silkworms feed
Mulberry Mulberry
Muga Polyanthus leaves
Eri Castor plant
Tussar Sal, arjun, and saja
3. a) The cocoon of the silkworm is formed by secretion of the salivary glands.
b) Woollen fabric dries faster than cotton.
c) The untwisted fibres obtained after carding are slivers.
d) Dyeing is done after carding.
e) The caterpillars feeds on the mulberry leaves
4. a) The following are the qualities of wool:
•  It is elastic in nature and does not crinkle.
•  It is resistant to tearing.
•  It is the poorest conductor of electricity among all fabrics used for making clothes.
•  It dries very fast.
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 b)  Name of the breed Quality of the wool
Bakharwal Carpet wool
Rampur bushair Brown fleece
c) The cocoons are collected and put into very hot water, or exposed to hot air, or to the scorching
heat of the sun. This kills the silkworm and loosens the silk fibres. The silk fibres are then taken out
and unwound from the cocoon. This process is called reeling.
d) The fibre of wool is the poorest conductor of heat among all the fibres used for making clothes. It
locks the heat, which is why garments made of wool are warm.
e) The different processes involved in wool production are shearing, scouring, grading and sorting,
carding, dyeing, and yarn making.
f) Sericulture is the practice of rearing of silkworms for silk.
g) The type of silk obtained from silkworm is based on the type of plant leaves it feeds on.
h) The common health hazards to the people working in the silk industry are:
•  Burns are common as workers continuously work with boiling water.
•  Arthritis of the hands and fingers is also common as people reel silk into yarn.
•  Exposure to loud noise during weaving and spinning can result in permanent hearing damage.
5. a) The following steps are involved in wool production:
•  Shearing: It is the process in which the fleece, along with a thin layer of the skin, is removed
from the body of the animal. Shearing is done with the help of machines. It is similar to shaving
in human beings. It does not harm the sheep and is painless as the uppermost layer of the skin is
made of dead cells.
•  Scouring: The sheared hair is washed thoroughly with detergent to remove the impurities,
such as sand, dirt, grease, and dust. This process is called scouring. Nowadays, this is done by
machines.
•  Grading and sorting: In this process, any stained, damaged, or inferior wool is removed. The
rest of the wool is sorted according to the quality of the fibres depending on their quality, length,
waviness, and colour.
•  Carding: Carding is the last stage in the process which prepares fleece for spinning. In this
process, wool fibres are separated and straightened either manually or with the help of
machines. The untwisted fibres are known as slivers.
•  Dyeing: The natural fleece of sheep and goats is white, brown, or black. The slivers are dyed to
get wool fibres of various colours.
•  Yarn making: The process of yarn making depends on the length of the fibres. Long fibres
are used to make woollen yarn for sweaters and other garments. Short fibres are made into
worsted yarn.
b) Life cycle of a silk moth
The silk moth has a complicated life cycle. The female moth lays around 400 eggs at a time on the
leaves of a plant. The silkworm, the larva, or the caterpillar stage of the silk moth emerges out of an
egg after 10 days. It grows to about three-inch-long and feeds on the leaves for about five weeks.
It then spins a cocoon or case around itself in three to seven days. The salivary glands of the larva
secrete the sticky secretions through a very narrow pore. The secretion is continuous and after
coming in contact with air, it converts into a fine, long, and solid thread of silk. The thread becomes
wrapped around the body of the larva forming a pupal cocoon. The entire cocoon is made of a single
thread, which can be around 3,000 feet long. The inner part of the cocoon is a fine thread, about
one thousand feet long, which is wound around the body of the worm. This thread or filament is
used in the silk industry. Inside the cocoon, the caterpillar changes into the pupa. Ten to twelve days
after the completion of the cocoon, a perfect moth emerges from the cocoon. In four to six days,
the female moth lays around 400 eggs, and another life cycle starts.

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 c) The cocoons of the silk moth are collected and put into very hot water, or exposed to hot air, or to
the scorching heat of the sun. This kills the silkworm and loosens the silk fibres. The silk fibres are
then taken out and unwound from the cocoon.
This process is called reeling. This is done by machines. The fibres are then spun into silk threads.
These are then woven into silk fabric.
d) The following are the health hazards associated with wool production:
•  People working in the wool industry have to lift sheep and bend down to hold them during the
shearing process. This results in the workers developing skeletal and muscular injuries.
• Male sheep called rams have horns. Sometimes they butt the workers. Sheep too sometimes kick
the workers.
• Orf is a viral disease of the skin transmitted to humans through contact with infected sheep and
goats. Shearers are at high risk of getting this disease. It causes blisters on the hands, wrists, and
sometimes on the face.
•  The chemicals, detergents, and dyes used during processing can lead to other skin allergies.
• In the wool industry, people get infected by a bacterium, Bacillus anthracis, which leads to a fatal
disease called sorter’s disease.
The following are the health hazards associated with silk production:
•  Burns are common as workers continuously work with boiling water.
•  Arthritis of the hands and fingers is also common as people reel silk into yarn.
•  Exposure to loud noise during weaving and spinning can result in permanent hearing damage.
6. a) Larva
b) Pupa
c) The salivary glands of the larva secrete sticky secretions through a very narrow pore. The secretion
is continuous and after coming in contact with the air is converted into a fine, long, and solid thread
of silk. The thread becomes wrapped around the body of the larva forming a pupal cocoon.
d) Inside the cocoon, the caterpillar changes into the pupa.
Labelling clockwise: Eggs—Larva—Pupa with cocoon—Silk moth

HOTS: 1. Mr Bindroo did not do the right thing because shearing should be done in early spring or early
summer. This relieves the animal from the warm covering on its body. This also enables the animal
to grow back its fleece by winter time.
2. No, shearing does not hurt the sheep as it is like shaving, and the uppermost layer of the skin is
made up of dead cells.
3. Shearing is done in early spring or early summer as it relieves the animal from the warm covering
on its body. This also enables the animal to grow back its fleece by winter time.

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 4 Heat

Number of periods: 4
Break-up of periods
• Periods 1 and 2: Temperature and its different scales of measurement
• Periods 3 and 4: Heat—its effects and modes of transfer
Periods 1 and 2
Pages 35 to 38
Learning objective(s)
• Identifying the different scales of measurement of temperature and the relations between them
• Describing the advantages and disadvantages of different types of thermometer
Planning and preparation
• Arrange for different types of thermometers for showing to the students in class.
Procedure
1. Begin the lesson by asking students some questions like these:
a) How do you get to know that you have a fever?
b) How do you measure your fever?
c) How do we find out if something is cold or hot?
d) Have you heard of temperature? If yes, what is it?
2. Discuss the ‘Activity’ section given on page 35 of the textbook and ask students some questions like these:
a) How would you feel if you dip your hand in hot water?
b) How would you feel if you dip your hand first in hot water and then in normal water?
3. Discuss the questions to draw students’ attention to the terms ‘temperature’ and ‘thermometer’.
4. Introduce and explain the concept of temperature to the students. Discuss the answers of all the questions
with them.
5. Next, explain the different scales used in the measurement of temperature, their relationships, and
conversion of one to another.
6. Ask the students to read the text and encourage them to ask questions to clear their doubts.
7. Next, show different types of thermometers one by one to the students.
8. Group Activity: Divide the class into groups. Give different thermometers to different groups. Ask them
to observe its features and note their findings in their exercise books. Then have the groups exchange the
thermometers. Do this till each group has observed each thermometer.
9. Next, hold a class discussion and elicit the features of each thermometer.
10. Ask students to read pages 35 to 38 of the textbook.
11. Ask the students to attempt the ‘Quick Check’ section given on page 38 of the textbook. Provide support,
if needed.

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 Periods 3 and 4
Pages 39 to 43
Learning objective(s)
• Explaining the effects of heat
• Explaining the practical effects of thermal expansion
• Describing different modes of transfer of heat
• Explaining the prevention of heat loss using vacuum flask
Planning and preparation
• Keep the following things handy—clamp stand, iron rod, wax, small iron nail, burner or candle, and
matchstick, test tube, burner, wax, water, charts/models to explain sea and land breeze.
• Keep the TRK CD, a projector, and a screen handy.
Procedure
1. Cite some examples from real life and initiate a discussion about transfer of heat. Take examples such as
melting of ice when it is kept outside the refrigerator.
2. Explain to students that when two bodies with different temperatures come together, there occurs transfer
of energy between them.
3. Ask the students to think and share some effects of heat. Elicit responses and note them on the board.
4. Introduce the term ‘thermal expansion’ and explain how metals, liquids, and gases expand on heating to
the students.
5. Discuss the applications of thermal expansion by citing suitable examples from daily life.
6. At this stage, show students the video of ‘Effects of heat’ using the TRK CD.
7. Next, inform students that there can be different ways in which transfer of heat can take place.
8. Divide the class into groups of 4 or 5 students. Discuss some general rules to be followed in the science
laboratory.
9. Demonstrate an activity using the clamp stand, burner, wax, and iron nail.
a) Place the clamp stand and stick the nails on the iron rod using the wax. Refer to figure 4.6 given on page
40 of the textbook. Use burner instead of a candle, if available.
b) Heat the one end of the iron rod and observe the nails.
c) As the nails drop, ask the students to think of the reason.
10. Explain how heat transfer occurs through conduction. Introduce conductors and insulators to students and
discuss the differences between them.
11. Demonstrate the ‘Activity’ given on page 41 of the textbook to explain that water is a poor conductor of
heat. Emphasize that pure water is an insulator but normal tap water that contains impurities is a conductor
of electricity.
12. Through display charts or models, discuss convection and explain how land and sea breeze take place in the
coastal areas.
13. Explain the process of radiation and mention that heat from the sun reaches the earth through the process
of radiation.
14. Ask the students to perform the ‘Activity’ given on page 42 as a home task.
15. Discuss thermosTM flasks and how they function in class. Explain the concept of prevention of heat using a
vacuum flask to the students.

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 16. Ask the students to attempt the ‘Quick Check’ section given on page 43 of the textbook. Provide support, if
needed.
17. Using the TRK CD, play the interactive exercises of this chapter on screen. Call students one by one and ask
them to attempt the objective type questions.
18. Also ask them to go through the digital content and attempt the interactive exercises for this chapter on the
Student App.
19. Using the Test Generator (TG) component of the TRK, create worksheets for this chapter and share them
with students. Ask students to attempt the questions of the worksheets as a home assignment.
Learning outcomes
At the end of the chapter, students should be able to—
• identify the different scales of measurement of temperature;
• differentiate between different types of thermometers; and
• recognize the processes through which transfer of heat takes place.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in class brought out the desired response
from learners?
2. Which activities can be modified to facilitate teaching and retention of the concept? How can I
demonstrate such activities in a better way?
3. Which other resources and teaching strategies could I use to make the class more engaging?
4. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Identify and name the processes.
1. The transfer of energy between two bodies at different temperature
2. The process in which the substances expand on heating
3. The process of heat transfer from the hotter end of an object to the colder end
4. The process of heat transfer that does not require a medium
B. Fill in the blanks.
1. The degree of hotness or coldness of a body is called .
2. A thermometer is used to measure the temperature of the body.
3. Metals on heating.
4. The dark clothes absorb more heat due to .
C. Answer the following questions.
1. Explain the relationship between °C and °F.
2. Convert 50 °C to °F.
3. Differentiate between land breeze and sea breeze.
4. Explain an application of thermal expansion of substances.

Answers to worksheet

A. 1. Transfer of heat 2. Thermal expansion

3. Conduction 4. Radiation
B. 1. temperature 2. clinical 3. expand 4. radiation
C. 1. The following formula shows the relationship between °C and °F:
C 32
= F –
5 9
We can use the above formula to convert from °F to °C and vice versa.
(F – 32)
C = 5
9
9
F = (C × ) + 32
5
where C is for Celsius and F is for Fahrenheit.
C 32
= F –
5 9
2. C = 50 °C, F = ?
50 32
= F –
5 9
50
× 9 = F – 32
5
F = 90 + 32 = 122°F

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 3. Land and sea breeze that occur near the coastal areas are a result of the convection currents set up
in the air. As land surface is a better conductor of heat than water, it gets heated up faster during the
day. This makes the air close to the land surface warmer. The warmer air rises up and the cool air
from the sea rushes in to take its place. This gives rise to the sea breeze.
At night, the land cools faster than water in the sea. So the air above the sea is warmer than the air
above the land surface. The warmer air over the sea being lighter rises up and the cool air from the
land takes its place. This gives rise to land breeze.
4. Railtracks have gaps left at the places where two sections are joined. This is because the tracks are
made of iron. The summer heat and friction between train and tracks cause iron to expand. The gaps
provide the iron tracks space for expansion.

Answers to exercises in the textbook

Quick Check (Page 38)

1. Temperature 2. thermometer 3. Mercury
4. 37° C or 98.6° F 5. -10° C, 110° C
Quick Check (Page 43)
1. Conduction 2. Convection 3. Radiation 4. Convection and radiation
Put on your thinking cap
1. a) ii b) iv c) iv d) ii e) iii
f) i g) iii h) ii
2. a) decreases
b) Celsius, Fahrenheit
c) expand, contract
d) hot iron spoon, water, water, iron spoon e) material medium
3. a) When put in hot oil, the water in the puri changes to water vapour (gaseous state). Since gases
expand more than liquids, the puri swells up on frying.
b) A new quilt is fluffy and has more air trapped in between the cotton filled in it. Since air is an
insulator, it does not allow the heat to pass through, and so the new quilt feels warmer.
c) Firefighters and race car drivers work in situations where it is extremely hot. Shiny suits do not
allow the surrounding heat to reach the person’s body as shiny surfaces are good reflectors and poor
absorbers of heat.
d) During a fire breakout, one is advised to crawl on the floor as due to convection hot air and other
gases will rise up.
e) Blackened-bottom utensils absorb more heat from the flame as black surfaces are good absorbers of
heat. The sides are made shiny as shiny surfaces are good reflectors of heat, and so reflect most of
the heat towards the food being cooked. Both these steps help in cooking the food faster, thus saving
time and fuel.
f) Puffing up the feathers traps air. Since air is a good insulator of heat, it does not allow the bird’s body
heat to escape, thereby keeping the bird warm.
g) Two thin woollen sweaters trap more layers of air between them. Since air is an insulator of heat, it
does not allow the body heat of the person to escape and thus keeps him warm. On the other hand,
one thick woollen sweater does not trap much air and so does not keep us very warm.
4. a) Degree Celsius and Degree Fahrenheit are the most commonly used temperature scales.

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 32 C
b) F– =
180 100
32
50 – × 100 = C
180
18
× 100 = C
180
10° = C
So 50°F = 10° C.
c) Mercury is preferred as a thermometric liquid for the following reasons:
•  Mercury is a shiny, opaque substance which is easily visible.
•  Mercury has a uniform expansion for a wide range of temperature.
• It has a high boiling point (356.76° C) and a low freezing point (–38.83° C). So it can be used to
measure a wide range of temperatures.
•  Mercury, being a metal, is sensitive to small changes in temperature.
•  Mercury does not stick to glass and so measures the temperature accurately.
d) Another liquid that is used as a thermometric liquid is alcohol. It is used in thermometers for
meteorological purposes, as they can be used for measuring very low temperatures up to –70° C,
which is not possible with mercury thermometers.
e) The capillary of a clinical thermometer has a kink so that the mercury that has risen does not fall
back into the bulb on its own. This helps in taking an accurate measurement of temperature.
f) i. A laboratory thermometer cannot be used for measuring the human body temperature as
it does not have a kink in its capillary, and so the mercury will fall back into the bulb as soon
as the thermometer is removed from the patient’s body. So it will be difficult to measure
temperature accurately.
ii. A clinical thermometer can measure temperature in the range of 35°C to 42°C. But the
temperature of hot milk is much more than 42°C (The boiling point of milk is 100°C.) and so a
clinical thermometer will not be able to measure correctly the temperature of hot milk. Also, if
the milk happens to be too hot, the thermometer might break.
g) Conduction Convection Radiation

It is the process of transfer of heat It is the process of transfer It is the process of transfer
in which two objects have to be in of heat where there of heat even in the absence
contact and at different temperatures. is actual movement of of a material medium.
molecules from the hotter
region to the colder region.
It takes place when molecules vibrate It takes place by actual It does not necessarily
and transfer their energy to the movement of molecules require a material medium.
neighbouring molecules. The process from the hotter region to The heat is transferred by
continues till the entire object is the colder region. rays.
heated and has reached the same
temperature.
It takes place in solids. It takes place in fluids— It can take place even in a
liquids and gases. vacuum.
h) A clinical thermometer is given a jerk before use so that the mercury in the capillary comes back
into the bulb. The temperature can thus be measured accurately.
5. a) Land breeze: At night, land is cooler than the surrounding sea. The sea exchanges heat with the
air above it. The air above the sea, on getting heat, becomes warmer and lighter, and rises up. This
creates a low pressure above the sea, and the cool air from the land (high pressure) moves towards
the sea. This movement of air is called convectional current. (Refer to Fig. 4.9)

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 During the day, the land is warmer than the sea. Land exchanges heat with the air above it which
becomes lighter and rises upwards, creating a low pressure, above land.
The cool air from above the sea (the place of high pressure) rushes towards the low pressure
prevailing over land. This movement of air is referred to as sea breeze or convectional current.
(Refer to Fig. 4.8)
b) The following are the effects of heat:
•  Rise in temperature: When an object is heated, its temperature rises. A pan put on a gas
stove is an example of this phenomenon.
•  Thermal expansion: All three states of matter expand on receiving heat. Solids expand the
least. For example, the tight cap of a jam bottle loosens up when it is kept in hot water.
Liquid expansion is observed in case of a mercury thermometer. Mercury expands when heated, and
rises up in the capillary. Expansion in gases is observed in a hot air balloon. Gases expand the most.
•  Change in state: When a solid or liquid is heated to its melting point or boiling point, there is
no change in their temperature, but the heat is utilized to change their state. Solid changes to its
liquid state at the melting point, and liquid changes to its gaseous state at the boiling point.
c) Thermal expansion means the expansion in a substance when heat is provided to it. The applications
of thermal expansion are as follows:
•  Mercury thermometer: The expansion of mercury on getting heated in a thermometer helps us
to measure the temperature.
•  Railtracks have gaps between the joints of two sections so as to allow some space for expansion
on heating.
•  Wire cables between two poles are left sagging so that when they contract in winters, they do
not snap.
d) A thermos flask prevents the loss of heat in the following ways:
•  Removing air from the double-walled glass or metal container prevents the loss of heat due to
conduction and convention.
•  Silvering or polishing the inner surfaces of a thermos reflects the heat inside. On the other hand,
silvering or polishing the outer surfaces helps in reflecting the heat back. As a result, polished or
silvered surfaces help in reducing the transfer of heat and keep the water inside the flask at the
same temperature for long hours.
•  If the flask is made of glass, it further reduces the transfer of heat by conduction.
6. Handle: Conduction
Steam: Convection
Flame: Conduction and radiation

HOTS: 1. No, all metals expand by different amounts when heated through the same temperature. When
two different metallic strips are joined lengthwise and heated to the same temperature, they will
expand differently and bend. If they are connected in a circuit, after expansion they bend and a
gap will remain in the circuit. On cooling, the bi-metallic strips become straight again and make
contact with the rest of the circuit. These bi-metallic strips are used in thermostats, which are
found in electrical appliances such as electric iron and geyser.

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 5 Acids, Bases, and Salts

Number of periods: 3
Break-up of periods
• Period 1: Properties and uses of acids and bases
• Period 2: Indicators and their characteristics
• Period 3: Neutralization reactions
Period 1
Pages 48 to 51
Learning objective(s)
• Identifying the relevance of acids and bases in common substances
• Recognizing the nature of acids and bases
• Explaining the properties and uses of acids and bases
Planning and preparation
• Arrange for the things mentioned in the ‘Activity’ sections on pages 48 and 49 of the textbook.
• Keep a PowerPointTM presentation handy for explaining the uses of acids and properties of bases.
Procedure
1. Begin the class by asking learners some questions.
a) What do you like to eat the most?
b) How does it taste?
2. Engage learners in performing an activity of identifying the taste of some common edible items.
a) Arrange for some lemon juice, curd, grapes, oranges, gooseberries, and tamarind on the table.
b) Form pairs of learners. Call them in front one by one.
c) Ask one partner to blindfold the other.
d) Ask the blindfolded partner to taste a few things and identify.
e) The other partner will write the taste of each item on a practical sheet. All the items will taste sour.
3. Then introduce the term ‘acid’. Emphasize that these edible items are sour in taste due to the presence of
acid in them.
4. Explain that different substances contain different types of acids. Refer to table 5.1 on page 49 and ask
learners to read the names of acids present in various substances.
5. Next, explain the properties of acids.
6. Using a PowerPoint presentation, explain the uses of acids to learners. Ask learners to think and suggest
some other uses of acids.
7. Next engage learners in a fun activity. Demonstrate the activity of ‘writing a secret message’ mentioned on
page 49 to learners.
8. Next, introduce and explain the concept of bases. Explain to learners that just like acids are sour in taste,
there are some substances which are bitter in taste.

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 9. Make them familiar with the names and formula of some common bases.
10. Cite names of some substances from daily life that contain bases. Emphasize that most of the bleaches, soaps,
toothpastes, and cleaning agents contain bases.
11. Using a PowerPoint presentation, explain the properties of bases to learners. Emphasize on the concept
of alkalis.
12. Next refer to text on page 51 and explain some uses of bases in everyday life.
13. To assess the knowledge gained by learners, ask them to distinguish between acids and bases. Ask them to
tabulate the differences in their exercise books.
14. Next, briefly touch upon the concept of neutral substances.
Period 2
Pages 51 to 54
Learning objective(s)
• Gaining knowledge about indicators—their characteristics and types
• Performing activities to demonstrate the characteristics of different indicators
• Identifying the action and colour change of natural and synthetic indicators in different media
Planning and preparation
• Arrange for the things mentioned in the ‘Activity’ sections on page 52, 53, and 54 of the textbook.
Procedure
1. Ask learners how they would determine if a given chemical substance has acidic behaviour or basic behaviour.
2. Next, introduce and explain the concept of indicators. Mention that as the name suggests, indicators indicate
the occurrence of a change.
3. Make learners aware about some commonly found natural indicators.
4. Show them some turmeric powder and explain how it acts like a natural indicator and changes colour when it
comes in contact with different substances. Demonstrate the activity given on page 52.
5. Give learners an activity to perform at their homes under the supervision of their parents. Ask them to use
turmeric solution to identify the presence of an acid or a base in vinegar, baking soda, limewater, glucose
water, and pineapple juice and record their observations in their exercise books.
6. Next explain how red cabbage juice is used in identifying acids and bases. Emphasize the colour changes that it
exhibits in acidic and basic solutions. Demonstrate the activity given on page 53.
7. Next discuss about the effect of litmus as natural indicator. Emphasize that litmus is the most widely and
commonly used indicator in laboratories.
8. Take learners to the chemistry laboratory, show them some strips of red and blue litmus papers, and
demonstrate how litmus is used to test the nature of a substance.
9. Next, ask learners some questions.
a) How many of you have seen a hibiscus flower? What is its colour?
b) Do you know a hibiscus flower is also called a China rose?
10. Next, make learners aware that even the petals of a China rose flower can be used as a natural indicator.
Explain the colour change shown by China rose in different solutions.
11. In order to assess the knowledge gained by learners, ask them some questions from the topics learnt in
this lesson.
12. Ask learners to summarize and tabulate the colour changes shown by different natural indicators in acidic,
basic, and neutral solutions in their exercise books.

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 13. Next, ask students if they have heard about phenolphthalein. Explain to them that apart from these natural
indicators, there are some synthetic indicators also. Emphasize that phenolphthalein is a very commonly used
synthetic indicator in laboratories.
14. Refer to table 5.2 on page 54 and make the students aware about some synthetic indicators and their colour
change in acidic and basic media.
15. Next, briefly touch upon the concept of universal indicators.
Period 3
Pages 55 to 56
Learning objective(s)
• Gaining knowledge about neutralization reaction
• Performing activities to demonstrate neutralization reactions
• Identifying some daily life applications of neutralization reactions
Planning and preparation
• Arrange for the things mentioned in the ‘Activity’ sections on page 55 and 56 of the textbook.
• Keep the TRK CD, a projector, and a screen handy.
Procedure
1. Begin the class by recalling the previous knowledge of students regarding characteristics of acids and bases.
2. Generate curiosity among learners by asking them to think and answer what happens if an acid is mixed with
a base. Will there be any colour change during the process? If yes, what?
3. Next introduce and explain the concept of neutralization reactions. Emphasize that as acid and base have
contrasting properties, they neutralize the effect of each other upon mixing.
4. Explain the general representation of a neutralization reaction. Throw light on the formation of salt and
evolution of heat during the process.
5. Explain the formation of table salt by the neutralization reaction of hydrochloric acid and sodium hydroxide.
6. Ask students to think of more substances from daily life that are formed as a result of neutralization
reactions.
7. Take students to the laboratory. Demonstrate the two experiments mentioned in the ‘Activity’ sections on
pages 55 and 56. Follow the procedure step by step and ask learners to observe carefully and record their
observations.
8. Explain the reasoning behind the changes observed in the two experiments to learners. Ask learners to raise
their queries and get their doubts cleared.
9. Next explain some everyday life applications of neutralization reactions. Emphasize how the action of antacids
is based on the principle of neutralization reactions. Also explain in detail how acid rain affects buildings and
monuments made of marble.
10. Ask learners to think of some more cases from daily life wherein neutralization between acids and bases
take place.
11. At this stage, show students the video of ‘Neutralization reactions’ using the TRK CD.
12. Conduct a rapid fire round of questions form the topics learnt to assess the knowledge gained by students.
13. Using the TRK CD, play the interactive exercises of this chapter on screen. Call learners one by one and ask
them to attempt the objective-type questions.
14. Also ask them to go through the digital content and attempt the interactive exercises for this chapter on the
Student App.
15. Using the Test Generator (TG) component of the TRK, create worksheets for this chapter and share them
with learners. Ask learners to attempt the questions of the worksheets as a home assignment.

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 Learning outcomes
At the end of the chapter, students should be able to—
• classify substances into acid, base, or neutral based on their characteristics;
• describe the nature of acids and bases;
• list the uses of acids and bases;
• recognize the action and colour change of natural and synthetic indicators in different media; and
• describe the process of neutralization reactions.

Reflection
At the end of the chapter, introspect on the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from learners?
2. Which activities can be modified to facilitate teaching and retention of the concept? How can I
demonstrate such activities in a better way?
3. What would I try to do differently if I get to teach the same chapter to a different group of learners?
4. How could I address the queries and doubts of learners in a better way?

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 A. Name the following.
1. The acid present in oranges
2. The base present in window cleaners
3. A natural indicator that is extracted from lichens
4. A reaction between an acid and a base that causes evolution of heat
5. Chemicals used for neutralization of excess basicity of soil
B. State True (T) or False (F).
1. Acids are non-reactive with metals.
2. Bases that are soluble in water are called alkalis.
3. Turmeric is a synthetic indicator.
4. Phenolphthalein gives pink colour in bases.
5. Caustic soda and caustic potash are mild to skin.
C. Complete the table by filling in the blanks 1 to 5.

Substances Acid
Lemon 1. 
2.  Lactic acid
Tamarind 3. 
4.  Tannic acid
Cola drink 5. 
D. Fill in the blanks.
1. Toothpastes contain to neutralize the found in the mouth.
2. China rose turns the colour of acidic solutions to and that of basic solutions
to .
3. Drain cleaners contain and which has a choking smell.
4. Acids are classified as and .
5. Bases have a taste and feel to touch.
E. Answer the following questions.
1. State three properties of acids.
2. List three uses of bases.
3. What are universal indicators?
4. Using the example of formation of table salt, explain neutralization.
5. Explain the application of neutralization in the treatment of an insect bite.

Answers to worksheet

A. 1. Citric acid 2. Ammonium hydroxide 3. Litmus

4. Neutralization 5. Calcium sulphate and sulphur

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 T 3.
B. 1. F 2. F 4.
T 5.
F
C. 1. Citric acid 2. Curd 3. Tartaric acid 4. Tea 5. Carbonic acid
D. 1. bases; acids 2. dark pink; green 3. sodium hydroxide; ammonia
4. mineral acids; organic acids 5. bitter; slippery
E. 1. Three properties of acids are as follows:
•  They are corrosive in nature and react readily with metals.
•  They are soluble in water. They release hydrogen ions (H+) when dissolved in water.
•  Their aqueous solutions conduct electric current.
2. Three uses of bases are as follows:
•  Sodium hydroxide is used for making soap, rayon, and paper.
• Milk of magnesia (magnesium hydroxide) is used as an antacid that acts as an agent to reduce
acidity in the stomach.
• Ammonium hydroxide is used in window cleaners. It helps in eliminating stains and tarnishes by
reacting with oils and fats.
3. Universal indicators are used to determine the strengths of acids and bases. If there are two acidic
solutions, a universal indicator helps us to identify which one is more acidic. Similarly, the alkalinity of
solutions can be identified through these.
Thus a universal indicator is a mixture of acid and basic indicators that show different colours over a
range of pH values.
4. When an acid and a base are mixed, they neutralize each other’s effect. This reaction between an
acid and a base is called neutralization. The neutralization reaction results in the formation of water
and a new substance called salt.
Acid  +  Base   Salt + Water
When hydrochloric acid and sodium hydroxide are mixed in equal amounts, sodium chloride, or
table salt, and water are formed.
NaOH  +  HCl   NaCl + H2O
5. Neutralization can also be used to reduce the pain of insect stings. When an ant or a bee stings,
baking soda is applied on the skin for relief. Ant sting is acidic (due to formic acid) and baking soda
is basic. So baking soda neutralizes the effect of acid. Wasp sting, on the other hand, is basic and
vinegar (which contains acetic acid) is used for relief from wasp sting.

Answers to exercises in the textbook

Quick Check (Page 51)

1. Boric 2. lactic 3. salt, water
4. Milk of magnesia (Magnesium hydroxide) 5. neutral
Put on your thinking cap
1. a) i b) ii c) iv d) i e) iii
f) iii g) ii
2. a) F b) F c) T d) T e) T
3.  Acid Base
soda water, grapes, lemon juice, yogurt, Glass cleaner, baking powder, calamine lotion
vinegar, lime water

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 4. a) neutral b) red c) ascorbic d) Litmus
e) basic f) Milk of magnesia
5. a) Lactic acid b) Citric acid c) Acetic acid d) Sulphuric acid e) Carbonic acid
6. a) ii) b) v) c) i) d) iv) e) vii)
f) iii) g) vi)
7. a) Lime is added to the soil to increase the pH of the acidic soil so as to reduce its acidity and increase
alkalinity.
b) When bitten by an ant, sodium bicarbonate solution should be applied quickly as the sting of an ant
is acidic (due to formic acid) and baking soda is basic. This leads to neutralization.
c) We must brush our teeth after eating anything sweet because toothpaste contains bases which
neutralize the acids produced in the mouth. This helps to protect our teeth.
d) Copper vessels get tarnished due to the layer of oxide formed on their surfaces. The oxides are
basic in nature, while lemon is acidic. When we rub lemon on the surface of a tarnished vessel, basic
copper oxide reacts with acidic lemon to form a salt, which is then washed while cleaning the vessel
with water.
e) Acids are never stored in metal or plastic containers because they are corrosive in nature. They
react readily with metals.
f) Curcumin, an active ingredient of turmeric, acts as an indicator. It turns red in basic solutions (soap
solution).
8. a) An acid tastes sour, turns blue litmus paper to red, and reacts with bases to form salt and water. An
acid contains more hydrogen ions.
A base is bitter in taste and soapy to touch, turns red litmus to blue, and reacts with acids to form
salt and water. A base contains more hydroxyl ions.
b) Mineral acid: hydrochloric acid; organic acid: tannic acid; concentrated acid: sulphuric acid
c) When vinegar is added to baking soda, it causes a fizzing reaction where the acetic acid in the
vinegar reacts with sodium bicarbonate resulting in some water, sodium acetate, and carbon dioxide
gas (the bubbles).
d) There are some special substances which help us in identifying whether a substance is acidic or
basic. These substances are called indicators. They change their colour when added to an acidic or
basic solution.
Natural indicators: Turmeric, red cabbage juice, litmus, China rose
Synthetic indicators: Phenolphthalein, methyl orange, methyl red, thymol blue
e) Indigestion remedies are called antacids. They are milk of magnesia (magnesium hydroxide) and
sodium bicarbonate, which are basic in nature. The antacids react with the acid in the stomach to
neutralize it. Some carbon dioxide gas is also formed which you tend to burp out.
f) Industrial waste should be treated before disposing it into the rivers because it is acidic in nature
and harmful for the aquatic life. It is first treated with bases to neutralize it and prevent the river
water from getting acidic.
g) Sulphur oxide and nitrogen oxide combine with water in the atmosphere to produce sulphurous
and sulphuric acid, and nitrous and nitric acid. This falls as acid rain that is highly acidic and has a pH
below 6.
9. a) i. The following are some of the uses of sulphuric acid:
•  in car batteries
•  in manufacturing fertilizers in agriculture
•  in manufacturing of paints and dyes
ii. The following are some of the uses of acetic acid:
•  in pickles to give it a sour flavour
•  in preserving foods

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 iii. The following are some of the uses of hydrochloric acid:
• in digesting food (The main component of the gastric juice secreted in the stomach helps in
digestion.)
•  as a cleaning agent in homes for sanitary ware, windows, and floors
b) Substances which have a bitter taste and feel soapy and slippery to touch are called bases. The
following are the characteristics of bases:
•  Bases taste bitter.
•  Bases feel slippery.
• All bases are not soluble in water. Bases which are soluble in water are called alkalis. They
produce hydroxide ions (OH–) in water.
•  Bases react with acids to form salt and water.
•  Strong bases such as caustic soda and caustic potash are corrosive and dangerous to skin and eyes.
c) The uses of the mentioned bases are as follows:
•  Ammonium hydroxide: It is used as a window cleaner which generally dissolves grease. It
helps in eliminating stains and tarnishes by reacting with oils and fats.
•  Magnesium hydroxide: It is used as an antacid that acts as an agent to reduce acidity in
the stomach.
Sodium hydroxide: It is used for making soap, rayon, and paper.
• 
d) The neutralization reactions in the following cases are:
Indigestion: Antacids, such as milk of magnesia (magnesium hydroxide) and sodium bicarbonate
i. 
are basic in nature. These react with the acid to neutralize it. Some carbon dioxide gas is also
formed.
ii. Wasp bite: Wasp sting is basic, and vinegar (which contains acetic acid) is used to neutralise it
and provide relief.
iii. B
 rushing teeth with toothpaste: The toothpaste contains bases, which neutralize the acids
found in the mouth. This helps to protect teeth.
10. Baking soda in water: No change in colour of litmus paper
Distilled water: No change in colour of litmus paper
Lemon juice in water: Blue litmus turns red
Glucose in water: No change in colour of litmus paper
HOTS: 1.  She added vinegar to the dish because it contains acetic acid and gives a sour flavour to
the noodles.
2. The antacid, being a base, neutralised the excess hydrochloric acid in the stomach and also
produced some carbon dioxide gas which he burped out.
3. Anjali’s mother was right. An ant sting is acidic due to formic acid. Moreover, the calamine lotion, a
base, should be applied so that neutralization takes place.

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 6 Physical and Chemical Changes

Number of periods: 4
Break-up of periods
• Period 1: Physical changes
• Period 2: Chemical changes
• Period 3: Chemical reactions and rusting
• Period 4: Displacement reactions, combustion, and crystallization
Period 1
Pages 62 to 63
Learning objective(s)
• Describing physical changes and their characteristics
• Recognizing daily life examples of physical changes
• Performing activities related to physical changes
Planning and preparation
• Bring some sheets of paper, rubber bands, and matchsticks.
Procedure
1. Begin by holding a brainstorming session in class. Ask learners to name some changes that they observe
around them. List their responses on the blackboard.
2. Ask the following questions to learners.
a) Why do changes happen?
b) What happens in a change?
c) Are changes useful to us?
Ask more of similar questions to arouse the curiosity of learners.
3. Introduce the concept of changes to learners, citing suitable daily life examples.
4. Explain to students how changes are classified as physical and chemical based on their characteristics.
5. Ask learners what they interpret from the term ‘physical change’. Explain that any change in the physical
characteristics of a substance is referred to as a physical change. List the different physical characteristics of a
substance on the blackboard.
6. Explain some daily life examples of physical changes and encourage learners to think of some more.
7. Distribute the sheet of paper, rubber band, and matchstick to students. Ask them to fold and tear the sheet
of paper, stretch the rubber band, and break the matchstick. Ask them to interpret the reason why these
changes are called physical changes.
8. Also refer to the examples of physical changes mentioned on pages 62 and 63.
9. Explain the characteristics of physical changes, citing suitable examples. Emphasize on the fact that physical
changes can be reversible as well as irreversible.
10. Ask learners to read pages 62 and 63 and attempt the ‘Quick Check’ section given on page 63.

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 Period 2
Pages 64 to 66
Learning objective(s)
• Describing chemical changes and their characteristics
• Recognizing daily life examples of chemical changes
• Performing activities related to chemical changes
• Differentiating between physical and chemical changes
Planning and preparation
• Bring a candle and a matchbox.
Procedure
1. Ask learners what they interpret from the term ‘chemical change’. Explain that any change in the chemical
composition of a substance is referred to as a chemical change.
2. Mention some daily life examples of chemical changes and encourage learners to think of some more.
3. Explain the characteristics of chemical changes. Emphasize the fact that chemical changes result in the
formation of new substances and such changes cannot be reversed.
4. Discuss the examples of chemical changes mentioned on pages 64 and 65. Explain the characteristics shown
by these changes. Cite some more examples.
5. Explain the peculiar case of burning of candle. Light a candle on a table. Explain how a burning candle exhibits
both physical and chemical changes.
6. Explain to students that there are some distinct signs that indicate the occurrence of a chemical change.
Citing suitable examples of chemical changes, explain the characteristic indicators of a chemical change.
7. Draw the following table on the blackboard. Ask learners to think of the differences between physical and
chemical changes. List the examples given by students on the blackboard.

Physical changes Chemical changes

8. Explain the differences between physical and chemical changes.

9. Ask learners to read pages 64, 65, and 66 and attempt the ‘Quick Check’ section given on page 66.
Period 3
Pages 66 to 69
Learning objective(s)
• Understanding chemical reactions
• Recognizing rusting as an undesirable chemical change
• Understanding the effects of rusting and some methods to prevent rusting
Planning and preparation
• Arrange for a period in the chemistry laboratory.
• Arrange for the things mentioned in the ‘Activity’ sections on page 67 and 68 of the textbook.

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 Procedure
1. Begin the class by recalling the previous knowledge of learners about chemical changes.
2. Introduce that chemical changes are often represented by chemical reactions in the form of chemical
equations.
3. Next engage learners in a fun activity. Demonstrate the activity mentioned on page 67 to learners. Follow the
procedure step by step and ask learners to observe carefully and record their observations.
4. Explain the reasoning behind the changes observed in the activity to learners. Ask learners to raise their
queries and get their doubts cleared.
5. Next, ask students to think and name some daily life chemical changes that can be represented in the form of
chemical reactions.
6. Learners at this stage are aware of the processes of photosynthesis and respiration. Bring their attention to
the fact these are also chemical changes that can be represented in the form of chemical reactions.
7. Next ask students some questions.
a) Have you heard of rusting? What is it?
b) Is it a chemical change?
c) How does rust form on an iron object?
8. Refer to the text on page 67 and explain the concept of rusting in detail to learners. Explain how it is a
chemical change.
9. Emphasize on the conditions required for rusting to take place. Explain the activity mentioned on page 68 to
learners. Explain the observation and conclusion of the activity. Ask learners to raise their queries and get
their doubts cleared.
10. Next ask learners to think and suggest where all we use iron and steel. On the blackboard, list names of
numerous structures that are built using iron and steel.
11. Explain the undesirable effects of rusting. Explain how rusting weakens the structures made of iron and steel.
12. Next, ask learners to think and suggest what they would do to prevent rusting of iron articles.
13. Refer to the text on page 69 and explain the different methods of prevention of rusting.
Period 4
Pages 69 to 70
Learning objective(s)
• Understanding displacement reactions, combustion, and crystallization and performing activities related
to them
Planning and preparation
• Arrange for a period in the chemistry laboratory.
• Arrange for the things mentioned in the ‘Activity’ sections on page 69 and 70 of the textbook.
• Keep the TRK CD, a projector, and a screen handy.
Procedure
1. Recall the previous knowledge of learners about chemical reactions. Inform them that today they will learn
about some more chemical reactions.
2. Ask learners what they understand by the term ‘displacement’. Explain to them that, as the name suggests,
displacement reactions are those reactions that involve a displacement among elements of two compounds.
Emphasize that in a displacement reaction, a more reactive element displaces a less reactive element from its
salt solution.
3. Take learners to the chemistry laboratory. Demonstrate the experiment mentioned in the ‘Activity’ section
on page 69. Follow the procedure step by step and ask learners to carefully observe the colour change in the
solution carefully and record their observations.

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 4. Explain the reasoning behind the changes observed in the experiment to learners. Ask learners to raise their
queries and get their doubts cleared.
5. Next, move on to explain combustion. Ask learners the following questions.
a) What is combustion?
b) Which gas is essential for combustion to take place?
6. Explain combustion in the context of a chemical reaction to learners. Cite suitable examples.
7. Explain the process of combustion of a magnesium ribbon by demonstrating the experiment mentioned in the
‘Activity’ section on page 70.
8. Next, introduce and explain the concept of crystallization. Demonstrate the crystallization experiment
mentioned in the ‘Activity’ section on page 70. Ask learners to carefully observe the formation of blue
crystals of copper sulphate in the solution.
9. In order to assess the knowledge gained by learners, ask them some questions from the topics learnt in
this lesson.
10. Using the TRK CD, play the interactive exercises of this chapter on screen. Call learners one by one and ask
them to attempt the objective-type questions.
11. Also ask them to go through the digital content and attempt the interactive exercises for this chapter on the
Student App.
12. Using the Test Generator (TG) component of the TRK, create worksheets for this chapter and share them
with learners. Ask learners to attempt the questions of the worksheets as a home assignment.
Learning outcomes
At the end of the chapter, students should be able to—
• recognize daily life examples of physical and chemical changes;
• perform activities related to physical and chemical changes;
• differentiate between physical and chemical changes; and
• recognize rusting and its undesirable effects and suggest some ways to prevent rusting.

Reflection
At the end of the chapter, introspect on the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from learners?
2. Which activities can be modified to facilitate teaching and retention of the concept? How can I
demonstrate such activities in a better way?
3. What other resources and teaching strategies could I use to make the class more engaging?
4. How could I address the queries and doubts of learners in a better way?

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 A. Name the following.
1. The process of formation of reddish brown flakes on the surface of iron objects
2. The process of deposition of a layer of zinc on an iron or steel object
3. The compound formed when carbon dioxide is passed through lime water
4. A thin layer that forms over aluminium, copper, silver, and other semi-reactive metals as a result
of corrosion
5. A mixture of two or more metals or a metal and a non-metal
B. State whether True (T) or False (F).
1. The starting substances present before the beginning of a chemical change are called products.
2. A reaction in which a more reactive element displaces a less reactive element from its salt solution
is called a displacement reaction.
3. The burning of magnesium produces ash.
4. Painting articles of iron increases the chances of rusting.
5. During a physical change, no new substance is formed.
C. Classify the following changes into physical or chemical.
1. Cutting wood
2. An old coin becoming shiny when placed in vinegar
3. Rotting of fruits and vegetables
4. Altering gold coins to make articles of gold
5. Cutting a piece of cloth to stitch a shirt
D. Answer the following questions.
1. State two differences between physical and chemical changes.
2. Explain any two methods of prevention of rusting.
3. What is crystallization? Give an example of it from our daily life.
4. Explain alloying as a method of prevention of rusting.
5. Why is the explosion of a firecracker considered a chemical change?

Answers to worksheet

A. 1. Rusting 2. Galvanizing
3. Calcium carbonate 4. Tarnish 5. Alloy
B. 1. F 2. T 3. T 4. F 5. T
C. 1. Physical 2. Chemical 3. Chemical 4. Physical 5. Physical

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 D. 1. The differences between physical and chemical changes are as follows:

Physical change Chemical change

During this change, no new substance It results in the formation of at least one new substance.
is formed. The composition of the The constituent particles of the new substance are
substances remains unchanged. different from that of the original substances.
It is generally a temporary change that It is a permanent change that cannot be reversed easily.
can be reversed easily.
2. Two methods of prevention of rusting are as follows:
Painting: Painting the metal surface prevents it from coming in contact with the moisture and
• 
oxygen present in the atmosphere, thus preventing it from rusting.
Applying oil: Water and oil do not mix. Applying oil on the metal surface prevents water from
• 
reaching the surface. Thus, rusting does not occur.
3. Crystallization is the process by which pure crystals of a substance are obtained from its impure
solution. In daily life, pure salt crystals are obtained from seawater by the method of crystallization.
4. A solid solution of two or more metals or a metal and a non-metal is called an alloy. For example,
steel is an alloy of iron and carbon. When mixed with other metals, such as chromium, nickel,
molybdenum, and titanium, it becomes stainless steel. The presence of these metals prevents the
rusting of steel.
5. The explosion of a firecracker is considered a chemical change because it produces heat, light,
sound, and some unwanted gases.

Answers to exercises in the textbook

Quick Check (Page 63)

state; shape; size; shape; colour
Quick Check (Page 66)
Chemical Changes Physical Changes
rusting of a nail, burning gas in a stove, lighting boiling of water, tearing of clothes, melting of ice
a matchstick, chewing food, ripening of a fig, cream, sawing wood, breaking of a stick, stretching a
digesting food rubber band
Put on your thinking cap
1. a) ii b) i c) iii d) iv e) iv
f) i g) i h) i
2. a) T b) T c) F d) T e) F
3. a) Calcium hydroxide b) Ferrous sulphate c) temporary
d) FeO e) carbonic acid in water
4. a) P b) P c) C d) C e) P
f) P g) C h) C i) P j) P
k) C l) P
5. S. No. Substance Condition Result Type of Change
a) Iron rod Kept outside in moist conditions Rusting Chemical
b) Glass window pane A ball hits and passes through it Breaks Physical
c) Raw egg Whisked Physical
d) Cake mix Mixed and baked Cake Chemical
e) Camphor Lit with a matchstick Burns Chemical

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 Crystallization: A process by which pure crystals of a substance are obtained from its impure
6. a) 
solution
Sublimation: A process of changing a substance directly from the solid to the gas phase, without
b) 
passing through the intermediate liquid phase
c) Corrosion: The process by which metals are destroyed progressively by chemical action
d) Rusting: The process of formation of an iron compound on the surface of iron objects
e) Corrosion: The process by which metals are destroyed progressively by chemical action
7. a) Rusting is seen mostly during the rainy season because water and oxygen must be present for iron
to rust.
b) Explosion of crackers is a chemical change because they burn and new substances are formed.
c) Carbon dioxide turns lime water milky due to the formation of insoluble calcium carbonate, CaCO3.
d) Baking soda fizzes with vinegar as a chemical reaction takes place with the release of carbon dioxide.
e) A shiny copper object turns green after some time because a thin layer forms over it called tarnish
or patina.
8. a) Two types of changes in matter are as follows:
•  Physical changes: The changes that occur in the physical properties of substances such as
shape, size, appearance, or state and not in the chemical composition of substances are called
physical changes. Example: Deflating and inflating a football
•  Chemical changes: The processes in which new substances are formed having entirely
different composition from the original substance are called chemical changes. Example: Rotting
of fruits and vegetables
b) When a piece of iron is left in an open place with lots of humidity or in a wet place for a few days,
a reddish-brown colour appears on its surface. This is called rust. The process is called rusting. The
two things that cause rusting are oxygen and water.
c) Among elements, a more reactive element displaces the less reactive element from its salt solution.
Such a reaction is known as a displacement reaction.
d) Combustion is a type of chemical reaction that takes place in the presence of oxygen to produce
heat and light.
9. a) The methods by which iron can be prevented from rusting are as follows.
•  Painting: Painting a metal surface prevents it from coming in contact with moisture and oxygen
present in the atmosphere, thus preventing it from rusting.
•  Applying oil: Water and oil do not mix. Applying oil on a metal surface prevents water from
reaching the surface. Thus, rusting does not occur.
•  Galvanizing: It refers to the deposition of a layer of zinc on an iron or steel object. Zinc forms
a layer of zinc oxide upon its reaction with oxygen. This layer acts as a barrier between iron and
the atmosphere.
•  Alloying: A solid solution of two or more metals or a metal and a non-metal is called an alloy.
Steel is an alloy of iron and carbon. When mixed with other metals, such as chromium, nickel,
molybdenum, and titanium, it becomes stainless steel. The presence of these metals prevents
rusting.
b) Activity
•  Take some copper sulphate crystals (also called blue vitriol because of their bright blue colour) in
a beaker.
•  Add half a cup of water and a few drops of dilute sulphuric acid in the beaker.
•  Stir the mixture well. You will get a blue-coloured CuSO4 solution.
•  Put an iron blade into the solution and keep it undisturbed for about half an hour (Conduct the
activity under a teacher’s supervision)
Observation: A chemical reaction takes place in the beaker. Iron, being more reactive than copper,

has a tendency to remove copper from its salt solution and form its own salt. In other words, it

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 displaces copper from its salt solution (displacement reaction). After this reaction, the blue colour of
CuSO4 changes to green due to the formation of iron sulphate (FeSO4). Copper is left behind as red
deposit on the iron blade.
Fe(s) + CuSO4 (aq) → FeSO4 (aq) + Cu(s)
c) Activity to show the formation of crystals of copper sulphate:
•  Pour a cup of water in a beaker and add a few drops of dilute sulphuric acid in it.
•  Put the beaker on the burner.
•  When it starts boiling, slowly add copper sulphate powder and keep stirring.
•  Continue to add the copper sulphate powder till the solution becomes saturated.
•  Pour the solution into a jar and let it cool.
•  Leave it undisturbed for some time.
Observation: There is a formation of shiny crystals of copper sulphate. Leave the beaker

undisturbed for some more time. The crystals grow bigger.
10. a) The rusting of iron is being depicted in the given picture.
b) Iron + Oxygen + Water → Rust
c) Factors responsible for this change are water or moisture and oxygen.
d) Some of the preventive measures to protect things made of iron are painting, applying oil, galvanizing,
and alloying.
HOTS: 1.  Window grills rust very fast in Chennai because it is located near sea and there is plenty of
moisture in the air.
2. Mrs Kapoor should clean or polish the copper vessels to the desired sheen; clean off any residue
to protect the copper from tarnish and corrosion.
3. Ramlal does so because water and oil do not mix. Applying oil on the metal surface prevents water
from reaching the surface. Thus rusting of the cycle will be prevented.
4. Popcorn ‘pops’ when a tiny amount of water contained in the kernel is superheated and turns to
steam. When enough pressure builds up inside the kernel, it ruptures, and some starch previously
contained within the kernel fuses together as it cools to form a fluffy solid.
This is physical change because the driving force behind this change is water being converted to
steam (a change of state).

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 7 Weather, Climate, and Adaptation

Number of periods: 3
Break-up of periods
• Period 1: Weather, climate, and adaptations found in animals living in polar regions
• Period 2: Migration, tropical rainforests, and adaptations found in penguin and toucan
• Period 3: Adaptations found in macaws, lion-tailed macaques, monkeys, elephants, and poison arrow frogs
Period 1
Pages 75 to 78
Learning objective(s)
• Learning about the difference between weather and climate
• Describing the weather and climate of polar regions
• Explaining the adaptations found in polar bears
Planning and preparation
Keep the following handy:
• Newspapers of past 3 days.
• A blank sheet of paper, a pen, and a graph with information about Delhi’s temperature and rainfall as given in
the textbook.
• A PowerPoint presentation having information about adaptations found in polar bears.
• A laptop, a projector, and a screen.
Procedure
1. Begin the session by dividing the class into 5 groups. Distribute newspapers of last 3 days to each group.
2. Ask students to see page 75 of the textbook where reports are given for minimum temperature, maximum
temperature, humidity, sunset, and weather.
3. Ask them to write and compare the weather report of the last 3 days using the newspapers.
4. Now ask them to look at the graph given in the activity section on page 76 of the textbook. Tell them to
answer the questions given in the activity.
5. Continue explaining that there are a number of factors that affect the climate of a place. They are the latitude,
altitude, distance from the sea, ocean currents, and direction of the wind.
6. Give information about polar regions.
7. Ask the class to name a few animals found in snowy areas.
8. Now show a PowerPoint presentation explaining the adaptations found in polar bears.
9. Ask the following questions to reinforce the concept.
a) Where do polar bears live?
b) How do they survive in the cold?
c) How does the white colour of their fur help polar bears?
d) What are the adaptations that help them stay in the water?

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 10. Towards the end of the period, ask the students to complete question 8 given on page 84 of the textbook.
11. As a home assignment, instruct students to perform an activity to learn the function of the blubbers of
polar bears.
Period 2
Pages 79 to 80
Learning objective(s)
• Understanding the adaptations found in penguins and toucans
• Learning about migration and tropical rainforests
Planning and preparation
• A PowerPoint presentation including information about the adaptations in penguin and toucan, migration, and
tropical rainforests
• Individual printouts with a picture of a toucan for colouring
Procedure
1. Begin the class with a quick recap of the topics ‘weather’ and ‘climate’.
2. Using the PowerPoint presentation, explain the climate of tropical rainforests and also discuss the adaptations
found in penguins and toucans living in these areas.
3. Show the picture of Siberian cranes and tell students that they move from one country to another in
response to changes in the weather.
4. Introduce the term ‘migration’ at this stage.
5. Ask the following questions to reinforce the concept of adaptations found in a penguin.
a) Where do penguins live?
b) How do they survive in such a cold climate?
c) Why do they live in communities?
d) What are the three main adaptations that help penguins to stay in the water?
6. Similarly, ask the following questions to reinforce the concept of adaptations found in toucan.
a) Why does a toucan have a long and big beak?
b) How do toucans use their claws?
c) How do toucans avoid their predators?
7. As a home assignment, instruct learners to complete parts (b), (c), and (d) of question 6 given on page 84
of the textbook.
Period 3
Pages 80 to 81
Learning objective(s)
• Getting an overview of how macaws, lion-tailed macaques, monkeys, elephants, and poison arrow frogs are
adapted to live in tropical rainforests
Planning and preparation
Keep the following ready—
• A PowerPoint presentation with the information about how macaws, lion-tailed macaques, monkeys,
elephants, and poison arrow frogs adapt to their surroundings.
• Pictures of all the above-mentioned animals and softboard pins.
• A laptop, a projector, and a screen.

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 Procedure
1. Begin the class with an activity. Divide the class into two groups.
2. Write a few terms on the blackboard (weather, climate, adaptation, polar regions, polar bear, penguin, and
toucan) and have a group discussion.
3. Using the PowerPoint presentation, explain how macaws, lion-tailed macaques, monkeys, elephants, and
poison arrow frogs adapt themselves to live in the tropical rainforests.
4. Reinforce the concept by asking students a few questions.
a) Where are macaws found?
b) What type of beaks do they have?
c) In which part of India do we find lion-tailed macaques?
d) What do they eat?
e) Why are they found in groups?
f) Where do they spend most of their lives?
g) Why do elephants have large ears?
h) How do poison-secreting glands help poison arrow frogs?
i) Which organ helps them to climb?
5. Towards the end of the period, instruct students to complete part (c) of question 7 given on page 85 of
the textbook.
ote: Project-based learning (PBL) shall help in memorizing the topics well. For this, you may tell students to gather pictures of
N
all species of bears and macaques along with the information about geographical regions where they are found. Ask them to
compile the material and make a booklet.
Learning outcomes
At the end of this chapter, students will be able to—
• differentiate between weather and climate;
• analyze weather data;
• explain the causes of changes in weather;
• describe how some animals survive in an extreme environment; and
• explain why organisms succeed best in their own natural environments.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Name the following.
1. The northern polar region
2. The daily changes in wind conditions, temperature, pressure, and humidity of a particular place
3. The average weather conditions at a place over a long period of time
4. The seasonal movement of a population of animals from one area to another
5. The structural or behavioural changes in a species which allow it to survive in a particular
environment
B. State whether the following statements are true or false.
1. Lion-tailed macaques are found in the Eastern Ghats of India.
2. The Siberian cranes migrate from Russia to India as the winters approach.
3. The polar bear has soft hair on its front legs and very narrow front feet to help it to swim.
4. The poles are the coldest, windiest, and driest places on the earth.
5. A toucan has the ability to camouflage.
C. Fill in the blanks.
1. The earth’s weather is driven by the .
2. The southern polar region is called .
3. A polar bear has a thick layer of fat called that is found under its skin to keep it
warm while swimming in icy cold water.
4. A poison arrow frog has a special poison gland in its that secretes deadly poison.
5. Monkeys of rainforest have a very long tail called tail.
D. Answer the following questions.
1. How are penguins able to swim?
2. What help polar bears to catch their prey?
3. Why do polar regions have extreme weather conditions?
4. Which factors affect the climate of a place?
5. How is the beak of a macaw helpful?

Answers to worksheet

A. 1. Arctic 2. Weather 3. Climate 4. Migration 5. Adaptation

B. 1. F 2. T 3. F 4. T 5. T
C. 1. sun 2. Antarctica 3. blubber 4. skin 5. prehensile
D. 1. A streamlined body, paddle-like feet, and wing-shaped flippers help the penguin to swim at a speed
up to 15 miles per hour.
2. Polar bears have sharp claws on each foot for grasping its prey. It can smell its prey from a great
distance. The polar bear finds the seal’s breathing holes in the ice and waits patiently. When the
seal pokes its head out of the hole, the bear quickly catches the seal. The polar bear’s sharp and big
teeth help in tearing its prey apart.

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 3. Polar regions are the areas covered with snow around the North Pole and the South Pole. The
northern polar region is called the Arctic while the southern polar region is called Antarctica. Poles
are the coldest, windiest, and driest places on earth. For six months the sun does not rise at the
poles and for the other six months, the sun does not set. During the winters, the sun never rises
here. When the sun shines, it has a very low intensity. Even in the summer, it rarely gets above
freezing point.
4. There are a number of factors that affect the climate of a place. They are the latitude, altitude,
distance from the sea, ocean currents, and direction of the wind.
5. The macaw is a bird found in the rainforests. The macaw mostly thrives on fruits and nuts. Its
hooked beak is perfect for breaking nuts. The beak is also a protection against predators such as
snakes.

Answers to exercises in the textbook

Quick Check (Page 79)

1. meteorologist 2. sun 3. blubber 4. Streamlined 5. Penguins
Put on your thinking cap
1. a) iv b) i c) ii d) iii e) i
f) ii g) i h) iii
2. a) iii) b) iv) c) v) d) ii) e) i)
3. 1. P 2. R 3. R 4. P 5. R
6. P 7. P 8. R 9. R 10. R
4. Adaptation table
Has a Shows Is poisonous /
Has a prehensile tail Can climb trees
beak camouflage harmful to touch
Lion-tailed macaque Toucan Lion-tailed macaque Penguin Poison arrow frog
Hoolock gibbon Macaw Hoolock gibbon
Monkey Penguin Monkey
5. a) Tear prey apart
b) Filter out extra salt
c) Protect from predators like walrus and sea lion
d) Eat fruits and nuts not accessible to other animals
e) Warn each other of forthcoming danger
f) Make hands of a monkey free to handle other things
g) Flap to create a cooling effect
h) Pick up food, drink water, and communicate with other elephants
i) Make frogs invisible to predators by merging skin colour with surroundings
j) swim through water at a speed of up to 25 km per hour
6. a) The adaptations shown by polar bears are as follows:
i. Adaptations for surviving the cold:
•  It has two thick layers of fur to keep it warm on land.
• It has long hair between the pads on its feet. This helps to keep it warm and to walk on
the ice.
• A thick layer of fat, called blubber, is found under its skin that keeps it warm while swimming
in icy-cold water.

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 ii. Adaptations for hunting prey and protection from predators:
• The white colour of the fur camouflages it against the snow. It is thus able to sneak up close
to the seals and hunt them.
•  It has five very sharp claws on each foot for grasping the ice and its prey.
• It can smell its prey from a great distance. It finds the seal’s breathing holes in the ice and
waits patiently. When the seal pokes its head out of the hole, the bear quickly snatches
the seal.
•  The polar bear’s sharp and big teeth help in tearing its prey apart.
iii. Adaptations for staying in water
•  The polar bear has a streamlined body that helps it to swim well.
•  It has stiff hair on its front legs and very broad front feet to help it swim.
• The hind legs are held flat and used as rudders. It can close its nostrils and remain
underwater for long periods of time.
b) A penguin has almond-shaped glands above the eyes that help it to filter out the excess salt.
c) The female penguin builds a nest and lays an egg, while the male hunts and eats. When the female
hunts and eats, then the male hatches the egg. Once the egg
hatches, both parents collect food and
feed the young one. A penguin can pick its own baby out of a crowd of thousands to feed it.
d) Siberian cranes migrate in response to changes in temperature as winter approaches. They move
to places with favourable temperatures, which are warmer, and they get ample food supply and
sufficient amount of daylight for the purposes of breeding.
e) i. Lion-tailed macaques: Their communication can be in the form of gestures, growls, or
screams. This communication helps them to warn each other of the forthcoming danger.
ii. Elephants: They communicate by making low-pitched sounds.

7. a) There are a number of factors which affect the climate of a place. They are latitude, altitude,
distance from the sea, ocean currents, and direction of the wind. Some places are hot and humid,
while others are cold and covered with snow most of the year. The hot and humid places have a
tropical wet climate while the snowy places have a polar climate. These two are the major climates
of earth.
Polar regions: They are the coldest, windiest, and driest places on earth. The lowest temperature
b) 
ever recorded there was approximately –129°F. For six months, the sun does not rise at the poles
and for the remaining six months it does not set. During the winters the sun never rises. Even when
the sun shines, it has a very low intensity. Even during the summers it rarely gets above the freezing
point.
Rainforests: They have a very wet climate. The total rainfall in a year in rainforests ranges between

1,500 and 2,500 mm, with no dry season at all. It rains almost every day. The temperature during
the day is between 30°C and 35°C, while at night it is between 20°C and 25°C.
Due to the continuous rainfall, the rainforests are filled with lush green vegetation. The climate is
very humid due to the warm sunlight, rain, and canopies of trees.
c) The rainforests are home to more than half of the animal life on earth because they do not have to
worry about looking for shade in summers or freezing in winter. Food is available in plenty and there
is enough water to drink.
8. has sharp claws; feeds on seals; possesses a thick layer of blubber; shows camouflage
HOTS: 1.  If the tusks of an elephant are removed, the elephants will get caught in the branches of the trees
and vines.
2. If the trees are felled extensively in rainforests, the climate of the region will become hot and
humidity will decrease.
3. If poisonous ants disappear from the rainforest, the poison arrow frogs who feed on them will
reduce in number, and also lose their ability to ward off enemies.

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 8 Winds, Storms, and Cyclones

Number of periods: 3
Break-up of periods
• Periods 1 and 2:
 Air exerts pressure
 High-speed winds result in reduced air pressure
 Air moves from high pressure to low pressure
 Air expands on heating
• Period 3: Wind currents
Periods 1 and 2
Pages 87 to 90
Learning objective(s)
• Learning about the concept of temperature
• Learning about the ways to measure temperature
• Knowing about different types of thermometer
Planning and preparation
• Keep the following things handy—
 a tumbler, a piece of cardboard, and water
 a tin container with a lid and a burner
 a stick and two balloons
 a hot water bath, bottle, and balloon
 the TRK CD, a screen, and a projector
 the animations on ‘Air Exerts Pressure’ and ‘High-Speed Winds Result in Reduced Air Pressure’
• Plan a visit to the school physics lab.
Procedure
1. Begin the lesson by asking students the question, given in the section ‘Think About It’. Elicit the answer ‘air’
from the students. Also, ask some basic questions about the topic to set a context. For example—
a) Why is air important?
b) How do we get to know that air is all around us?
c) What happens when we blow air into a balloon? What does it tell about air?
2. Talk about air and how it affects the temperature and weather of a place. State some properties of air such as
air is colourless and air exerts pressure.
3. Ask students who have travelled by aeroplane how they feel when the plane takes off in the air. Also ask
how it feels when they travel in higher mountain areas. Explain that air is all around us and that it can exert
pressure.
4. Assemble the materials needed to do the activity on page 87. Demonstrate the activity and emphasize the
conclusion part.

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 5. Now take the students to the school lab. Assemble the materials used to do the activity on page 88.
Demonstrate the activity and ask the students why the container got deformed. Correct them if needed,
reading from the conclusion part. Using students’ observations, discuss how air exerts pressure in both the
activities.
6. Ask the students to take a thin strip of rough paper. Ask them to keep one end near their mouth and blow air
above the strip. Ask them to observe how the strip moves.
7. With this activity discuss how high-speed winds result in reduced air pressure. Encourage the students to do
the activity given at the bottom of page 88.
8. Explain that air expands on heating. In addition, tell the students how hot-air balloons rise up in the air.
[Answer: As the air inside a balloon is heated, it expands and becomes lighter. The lighter air rises up hence
the balloon also rises up.]
9. Show the students animations on ‘Air Exerts Pressure’ and ‘High-Speed Winds Result in Reduced Air
Pressure’ to emphasize these important properties of air.
10. Ask the students to complete the task given in the ‘Quick Check’ section of the book, page 90. Provide
support, if needed.
Period 3
Pages 89 to 92
Learning objective(s)
• Learning about the causes of wind currents
• Understanding the difference between land and sea breezes
• Learning about the causes of occurrences of thunderstorms, cyclones, and tornadoes
• Knowing about the precautions to be taken during thunderstorms, cyclones, and tornadoes
Planning and preparation
• Invite a resource person to talk about precautions to be taken during thunderstorms, cyclones,
and tornadoes.
Procedure
1. Ask students about the properties of air to do a recap session with them.
2. Talk about how hot air expands and takes up the space in the balloon. Explain the uneven heating of the
earth’s surface. Explain how the air in the equator gets heated up, creating a region of low pressure. Similarly,
explain how the air at the poles is very cold and hence creates a high-pressure area. Also explain the air above
it is warm; hence it rises up and that’s how the air from the polar region rushes to take its place.
3. Now explain the unequal heating of the land and water surfaces. Now connect this to the formation of breeze
in the coastal areas and talk about land and sea breezes.
4. Draw diagrams on the board as given in the book, to explain how the movement of air takes place during day
and night resulting in land and sea breezes. Define ‘monsoon’.
5. Move on and explain the formation of thunderstorms and the destruction they cause. Explain the precautions
that we must take in case of a thunderstorm.
6. Define ‘cyclone’. Explain the repetitive process that creates a system of low-pressure region with the occurrence
of high-speed winds revolving around it. Explain the concept of ‘tornadoes’. Call a resource person to talk about
causes of cyclones and tornadoes, and precautions one must take in case any of these occurs.
7. Explain that cyclones and tornadoes are most likely to occur near the water bodies. Explain the instruments
that measure wind speed and direction. Explain the safety measures that government should undertake and
the use of advanced technology that would help in detecting these calamities beforehand and combatting
them well.
8. Ask students to read out the ‘Summing up’ section.

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 9. End the class by asking the students to attempt the questions given in the Exercises section of the book.
10. Play the interactive exercises for this chapter on screen using the TRK CD. Encourage the students to
attempt and solve the objective type questions.
11. Ask them to go through the digital content and attempt the interactive exercises for this chapter on the
Student App also.
12. Create worksheets for this chapter and share them with students using the Test Generator (TG) component
of the TRK provided. Ask students to attempt the questions of the worksheets.
Learning outcomes
At the end of the chapter, students will be able to—
• describe properties of air;
• explain how wind currents are generated;
• differentiate between thunderstorms and cyclones;
• explain the difference between a sea breeze and a land breeze; and
• explain the safety measures to be taken during thunderstorms, cyclones, and tornadoes.

Reflection
At the end of the chapter, introspect with the following questions:
1. Which activities were successful (which I would like to keep)?
2. What activities can be adjusted or modified to make them more interesting?
3. What activities can be removed from the lesson plans?
4. Can I do something differently or better to make the overall lesson more interesting?

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 A. Write T for true and F for false.
1. Air exerts pressure only in higher altitudes.
2. The high-speed winds result in increase in air pressure.
3. Air expands on heating.
4. Unequal heating of land and water results in sea and land breeze.
5. We should run to an open field during a thunderstorm.
B. Fill in the blanks.
1. has an ability to lift things.
2. Air moves from pressure to pressure.
3. Sea breeze occurs during the .
4. A/An is used to measure the wind speed.
5. A/An is used to measure the direction of the wind.
C. Answer the following questions.
1. State the different properties of air.
2. Explain with an activity that air expands on heating.
3. Differentiate between land breeze and sea breeze.
4. Describe the instruments used to measure the direction of the wind.
5. How are thunderstorms caused? State some precautions to be taken care of during thunderstorms.

Answers to worksheet

A. 1. F 2. F 3. T 4. T 5. F
B. 1. Air/Wind 2. high, low 3. day 4. anemometer
5. wind vane/windsocks
C. 1. The properties of air are as follows:
a)  Air exerts pressure.
b)  Air expands on heating.
c)  High-speed air results in reduced air pressure.
d)  Air moves from high pressure to low pressure.
2. To demonstrate that air expands on heating, the following activity is conducted.
Things required: A balloon, an empty bottle, and a tub filled with hot water
Method:
a)  Loosen the balloon by filling it with air and then letting the air out.
b)  Take the empty bottle and cover its mouth with the balloon.
c)  Place the bottle in a tub of hot water.
Observation: You will notice that when placed in hot water the balloon expands.

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 Explanation: When the bottle is put in the hot water tub, the air particles start heating. The heat

makes the air particles move faster and cover more space. This shows that air expands on heating.
This increases the air pressure inside the bottle. The air pressure inside the balloon is lower than
that inside the bottle. Thus, the air moves into the balloon, which starts inflating.
3. Land and sea breezes that occur near the coastal areas are a result of the convectional currents set
up in the air. As land surface is a better conductor of heat than water, it gets heated up faster during
the day. This makes the air close to the land surface warmer. The warmer air rises up and the cool
air from the sea rushes in to take its place. This gives rise to the sea breeze.
At night, the land cools faster than water in the sea. So the air above the sea is warmer than the air
above the land surface. The warmer air over the sea being lighter rises up and the cool air from the
land takes its place. This gives rise to land breeze.
Wind vane: It is in the shape of an arrow with the tip being the front and the tail being the rear
4. 
part. Another shape is that of a rooster. In both cases, the rear part is broader than the front so that
air presses more there and thus the tip points in the direction of the wind.
Windsocks: It is another instrument used for finding wind direction. Windsocks are a common

sight near the airport. It is a conical textile tube resembling a giant sock which is designed to indicate
wind direction and relative speed.
5. A thunderstorm develops when the air has a lot of moisture that could result in the formation of
clouds that could bring rain. A thunderstorm is more likely to occur when the air is warm. The
warm air tends to rise up. If the air rises rapidly, it tends to be unstable and the probability of a
thunderstorm occurring increases.
One should take the following precautions in such a situation.
a)  Do not take shelter under trees.
b)  Do not lie on the ground.
c)  Do not use an umbrella with a metal end.
d)  Do not take shelter in metal sheds.
e)  Do not sit near a window.
f)  If in water, go out and take shelter in a building.
g)  If in a car or a bus, roll up the windows and stay there.

Answers to exercises in the textbook

Quick Check (Page 90)

1. T 2. F 3. F 4. T
Put on your thinking cap
1. a) ii b) iv c) i d) iv e) ii
f) iv g) iv
2. a) pressure b) expands, cooling c) High d) high pressure, low pressure
e) lighter, rises, sink/move f) reduced, cool g) moving h) Uneven
i) rotation j) typhoons
3. a) The two characteristics of air are as follows:
•  Air exerts pressure.
•  Air expands on heating and contracts on cooling.
b) Warm air is lighter than the surrounding cool air and hence rises up.

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 c) Winds from oceans carry moisture and cause rains. These are called monsoon winds.
d) As we go higher up in the atmosphere, the air becomes thinner and less dense, and so the air
pressure reduces.
e) When the suction cup is placed against the wall, the air between the wall and the cup is pushed out,
and a vacuum is created. The air from outside the suction cup keeps it pressed against the wall.
f) When we blow above a paper strip, it creates a low pressure above the strip as high-speed air
movement is accompanied by low pressure. As there is low pressure above the strip and high
pressure below it, the strip gets lifted upwards.
g) A tornado is a very high dark funnel-shaped rapidly rotating column of air.
h) The centre of a cyclone is a region of low pressure, free from clouds with light winds. This calm
centre of a cyclone is called the ‘eye’ of a cyclone.
4. a) High-speed winds do not result in reduced air pressure; it is the other way around. The more
the difference in the air pressure between two regions, the higher will be the wind speed. When
the speed of wind is high, the number of air molecules striking the surface is less and it results in
reduced air pressure.
b) Aim: Air exerts pressure
Things required: A tin container with a lid, water, and a burner
Method:
•  Fill the tin container with water till halfway.
•  Boil the water till steam starts coming out of the water.
•  At this point, stop heating the water and close the lid.
•  Remove the container from the burner carefully.
•  Allow the container to cool or pour cool water over the container.
Observations: You will see that the container gets deformed.
Conclusion: The steam drives out the air from the container so that when the container is covered
with a lid, it contains only water and steam. On cooling, the steam condenses to water and creates
a vacuum in the container above the water surface. The air from outside exerts more pressure than
that is exerted from inside the container. Thereby deforming the container.
c) The movement of air from the sea to the land in coastal areas during the day is called sea breeze.
During the day, when the sun shines in the coastal areas, the land becomes warmer than the
surrounding sea. The warm land exchanges heat with the air above. The air above the land becomes
warm and light and rises up. This creates a low pressure above the land. The air moves from the sea
(high pressure) towards the land (low pressure). This movement of the air from the sea to the land
is known as the sea breeze.
[Refer to Fig. 8.4 on page 90]
d) The causes of generation of wind currents in nature are as follows:
• Uneven heating of the earth’s surface between the equator and the poles: Since the sun shines
strongly above the equator, the region around the equator is warmer than the regions away from
it. This differential heating of the earth’s surface between the equator and the pole sets up an air
movement or wind.
• Uneven heating of land and waterbodies: During the day, the sun shines equally on land and
waterbodies in the coastal areas, but the land heats up faster than the surrounding sea. This sets
up an air movement from the sea to the land, which is called the sea breeze.
• Also, during the night in the coastal areas, the land cools faster than the sea. As a result, the
air movement is now from land. It means it moves from high pressure to the sea, which has low
pressure. This is called the land breeze.
e) The precautions to be taken by people in cyclone-prone areas are as follows:
•  Keep a good-quality torch, a battery-powered radio, and a few spare batteries handy.
•  Keep a first-aid box with the above mentioned things.

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 •  Store drinking water in an airtight container.
•  Keep some essential commodities, like food items ready in case of emergencies.
•  In case you have to leave home, remember the following:
i. Turn off the gas, electricity, and water supply, and unplug all appliances.
ii. Help and cooperate with all the neighbours.
iii. When outdoors, do not touch any electric cables that might have been brought down by
the cyclone.
iv. Avoid pools of water with power cables in them.
v. Keep away from loose overhanging objects and branches of trees.
vi. Beware of snakes that may have come out due to flooding of their holes.
5. The diagram shows the windsocks. They are used for the following:
• At the airports to indicate the direction and strength of winds to pilots
• At the chemical plants where there is a risk of gas leakage
• Along the highways in windy areas
The direction in which the windsocks lifts is the wind direction.
HOTS: 1.  Ventilators are windows in a room fixed in the wall just below the ceiling. As the air in the room
is warm (exhaled air is warm), it becomes lighter and rises up. The ventilators help to remove
the hot air from the room. This creates a slight low pressure area in the room so that the cool
air from outside (high pressure) enters the room through the open windows. This helps in air
circulation inside the room.
2. The wind vanes and anemometers are placed at the top of high buildings to avoid wind
interference from other objects in the surroundings such as trees or high buildings.

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 9 Soil

Number of periods: 5
Break-up of periods
• Period 1: Soil formation
• Period 2: Soil profile, composition of soil, and soil texture
• Period 3: Types of soil
• Period 4: Properties of soil
• Period 5: Soil erosion and soil conservation
Period 1
Pages 97 to 99
Learning objective(s)
• Describing the processes involved in soil formation
• Listing the factors affecting soil formation
• Differentiating between types of weathering
• Explaining the importance of soil as a natural resource
Procedure
1. Begin the class by asking students what they know about natural resources. Ask them to name a few natural
resources.
2. With the help of students’ responses, mention that soil is one of the most important natural resources.
3. Ask the following questions to highlight the importance of soil in nature.
a) How is soil important to plant and animals?
b) Name some animals that live in the soil.
c) What would have happened if there was no soil?
4. Explain that soil supports the growth of plants and provides habitat to many animals and microorganisms.
5. Ask students whether they know what weathering is. Explain to them that soil is formed by weathering.
Introduce the terms ‘physical weathering’, ‘chemical weathering’, and ‘biological weathering’ at this stage.
6. Explain these processes in detail.
7. Give students some time to read these topics from pages 97, 98, and 99 of the textbook.
8. Clear their doubts if any.
9. Instruct students to complete question (a) of part 5 given on page 106 of the textbook.
Period 2
Pages 99 to 100
Learning objective(s)
• Describing the different layers of soil with reference to soil colour, texture, and quantity of organic matter
present in it
• Explaining the composition of soil

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 Planning and preparation
• Bring an unlabelled chart of the soil profile.
Procedure
1. Begin the class by posing the following questions to the students.
a) Have you seen workers digging soil at a construction site?
b) What type of soil do you see there?
c) Do you notice any change in soil colour at different levels?
d) Do you have potted plants at home?
e) What type of soil do you see in the pot? Is it the same as the soil found at deeper levels?
2. With the help of the students’ responses, explain the different horizons of the soil profile.
3. Now hang a chart of soil profile on the softboard of the class.
4. Randomly ask students to label different horizons of soil on it.
5. Appreciate the effort put in by the students.
6. Instruct students to open page 99 of the textbook. Tell them to observe the pie chart of the composition of
the soil.
7. Explain to students the basic components of soil along with their percentage.
8. Tell students that the different types of soil are identified on the basis of the texture of soil particles.
9. Introduce the terms ‘sand’, ‘silt’, and ‘clay’. List the size of these soil particles on the blackboard.
10. Ask the learners to write the same in their exercise books.
11. Instruct learners to complete question (b) of part 5 given on page 106 of the textbook.
Period 3
Pages 100 to 101
Learning objective(s)
• Identifying the types of soil
• Differentiating between types of soil
• Understanding why soil differs in colour
Planning and preparation
• A glass jar, a cup, soil and water, soil samples (red soil, black soil, and brown soil) in four different bowls
Procedure
1. Start the class by demonstrating the activity given on page 100 of the textbook.
2. Leave the experimental set-up undisturbed for about 15–20 minutes.
3. During this time, pose the following questions to the students:
a) Have you ever visited the seashore and observed the soil present there?
b) Have you visited the nursery and observed the type of soil in which plants are grown?
c) Can we grow plants in any type of soil?
d) What is the main requirement in the soil for plants to grow?
4. Respond to the answers received and introduce the concept of types of soil.
5. Now show the soil samples in bowls and state that there are mainly four types of soils—sandy, silty, clayey,
and loamy.

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 6. Explain the properties of each type of soil.
7. Now ask students to come near the table and observe the outcome of the activity.
8. Tell students to observe the formation of layers of soil.
9. Instruct students to identify the types of soil based on their understanding so far.
10. Now show students the soil samples of different colours. Ask students to guess the variation in colour of
these soil samples.
11. Discuss the concept of soil colour.
12. Instruct students to complete questions (d) and (e) of part 4 given on page 106 of the textbook.
Period 4
Pages 101 to 102
Learning objective(s)
• Learning about the properties of soil
• Understanding the percolation rate
Planning and preparation
• Three glasses, three funnels, filter paper, sandy soil, clayey soil, loamy soil, measuring bottle, and water
Procedure
1. Announce that today’s class will be conducted in the laboratory.
2. Line up the learners and take them to the laboratory.
3. Now divide the class into four groups. Give three glasses and three funnels for each group. Also provide them
the soil samples.
4. Ask them to read the activity given on page 101 of the textbook and begin performing the experiment.
5. Once the activity is done, ask students to note down their observations.
6. Take the students back to the class and ask them which type of soil has more water retaining capacity.
Students will calculate the water retaining capacity with the help of the formula given on page 101 of the
textbook.
7. Discuss why different types of soils absorb or retain different amounts of water.
8. Introduce the term ‘percolation rate’ now and explain why paddy, wheat, lentils, cotton, and sugar cane grow
in different types of soil.
9. Tell students to read this topic given on page 102 of the textbook.
10. Instruct students to complete question (c) of part 5 given on page 106 of the textbook.
Period 5
Page 103
Learning objective(s)
• Explaining soil erosion
• Listing the causes of soil erosion
• Explaining the methods to conserve soil
Planning and preparation
• A PowerPoint presentation showing information about soil erosion and soil conservation, pictures of crops
grown in different types of soil; TRK CD, projector, and a screen

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 Procedure
1. Initiate the class by asking the following questions to students.
a) What happens to the soil due to high-speed wind or running water?
b) What is the process of removal of soil known as?
c) Are there any human activities that cause the removal of soil?
d) How can we prevent the removal of soil due to various causes?
2. With the help of students' responses, introduce the term ‘soil erosion’ and ‘soil conservation’.
3. Using the PowerPoint presentation, explain soil erosion and soil conservation in detail.
4. Using pictures of deforestation, overgrazing, improper farming, and flood, explain the causes of soil erosion.
5. Explain terrace farming and afforestation as the techniques to prevent soil erosion and conserve our most
precious natural resource.
6. Ask students to perform the activity demonstrating soil erosion and soil conservation as suggested on page
103 of the textbook under an adult’s supervision at home.
7. Using the TRK CD, play the interactive exercises for this chapter on screen. Call learners one by one and ask
them to attempt the questions.
8. As a home task, ask them to go through the digital content and attempt the interactive exercises for this
chapter on the Student App also.
9. Using the Test Generator component of the TRK, create worksheets for this chapter and share them with
learners. Ask learners to attempt the questions of the worksheets as a home assignment
Note: The teacher may arrange a visit to a nursery where practical-based teaching can be done to explain layers of soil, types
of soil, and how plants help in preventing soil erosion.
Learning outcomes
At the end of this chapter, students will be able to—
• explain the importance of soil in nature;
• describe how the formation of soil takes place;
• differentiate between physical, chemical, and biological weathering;
• list and explain the different horizons of soil;
• list the percentage of basic components of soil;
• list the types of particles present in soil and their size;
• explain the types of soil;
• describe the reasons behind the soil colour;
• explain the properties of soil;
• state the reasons responsible for soil erosion; and
• list and explain the methods of soil conservation.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Name the following.
1. The layer of soil profile known as subsoil
2. Decomposed organic matter of topsoil
3. The rate at which water moves through the soil
4. The process of removal of soil by wind or running water
5. Unbroken solid rock
B. Fill in the blanks.
1. Soil rich in is best suited for rice cultivation.
2. Cutting down of trees on a large scale is called .
3. Soil’s texture depends on the of the particles.
4. When water, wind, and glaciers move over the surface of rocks, the rocks gradually get worn down
which is known as .
5. makes mud so it is most commonly found in floodplains.
C. Write T for True and F for False statements.
1. Life on the earth is directly or indirectly dependent on soil.
2. The formation of rocks is called abrasion.
3. The C horizon of the soil profile is also called the bedrock.
4. Silt makes mud.
5. The high water table in soil causes reduction of iron giving greenish or greyish blue hue to the soil.
D. Answer the following questions.
1. What is soil composed of?
2. Can we grow plants in sandy soil? Why?
3. Which type of soil is good for cotton?
4. Why does soil appear red or yellow?

Answers to worksheet

A. 1. B horizon 2. Humus 3. Percolation rate 4. Soil erosion 5. Bedrock

B. 1. clay 2. deforestation 3. size 4. abrasion 5. Silt
C. 1. T 2. F 3. F 4. T 5. T
D. 1. Soil is composed of soil particles, water, air, and organic matter. The organic matter of soil can be
further divided into humus, various living organisms, and roots.
2. We cannot grow plants in sandy soil as roots cannot hold in soil due to big spaces between the
soil particles.
3. Cotton needs soil that drains water well and can hold air. Sandy soil meets this requirement.
4. Soil appears red or yellow because of the oxidation of iron or aluminium.

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 Answers to exercises in the textbook

Quick Check (Page 101)

1. slow 2. living organisms 3. A 4. Sandy 5. Loamy
Put on your thinking cap
1. a) ii b) i c) ii d) iii e) iii
f) i g) i h) iv
2. a) soil b) bedrock c) loam d) O-horizon
e) air f) dead plants, animals
3. a) iv) b) v) c) ii) d) i) e) -iii)
4. a) Weathering is the process of breaking down of rocks into smaller pieces.
b) There are three types of weathering—physical weathering, biological weathering, and chemical
weathering.
c) Most soils possess four basic components—soil particles, water, air, and organic matter. The organic
matter consists of humus, various living organisms, and roots.
d) There are four main types of soil—sandy soil, silt, clayey soil, loam.
e) Clayey soil will absorb more water. Clay particles, being much smaller, pack tightly together leaving
little space for air. Unlike sandy soil, water can be held in the tiny gaps between the particles of clay.
f) Overgrazing by animals and deforestation are two causes of soil erosion.
g) Soil conservation is the process of preventing loss of the topsoil due to erosion.
h) Terrace farming is essentially practised in hilly areas. It involves building a series of steps. Each step
slows down the flow of water, thereby reducing soil erosion.
5. a)
Physical weathering Chemical weathering Biological weathering

In physical weathering, Chemical weathering is the Biological weathering is
rocks break down into finer decomposition of rocks through caused by living organisms,
particles over a period of a series of chemical processes. It mostly plants, some
time under the influence of is more common in warmer areas microorganisms, and lichens.
processes such as freezing with lots of water. The chemical
and thawing, wetting and changes make the rocks softer that
drying, and shrinking and helps in breaking bigger pieces into
swelling. smaller particles.
It does not change the It brings a change in the chemical It does not bring any change
chemical composition of the composition, and thus makes the in the chemical nature of the
rock and the soil. soil different from the original rock. rock.
It takes place in areas It is more common in warmer areas It is found in places with
experiencing extreme with lots of water. vegetation and hilly areas.
temperatures.
b) The following are the horizons of the soil:
O horizon: It is the top organic layer of the soil, made mostly of leaf litter fallen from trees and
• 
partially decomposed organic matter.
A horizon: This dark-coloured layer is called the topsoil. It is found below the O horizon. It
• 
is rich in decomposed organic matter called humus. It gives the soil a loose texture that holds
water and allows air to diffuse through it. It makes the soil more fertile. Many organisms, such
as earthworms, fungi, and bacteria are present in this layer. The soil particles in this layer are
the smallest and the finest as compared to the lower horizons of the soil. In this layer, seeds
germinate, and plant roots grow.

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 B horizon: This layer is called the subsoil. It contains higher mineral content than the topsoil.
• 
C horizon: The C horizon is mainly made of large rocks or lumps of partially broken bedrock.
• 
Roots of plants do not penetrate into this layer. In this layer, very little organic matter is found.
R horizon: This layer is also called the bedrock. It consists of the unbroken solid rock. It is
• 
present beneath all the other layers.
c) The rate at which water moves through soil is called the percolation rate of water in the soil.
It can be calculated by pouring a certain quantity of water in a soil sample and noting down the initial
time when we start pouring water in the soil. We also note down the time when there is no water
left over the soil.
To calculate the percolation rate of water, we use the following formula: Percolation rate (mL/min)
Amount of water (mL)
= 
Percolation time (min)
d) Afforestation and terrace farming are the two main methods by which soil erosion can be prevented
or minimized.
Afforestation: Planting more trees is known as afforestation. Roots of the plants hold the soil
firmly and so by planting trees we can control soil erosion.
Terrace farming: It is building of a series of steps in the hilly areas. Each step slows down the

flow of water, thereby reducing soil erosion.
6. a) Roots penetrate up to B horizon.
b) C horizon is known as regolith.

HOTS: 1. It will not be blown away as the soil particles stick to one another.
2. He should add humus (organic matter) to improve the texture of the soil. It would also improve
the drainage of the soil.
3. Sterilization of soil is not going to benefit the growth of plants. Sterilization will kill all the
microorganisms in the soil; whereas microorganisms are very important for healthy soil as they
aid in the decomposition of the decaying matter.

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 10 Respiration in Organisms

Number of periods: 4
Break-up of periods
• Period 1: Respiration, its types, and breathing
• Period 2: Human respiratory system and breathing mechanism
• Period 3: Role of the diaphragm in breathing and process of breathing in cockroach, earthworms, fish,
and frogs
• Period 4: Respiration in plants
Period 1
Pages 112 to 113
Learning objective(s)
• Understanding the differences between respiration and breathing
• Comparing aerobic and anaerobic respiration in terms of energy yield and products
• Observing the result of an experiment demonstrating that exhaled air contains carbon dioxide
Planning and preparation
• Make a PowerPoint presentation explaining aerobic and anaerobic respiration.
• Bring pictures showing people doing rigorous exercises.
• Arrange two boiling tubes, a T-tube, long and short delivery tubes, limewater, and two-holed corks and
assemble them as shown in the diagram on page 113 of the textbook.
Procedure
1. Begin the lesson by asking students to list all the activities they perform during the day.
2. Then ask the students whether they can tell how we get the energy to perform all our daily tasks.
3. After listening to the various responses, explain that the food we eat is broken down chemically to release
energy, which is used by the human body to perform different activities. Introduce the term ‘respiration’ at
this stage.
4. Next, write down the definition of respiration on the blackboard.
5. Tell students that respiration occurs both in the presence and absence of oxygen. Introduce the terms
‘aerobic respiration’ and ‘anaerobic respiration’.
6. Further, explain aerobic and anaerobic respiration with the help of the PowerPoint presentation.
7. Next, show pictures depicting rigorous physical activities such as running, skipping, climbing, and wrestling
and describe how muscles undergo extreme contractions during such activities. Tell them that anaerobic
respiration takes place in the human body while doing rigorous physical exercises.
8. After this, explain fermentation as a type of anaerobic respiration seen in yeast.
9. Move to the next topic and tell that breathing is a mechanical process. Introduce the terms ‘inhalation’ and
‘exhalation’ at this point.
10. Perform the activity given on page 113 to demonstrate that exhaled air contains carbon dioxide.

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 Period 2
Pages 114 to 115
Learning objective(s)
• Learning about the respiratory organs in human beings
• Describing the breathing mechanism in human beings
Planning and preparation
• Arrange a chart showing the human respiratory system
• Make a PowerPoint presentation showing the organs involved in the mechanism of breathing
• Bring different coloured modelling clay and toothpicks
Procedure
1. Begin the class by asking students to name the organs present in the human chest cavity.
2. Keep listing the names of the organs called out by students on the blackboard.
3. Now put the chart of the human respiratory system on the softboard of the class. Point out each organ of the
chest cavity on it.
4. Tell the students that the respiratory system is one of the main systems in our body, which helps us to
produce energy by breaking down the food we eat.
5. With the help of a pointer, explain the path taken by air to travel from the nostrils to the alveoli in the lungs.
6. Explain how air is filtered in the nasal chamber and made free from dust and germs.
7. Tell the students that the common chamber for the food pipe and windpipe is called the pharynx, thus
introducing the students to this term.
8. Next, point out the location of the larynx on the chart and explain that it is the organ that produces sound.
9. Describe the branching nature of the trachea. Tell them that it branches into bronchi and bronchioles.
10. By drawing a diagram of alveoli on the board, explain the function of alveoli in respiration.
11. Next, with the help the PowerPoint presentation, explain the mechanism of breathing.
12. Point out the location of the intercostal muscles and diaphragm on the chart.
13. With the help of the diagrams given in the textbook, explain the role of intercostal muscles and the
diaphragm in breathing.
14. Show the animation video ‘human respiratory system’ using the TRK CD at this stage.
15. Involve the students in a discussion and with the help of their responses, write a comparative study of
inhalation and exhalation on the blackboard.
16. Towards the end of the period, provide different-coloured modelling clay to the students. Ask them to
prepare a simple model of the respiratory system of human beings, showing lungs, trachea, and bronchi, and
label the structures with the help of toothpicks.
Period 3
Pages 115 to 116
Learning objective(s)
• Learning about the breathing mechanisms in cockroach, earthworms, fish, and frogs
Planning and preparation
• Make a PowerPoint presentation with information on breathing mechanisms in cockroach, earthworms, fish,
and frogs.

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 Procedure
1. Explain the breathing mechanisms in insects, earthworms, fish, and frogs with the help of the PowerPoint
presentation.
2. Discuss the role of the following structures in breathing:
a) Spiracles in insects b) Skin in earthworms
c) Gills in fish d) Skin, lungs, and mouth in frogs
3. Let the students read the same from pages 116 and 117 of the text.
4. Once students are done reading, ask them to write the names of the animals and correspondingly write the
names of the breathing organs they possess in a tabular form in their exercise books.
5. As a home assignment, instruct students to complete parts (c), (d), and (e) of question 4 given on page 121 of
the textbook.
Period 4
Pages 117 to 119
Learning objective(s)
• Learning about the process of respiration in plants
• Understanding that respiring organisms produce heat energy
Planning and preparation
• Arrange for some gram seeds, water, cloth, sterilizing solution, two vacuum flasks, and thermometer.
• Make a PowerPoint presentation having information about respiration in seeds.
Procedure
1. Begin the class by initiating a discussion on respiration in plants.
2. Ask them what they know about stomata.
3. After getting responses from the students, explain the structure and function of stomata in detail.
4. Explain that the opening and closing of stomata is controlled by guard cells.
5. Then explain that the embryo of seed requires air, water, and a suitable temperature to grow into a
new plant.
6. Tell them that the roots of plants also need oxygen for respiration, which they obtain from the air spaces in
the soil.
7. Explain how seeds respire using the PowerPoint presentation.
8. Ask a few questions from the chapter for reinforcement of the concepts taught.
Learning outcomes
At the end of this chapter, students will be able to—
• differentiate between respiration and breathing;
• define aerobic and anaerobic respiration;
• compare inhalation and exhalation;
• describe the functions of the different organs of the respiratory system;
• summarize the breathing processes in insects, earthworm, fish, and frogs; and
• describe the process of respiration in plants.

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 Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Fill in the blanks.
1. The lungs are situated in the cavity.
2. When a fish opens its mouth, water enters and the operculum .
3. Breathing in humans is controlled by the ____________ and .
4. The voice box is also called the .
5. The number of times a person breathe in a minute is known as the .
B. Write T for true and F for false statements.
1. Glucose is oxidized to produce alcohol during photosynthesis.
2. The small air sacs in the lungs are called alveoli.
3. Fish exchange gases through gills.
4. At the time of exhalation, the diaphragm moves upwards.
5. Exchange of gases in insects takes place through spiracles.
C. Name the following.
1. The main product of anaerobic respiration in animals
2. A sheet of muscle at the base of the thoracic cavity
3. Extremely narrow tubes that branch from the bronchi
4. The flap covering the gills in a fish
5. Small breathing pores on the side of the bodies of insects
D. Answer the following questions.
1. Where are stomata located in plants?
2. Name the three methods used by frogs for breathing.
3. What is the state of the diaphragm and intercostal muscles when we inhale and exhale?
4. State the path of air from the nose to the alveoli.
5. Which process is used in baking and brewing? State its word equation.

Answers to worksheet

A. 1. thoracic 2. closes 3. intercostal muscles, diaphragm

4. larynx 5. breathing rate
B. 1. F 2. T 3. T 4. F 5. T
C. 1. Lactic acid 2. Diaphragm 3. Bronchioles 4. Operculum 5. Spiracles
D. 1. Stomata are located on the surface of leaves and on green stems.
2. Frogs breathe through their skin, lungs, and mouth.
3. When we inhale, the diaphragm and intercostal muscles are contracted, and when we exhale, the
diaphragm and intercostal muscles are relaxed.
4. Nostrils → Pharynx → Larynx → Trachea → Bronchi → Bronchioles → Alveoli

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 5. Fermentation is used in baking and brewing industries. It can be represented by the following
equation:
Glucose → Ethanol + Carbon dioxide + Energy

Answers to exercises in the textbook

Quick Check (Page 118)

1. T 2. T 3. F 4. T 5. F
Put on your thinking cap
1. a) i b) iii c) i d) i e) iii
f) iii g) i h) i
2. a) respiration b) Anaerobic respiration c) exhalation
d) Anaerobic e) bronchi f) pharynx g) Diaphragm
h) intercostal i) alveoli j) skin k) respiration
3. a)
Aerobic respiration Anaerobic respiration
It takes place in the presence of oxygen. It takes place in the absence of oxygen.
More energy is released as glucose is Very little energy is released as glucose is
completely broken down to carbon dioxide partially broken down into lactic acid or alcohol
and water. and carbon dioxide.
Glucose + Oxygen → Carbon dioxide + Glucose → Lactic acid + Energy (very less
Water + Energy energy)
b) There are no special organs of respiration in earthworms. The exchange of gases takes place through
their moist skin.
c) The main function of the respiratory system is to carry air to the lungs through the nose, windpipe,
and bronchi. This is followed by the exchange of gases—oxygen is taken in, and carbon dioxide is
given out.
d) The air first passes through nostrils, and then enters the windpipe through the pharynx. The wind
pipe divides into two bronchi, through which the air enters the lungs.
e) As the air passes through the nasal passage, the following changes take place:
• Air gets filtered through the hair lining the nostrils. The dust particles and germs get trapped in
the nasal hair.
• The air becomes warm due to the warm blood flowing through the blood vessels.
• The air becomes moistened by the mucus produced by the cells lining the nostrils.
• This sticky mucus also helps in trapping the germs.
f) Exchange of gases takes place in the alveoli. The capillaries absorb oxygen from the air in the alveoli
and release carbon dioxide into the alveoli.
g) During the process of inhalation, the diaphragm muscles contract and become flat. At the same time,
the intercostal muscles contract to pull the ribs upwards. This increases the volume of the chest
cavity and the volume of the lungs increases. As the air pressure in the lungs decreases, air moves
into the lungs through the air passage.
h) During inhalation, the diaphragm muscles contract and simultaneously the intercostal muscles
contract to pull the ribs up. The volume of the chest cavity increases, air pressure decreases, and the
air moves into the lungs.
During exhalation, the diaphragm muscles and the intercostal muscles relax. The diaphragm returns
to its dome shape. The chest cavity becomes smaller, and the lungs return to their original volume.
This squeezes the air out of the lungs through the air passage.

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 i) In humans, when a muscle undergoes extreme contraction due to vigorous exercise, anaerobic
respiration takes place.
j) Plants give out carbon dioxide only during the night even though respiration takes place throughout
the day. This happens because photosynthesis does not take place at night and so carbon dioxide
released is not used at night.
4. a) Breathing Respiration
Breathing is a mechanical process of Respiration involves a chemical process that
inhalation and exhalation of air involving takes place at the cellular level, where glucose is
exchange of gases. During breathing, oxygen broken down into carbon dioxide and water.
is taken in and carbon dioxide is released.
Energy is used for this process. There is a release of energy.
b) For the labelled diagram of the human respiratory system, refer to Fig. 10.2 on page 114 of the
textbook.
c) Breathing in frogs Breathing in humans
When frogs draw air into their mouth When human beings draw air through the nostrils,
through the nostrils, the throat moves the simultaneous contraction of the diaphragm and
down. They use their throat to pump air intercostal muscles results in rushing of air into the
into the lungs. lungs.
During exhalation, the nostrils close and the During exhalation, the diaphragm goes to its
throat moves up. original position, and intercostal muscles relax to
push the air out.
Frogs have no ribs and diaphragm. Diaphragm and ribs are present and play a major
role in breathing.

d) To understand the breathing process in cockroaches, refer to Fig. 10.5 on page 116 of the textbook.
e) Fish have specialized structures, called gills, for breathing. These are richly supplied with blood
capillaries. The gills are covered by a flap called operculum. When fish open their mouths, water
enters the mouth and the operculum covering the gills closes. When fish close their mouths, the
operculum opens, allowing fresh water, rich in oxygen, to cross the gills. As the water flows through
the gills, the exchange of gases takes place. Oxygen from the water diffuses into the blood, and
carbon dioxide is given out into the water. This water, which is rich in carbon dioxide, moves out.
HOTS: 1.  The roots of plants also need oxygen for respiration, which they obtain from the air spaces in the
soil. But when you overwater them, the air trapped between the soil particles moves out. The
roots are not able to breathe, which leads to the death of the plants.
2. If you add warm water, that is very different from the water in the tank, the su dden difference
in the temperature may lead to the death of the fish as fish gets affected by the external
temperature.
3. It is not advisable to sleep under a tree at night because plants give out carbon dioxide at night
during the process of respiration.

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 11 Transportation of Substances

Number of periods: 4
Break-up of periods
• Period 1: Blood and its components and blood vessels
• Period 2: Structure of heart, heartbeat, and pulse
• Period 3: Functions of the circulatory system, disposal of waste material in humans, and anatomy of the
human excretory system
• Period 4: Transportation of water, minerals, and food in plants and disposal of waste material in plants
Period 1
Pages 123 to 125
Learning objective(s)
• Comprehending the components of blood
• Correlating the structure of arteries, capillaries, and veins to their function
Planning and preparation
• Bring a chart showing diagrams of blood cells, arteries, veins, and capillaries.
• Make a PowerPoint presentation including the information about components of blood and structures and
functions of blood vessels.
• Arrange for a laptop, a projector, and a screen.
Procedure
1. Begin the class by asking students whether they are aware of how body cells receive food and oxygen.
2. Inform students about blood as the fluid connective tissue transporting respiratory gases, nutrients, and
wastes to and from the cells.
3. Introduce the ‘circulatory system’ and ‘excretory system’ as the transport system of our body.
4. Using the PowerPoint presentation, explain that the heart, blood, and blood vessels make up the human
circulatory system.
5. Use the chart to explain the components of blood and write a comparative study of RBC, WBC, and platelets
on the blackboard to explain the same.
6. Ask the students to have a look at their arms and try to see the bluish-green blood vessels and introduce the
term ‘veins’.
7. By using the chart, explain the structure and function of arteries, veins, and capillaries.
8. Draw the transverse section of an artery and a vein on the blackboard and ask the students to draw the same
in their exercise books.
9. As a home assignment, instruct students to complete parts (a) and (b) of question 4 given on page 132 of the
textbook.
Period 2
Pages 125 to 127
Learning objective(s)
• Learning about the anatomy of the human heart and associated blood vessels
• Tracing the path of blood flow in the pulmonary and systemic circulations
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 • Calculating the heart rate and pulse rate
Planning and preparation
• Bring a chart showing the internal and external view of the human heart.
• Arrange four models of the human heart.
• Bring printouts of unlabelled diagrams of the internal view of the human heart.
• Arrange for a rubber pipe, a small funnel, a big funnel, rubber band, and insulation tape.
Procedure
1. Take a quick revision of the topics ‘components of blood’ and ‘structure and function of blood vessels’.
2. By using the chart showing the internal and external view of the human heart, explain the location and
function of the chambers of the heart, valves, and the blood vessels associated with it.
3. Prepare a flow diagram on the blackboard to explain the pulmonary and systemic circulation of blood in
the body.
4. Now divide the class into three groups and provide one model of the human heart to each group. Hold one
model in your hand and explain the location of the right atrium, right ventricle, left atrium, and left ventricle.
Also show the position of the tricuspid and bicuspid valves.
5. Introduce the concept of ‘heartbeat’ and ‘pulse’.
6. Using the rubber tube, one small and one big funnel, rubber band, and insulation tape, teach them to make a
stethoscope as given in the textbook.
7. Ask them to calculate the heart rate of each other using the same.
8. Using the TRK CD, show the video animation ‘human circulatory system’. Let students ask their queries if any.
Period 3
Pages 127 to 129
Learning objective(s)
• Understanding the importance of the circulatory system in the body
• Learning about the anatomy of the human excretory system
• Understanding the formation of urine in the body
Planning and preparation
• Make a PowerPoint presentation on the functions of the human circulatory system, anatomy of the human
excretory system, and the process of urine formation.
Procedure
1. Ask a few questions at the beginning of the period to introduce the topic ‘functions of the circulatory system’.
a) How do body cells receive oxygen and nutrients?
b) How do cells get rid of carbon dioxide?
c) Why is blood red?
d) Which blood cells help us build immunity?
e) Which blood cells help in blood clotting?
2. With the help of the students’ responses, have a detailed discussion on the function of the human
circulatory system.
3. Using the PowerPoint presentation, explain the role of the excretory system in our body.
4. Show the diagram of the human excretory system and explain the location and function of each part.
5. Have a discussion on the chief excretory products of human beings.
6. Draw the front view of excretory system on the blackboard and ask the students to draw the same in their
exercise books.
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 7. As a home assignment, instruct students to complete part (d) of question 4 given on page 132 of
the textbook.
Period 4
Pages 129 to 130
Learning objective(s)
• Describing the process of transportation and disposal of various substances in plants
Planning and preparation
• Bring a freshly plucked white flower with the stem at least 15 cm long, water, food colour, and a glass.
• Arrange for a potted plant and cellophane™ sheet.
• Bring a laptop, projector, and a screen.
Procedure
1. Begin the class by asking students to name the main parts of a plant.
2. Also ask which part is involved in absorbing water and minerals from the soil.
3. With the help of students’ responses, explain the role of roots in a plant. Discuss how roots help in the
movement of water in a plant. Introduce the term ‘xylem’ at this stage.
4. Demonstrate the activity given on page 129 to explain the role of xylem in plants.
5. Now list various excretory substances of plants on the blackboard.
6. Have a discussion on how plants dispose of toxic waste and extra water.
7. Introduce the term ‘transpiration’ at this stage and explain its significance to plants.
8. Let the students read the same from page 130 of the textbook.
9. As a home assignment, instruct students to complete parts (f), (g), and (h) of question 3 given on page 132 of
the textbook.
Learning outcomes
At the end of this chapter, students will be able to—
• list the components of blood;
• summarize the role of arteries, capillaries, and veins;
• explain the structure of the human heart;
• calculate the heart rate and pulse rate;
• list the functions of the human circulatory system;
• describe the function of each organ of the human excretory system;
• summarize the process of urine formation; and
• explain the process of transportation and disposal of various substances in plants.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. Which other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. State whether the following statements are true or false.
1. The pulmonary artery carries oxygenated blood.
2. The stethoscope is used to measure blood pressure.
3. There are one ureter and two urethrae present in our excretory system.
4. Vena cava delivers deoxygenated blood into the left atrium of the heart.
5. The chief nitrogenous waste of humans is urea.
B. Fill in the blanks.
1. blood cells contain haemoglobin.
2. are cell-like structures that help in blood clotting.
3. There are chambers in the human heart.
4. tissue is responsible for the transport of water in plants.
5. blood vessels have thick muscular walls.
C. Name the following.
1. Small colourless cell-like structures of blood
2. Blood vessels that join to form veins
3. The blood vessel that takes the blood from the heart to the lungs for oxygenation
4. A pair of muscular and tubular structures that arise from the kidneys and open in the
urinary bladder
5. The act of disposing of urine
D. Answer the following questions.
1. Name the first nitrogenous waste that forms from the breakdown of proteins in humans.
2. Where are the kidneys located in our body? How are they protected?
3. State two functions of the human circulatory system.
4. Why is the pulmonary artery an exception?
5. What is plasma?

Answers to worksheet

A. 1. F 2. T 3. F 4. F 5. T
B. 1. Red blood cells 2. Platelets 3. four
4. Xylem 5. Arteries
C. 1. Platelets 2. Capillaries 3. Pulmonary artery 4. Ureters 5. Micturition
D. 1. Ammonia
2. The kidneys are located just below the diaphragm against the back wall of the abdominal cavity. They
are protected by the last two pairs of ribs.

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 3. The following are the functions of the human circulatory system:
•  Transport of oxygen from the lungs to the body cells and carbon dioxide from the body cells to
the lungs
• Transport of nutrients throughout the body
4. Arteries of the human body carry oxygenated blood but pulmonary artery is exceptional as it carries
deoxygenated blood.
5. Plasma is a yellow or greyish-yellow fluid present in blood in which blood cells are suspended.

Answers to exercises in the textbook

Quick Check (Page 128)

1. Red blood cells 2. White blood cells 3. capillaries 4. deoxygenated 5. increases
Quick Check (Page 130)
1. carbon dioxide 2. left, right 3. Ureters 4. Xylem 5. translocation
Put on your thinking cap
1. a) i b) iii c) ii d) iii e) iv
f) i g) ii h) i
2. a) iii) b) ii) c) iv) d) v)
e) vi) f) i)
3. a) Haemoglobin is the oxygen-carrying pigment.
b) Blood has three types of cells—Red blood cells or erythrocytes, white blood cells or leucocytes,
and platelets.
c) The differences between RBCs and WBCs are as follows:
RBCs WBCs
RBCs are biconcave discs with no nuclei. WBCs are irregular in shape but have a
nucleus.
There is only one type of RBCs found in There are various types of WBCs, with specific
the blood. functions, in the blood.
They have a pigment called haemoglobin, which They do not have any pigment.
transports oxygen to different parts of the body.
They provide protection against disease-
They also play a key role in transporting waste
causing microorganisms or any foreign body.
carbon dioxide from the tissues to the lungs.

d) The left and right sides of the heart are separated from each other by a septum. This prevents the
mixing of oxygenated and deoxygenated blood.
e) Urine consists of about 90% water and the rest of 5% consists of uric acid and other organic
substances like urea, uric acid, ammonia, proteins, salts and minerals, and toxins.
f) Phloem is involved in translocation of food in plants.
g) The difference between translocation and transpiration is as follows:
Translocation Transpiration
Translocation is the movement of food from Transpiration is the loss of water vapour from
leaves to other parts of the plant. a plant through the stomata of leaves.
h) The main product excreted by green plants is oxygen, produced during the process of
photosynthesis. Many plants, such as eucalyptus, pine, and rubber tree, also release toxic wastes

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 in the form of oil, rubber, resin, gum, and latex. Further, plants lose water through the process of
transpiration.
4. a) The differences between veins and arteries are as follows:
Veins Arteries
Veins are the blood vessels that carry blood Arteries are the blood vessels that carry blood
towards the heart from different parts of the away from the heart to different parts of the
body. body.
They carry deoxygenated blood (with the They carry oxygenated blood (with the
exception of pulmonary vein). exception of the pulmonary artery).
They have a thick, elastic muscle layer, as blood They have a thin, elastic muscle layer.
flows with pressure.
They don’t have valves. They have semilunar valves that prevent the
blood from flowing in the opposite direction.
They are deep-seated. They are placed superficially, closer to the skin.
F
 unction of capillaries: Capillaries are the smallest blood vessels with thin walls through which
the exchange of gases and substances between the blood and the body cells occurs.
b) Blood has mainly two components—plasma and cells.
•  Plasma: Plasma is the yellow fluid portion of the blood in which the blood cells are suspended.
It contains dissolved gases, nutrients, wastes, salts, and proteins. Plasma proteins help in
transporting large organic molecules.
•  Cells: There are three types of cells present in the blood. These are—red blood cells or
erythrocytes, white blood cells or leucocytes and platelets or thrombocytes. Each type of cell
performs a specific function.
•  Red blood cells: They contain a pigment called haemoglobin which combines with oxygen from
the lungs to be transported to the body tissues. It also plays an important role in transporting
waste carbon dioxide from the tissues to the lungs.
•  White blood cells: White blood cells provide immunity to the body against diseases
and infections.
•  Platelets: These cells help in blood clotting and prevent loss of blood in case of injury.
c) Plants absorb water and minerals from the soil through their roots. The roots have many root hairs
that are in direct contact with the water present in the soil. The water and the dissolved minerals
move through special tissues present in the plants called xylem. Xylem has a wide network that
spreads in all parts of the plant and carries water and minerals from the root hair to the leaves.
d) For the labelled diagram of human excretory system, refer to Fig. 11.9 on page 129 of the textbook.
The human body produces a number of waste products through different processes. Carbon dioxide
is released from the lungs during respiration. Excess salt along with water is excreted through
sweat. The undigested food in the large intestine is excreted as faeces.
Ammonia produced in the body, due to the breakdown of proteins, is converted to urea and
excreted as urine through the excretory system. The excretory system consists of a pair of kidneys
which are connected to a pair of ureters. The ureters are connected to a urinary bladder. The
urinary bladder has an opening called urethra.
The kidneys have numerous microscopic coiled structures called nephrons. After the blood is
filtered by the nephrons, ureters carry the urine from the kidneys to the urinary bladder where it is
stored. It is excreted out through the urethra.
e) Transpiration is the loss of water vapour from a plant through the stomata of leaves. It is important
as it helps in pulling up water from the xylem tissue till the top of the tree. The evaporation of
water creates a suction pull called the transpirational pull. It also keeps the plants cool.

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 f) The oxygen produced in the plants during the process of photosynthesis is given out through
stomata. Many plants, such as eucalyptus, pine, and rubber tree, release toxic wastes in the form of
oil, rubber, resin, gum, and latex. Further, plants lose water through transpiration. Even falling off
leaves helps in getting rid of waste.
5. For the labelled diagram of the human heart, refer to Fig. 11.4 on page 126 of the textbook.
a) Flow of deoxygenated blood: Vena cava → Right atrium → Right ventricle → Pulmonary artery
→ Lungs
b) Transport of water and minerals in plants: Root hair → Xylem → Leaves
c) Formation and removal of urine: Kidney → Ureter → Urinary bladder

HOTS: 1. Veins appear blue due to penetration and scattering abilities of the different wavelengths of light.
2. It happens due to the lack of haemoglobin or the inadequate number of red blood cells.
3. If both his kidneys get damaged, the toxic ammonia will get accumulated in the body, and he may
not be able to pass urine. The level of toxic compounds in the body will increase and may even
lead to the death of the person.
4. If a person did not have platelets, then even the smallest injury would lead to excessive loss of
blood as blood would not be able to clot. The person might die due to excessive loss of blood.

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 12 Reproduction in Plants

Number of periods: 4
Break-up of periods
• Period 1: Introduction to reproduction and vegetative propagation
• Period 2: Budding, fragmentation, and spore formation
• Period 3: Sexual reproduction in plants
• Period 4: Fertilization, fruit and seed formation, and seed dispersal
Period 1
Pages 135 to 138
Learning objective(s)
• Learning about reproduction
• Understanding various methods of natural and artificial vegetative propagation
Planning and preparation
Keep the following ready:
• Make a PowerPoint presentation about natural and artificial vegetative propagation.
• A laptop, a projector, and a screen
Procedure
1. Introduce the topic by showing seeds, colourful flowers, and a small potted plant.
2. Ask students questions such as the following.
a) Do you know how the birth of a new plant takes place?
b) What is the process behind it?
c) Can you explain this process?
3. Introduce the term ‘reproduction’ at this stage. Explain it in detail.
4. List the two types of reproduction—sexual and asexual—on the blackboard. Explain the meaning of these
terms to the students.
5. Provide information that vegetative propagation is a type of asexual reproduction in which stems, roots,
leaves, and buds give rise to new plants.
6. Using the PowerPoint presentation, show the picture of grass showing runners. Explain the significance of
runners in grasses.
7. Then explain the vegetative propagation in tuber, rhizome, bulb, and corm giving examples with the help
of a presentation.
8. Now explain artificial vegetative propagation through the stem, leaves, and buds. Show the pictures of rose,
bryophyllum, and agave to the class.
9. Discuss the advantages of vegetative propagation and ask the students to read the topic from the textbook.
10. Towards the end of the chapter, instruct students to complete the ‘Quick Check’ section given on page 138
of the textbook.

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 Note: You may take students to the school playground to show the growth of grass. You may also perform an activity of
growing a rose plant by using the cut stem and explain the difference of vegetative propagation by an underground stem and
by an aerial stem.
Period 2
Pages 138 to 139
Learning objective(s)
• Understanding how yeast, spirogyra, and ferns reproduce
Planning and preparation
• Bring a chart showing budding in yeast, fragmentation in spirogyra, and spores on the underside of fronds.
Procedure
1. Begin the class by asking the students to name a few fungi and algae.
2. List the responses of the students on the blackboard. Introduce the terms ‘yeast’ and ‘spirogyra’ to students.
Tell them that yeast is a fungus and spirogyra is an alga.
3. Hang the chart showing budding in yeast and fragmentation in spirogyra on the softboard of the class. Explain
these processes in detail to the class.
4. Tell them that fungi reproduce asexually as well as sexually. Asexual reproduction occurs by spore formation.
5. Show the chart showing spores of ferns present on the underside of their fronds.
6. Introduce the term ‘sori’ and explain its meaning. Tell the functions of sori to the students.
7. As a home assignment, instruct learners to complete parts (c) and (d) of question 6 given on page 146 of
the textbook.
Period 3
Pages 139 to 141
Learning objective(s)
• Learning about the function of different parts of a flower
• Understanding how self-pollination and cross-pollination take place
• Learning about the characteristics of insect-pollinated flowers, wind-pollinated flowers, and water-pollinated
flowers
Planning and preparation
Keep the following ready:
• Flowers of China rose, petunia, cucumber, and pumpkin
• A PowerPoint presentation having information about pollination and its types
Procedure
1. Begin the class by asking questions to the students such as the following:
a) What are the main parts of a plant?
b) Do all plants produce flowers?
c) How do plants reproduce?
d) Do you know the part of a plant that participates in sexual reproduction?
2. Ask the students to look at figure 12.14 given on page 139 of the textbook.
3. Draw the diagram of parts of a bisexual flower on the blackboard and label them. Use a pointer and show the
stamen and pistil as the reproductive parts.

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 4. Then draw a labelled diagram of the pistil and the stamen on the blackboard.
5. Ask the students to draw all three diagrams in their exercise books.
6. Show flowers of China rose, petunia, cucumber, and pumpkin to the students. Ask them to identify the
reproductive parts of these flowers.
7. Using the PowerPoint presentation, explain pollination and its types.
8. By showing the pictures, discuss the characteristics of flowers that are pollinated by insects, wind, and water.
9. As a home assignment, instruct students to complete question 7 and part (d) of question 6 given on pages 147
and 146 of the textbook respectively.
Period 4
Pages 141 to 143
Learning objective(s)
• Understanding how fertilization takes place in plants
• Learning about post-fertilization changes in different parts of a flower
• Correlating seed structure with the type of dispersal method
Planning and preparation
Keep the following ready:
• A chart showing fertilization in a flower
• A chart showing seed dispersal by wind, water, animals, explosion
• Printouts with an incomplete table showing names of plant and types of seed dispersal methods
• A laptop, a projector, and a screen
Procedure
1. Begin the class with a recap of the topics taught in earlier classes.
2. Now hang the chart showing fertilization in plants on the softboard of the class. Using a pointer, explain the
growth of the pollen tube.
3. Make a flow diagram indicating the fertilization events on the blackboard and explain the same. Let the
students note down important points in their exercise books.
4. Similarly, make a table on the blackboard to write the post-fertilization changes in a flower.
5. Add to the information that the seed contains the embryo enclosed in a seed coat and the seed coat helps to
protect the embryo.
6. By explaining the importance of scattering seeds to distant places, introduce the term ‘seed dispersal’.
7. By using a chart showing various modes of seed dispersal, such as wind, water, animals, explosion, explain
seed dispersal in detail.
8. Towards the end of the period, distribute printouts with a table having names of plants and ask the students
to write the method of their seed dispersal.
9. As a home assignment, instruct students to complete questions (d), (e), and (f) of question 6 given on page
146 of the textbook.
Learning outcomes
At the end of this chapter, students will be able to—
• define ‘reproduction’ and its types;
• explain different methods of asexual reproduction;
• list and explain the various methods of vegetative propagation;

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 • summarize the advantages of asexual reproduction;
• label the parts of a flower and describe the function of each part;
• distinguish between self-pollination and cross-pollination;
• describe the process of fertilization; and
• correlate the seed structure with the type of dispersal method.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Name the following.
1. Leaves of a fern plant
2. The fusion of male and female gametes to form the zygote
3. Plants that grow in swamp regions
4. The category of fruit to which walnuts belong
5. Flowers with either pistil or stamens
B. State whether the following statements are true or false. Rewrite the false statements correctly.
1. Thread-like structures of bacteria are called hyphae.
2. Spirogyra is a unicellular alga.
3. Coleus plant propagates by cutting.
4. The ovary of a flower turns into a seed after fertilization.
5. Drumstick and maple seeds have wings that help in their dispersal.
C. Write down the pollinating agents of the following flowers.

Flower Pollinating agent

Rose
Maize
Vallisneria
Orchid
Coconut
Grasses
Lily
Wheat
D. Answer the following questions.
1. State two advantages of vegetative propagation.
2. Explain how vegetative propagation takes place in strawberry.
3. How does fruit explosion occur in Viola?
4. State the categories of fruits with one example each.
5. What is self-pollination?

Answers to worksheet

A. 1. Fronds 2. Fertilization 3. Mangroves 4. Hard fruit 5. Unisexual

B. 1. False (Thread-like structures of fungi are called hyphae.)
2. False (Spirogyra is a multicellular alga.)
3. True
4. False (The ovary of a flower turns into a fruit after fertilization.)
5. True

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 C. Flower Pollinating agent
Rose Insect
Maize Wind
Vallisneria Water
Orchid Wind
Coconut Water
Grasses Wind
Lily Insect
Wheat Wind

D. 1. The following are the advantages of vegetative propagation:

• The offspring obtained are identical to parents.
• Only one parent is required. There is no need for pollination.
2. Strawberry is an example of a runner. It grows by vegetative propagation through the stem. A few
strawberry plants are grown at equal intervals on a small piece of land. After some time, the piece of
land turns lush green with many strawberry plants. This happens because strawberry plants produce
underground stems. As these stems grow through the soil, they produce new roots and shoots at
definite intervals above the ground.
Viola plant has pods that explode when ripe and shoot out the seeds. This is known as dispersal by
3. 
fruit explosion.
4. Fruits can be classified into two categories.
• Fleshy and juicy fruits such as papaya
• Hard fruits such as almonds
5. When pollen grains from a flower are carried to the stigma of the same flower or on the other
flower of the same plant, it is called self-pollination.

Answers to exercises in the textbook

Quick Check (Page 138)

1. runner 2. onions 3. roots 4. Bryophyllum 5. Agave
Quick Check (Page 142)
1. budding 2. spores 3. pistil 4. grasses, wheat, and maize
5. seeds
Put on your thinking cap
1. a) iii b) ii c) i d) ii e) i
f) iv g) i h) iv
2. a) ix b) viii c) i d) ii e) vii
f) iii g) x h) vi i) v j) iv
3. Dandelion—air; Coconut—water; Poppy—air; Pea—explosion; Cherry—animals; Mistletoe—
birds; Castor—explosion; Apple—animals; Maple—air; Drumstick—air
4. Vegetative propagation Budding Fragmentation Spore formation
Grass, turmeric, sweet potato, potato, Yeast Spirogyra Bread mould
ginger, Agave, onion, Bryophyllum, fern

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 5. a) Grass produces underground stems. As these stems grow through the soil, they produce new roots
and shoots at definite intervals above the ground.
b) The bulb of the lily is an underground modified stem. It has scales present on it which are modified
leaves that contain stored food. At the centre of the bulb is a bud called the apical bud. The buds on
the sides are called lateral buds. The apical bud produces leaves and flowers while the lateral buds
produce shoots of a new plant. As the plant grows and develops, it forms a new bulb underground.
c) Producing another plant from the cutting of a rose plant is very simple. We need to cut a portion of
its stem from the node, and place it in a suitable rooting medium that includes moist sand, a mixture
of compost, and soil. After some days, the cutting will develop roots and new leaves will sprout
from the buds.
d) i. Budding: It is a process of vegetative reproduction in which a small outgrowth called bud is
formed on the parent cell. When the nucleus of the parent cell divides, one daughter nucleus
migrates into the bud. This bud increases in size and breaks off from the parent cell and forms a
new individual.
ii. Fragmentation: It is a process of asexual reproduction found in certain filamentous algae
having a row of rectangular cells. When the filament of Spirogyra gets broken into small
fragments or pieces, the fragments grow into complete new organisms.
iii. Pollination: The process of carrying the pollen grains from one flower to the stigma of the
same or another flower is known as pollination.
iv. Fertilization: The process of fusion of the male gamete with the female gamete to form a
zygote is called fertilization.
e) The advantages of vegetative propagation are as follows:
•  The new plants obtained are identical to the parent plants.
•  Only one parent is required; there is no need for pollination.
•  It is a faster method as the plants take less time to grow new plants.
• In certain plants, since the part used for vegetative reproduction is underground, they are able to
withstand unfavourable conditions.
f) Male gametes are present in pollen grains, and female gametes are present in the ovule. Mango fruit
has a single seed and has a juicy sweet pulp around it, whereas an almond fruit has a single seed with
a hard covering around it.
g) The common agents of pollination are wind, water, and insects.
h) Seed dispersal is necessary to avoid the growth of new plants near the parent plant, as this may lead
to overcrowding of new plants, and deprivation of nutrients, water, and sunlight. New plants may
not even survive.
6. a) i. Potato: Potatoes are underground stems called tubers. They have duds, commonly called eyes.
Put a potato tuber—either as a whole or cut pieces—in the soil. Ensure that each piece has a
bud. A new plant develops from each bud.
ii. Sweet potato: It has buds at the base of the stem close to the modified root. The buds take
nutrition from the roots and grow into new plants.
iii. Agave: The floral buds of Agave are modified into bulbils. When these bulbils are detached,
they come in contact with the soil and develop into new plants.
iv. Onion: The underground stem of onion is surrounded by modified fleshy leaves. It has lateral
buds that produce shoots of a new plant. As the plant grows and develops, it forms a new bulb
underground.
Spirogyra is a filamentous multicellular alga. Each cell present in the filament has a nucleus and
b) 
spiral chloroplasts. When the filament of Spirogyra gets broken into small fragments or pieces, the
fragments grow into complete organisms.
c) Spores are minute, single-celled, reproductive units capable of giving rise to new individuals.
They are found in certain fungi like bread mould. They are present inside special structures called
sporangium.

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 Spores are also found in ferns. Their leaves are called fronds. The underside of fronds have sori.
Each sorus is made up of many sporangia. Each sporangium has many spores. When the sporangium
matures, it bursts open dispersing the spores.
When conditions are favourable for growth, spores germinate to form a new plant.
d) Flowers which are pollinated by wind have exposed stamens with lightweight pollen grains. The
stigmas are long and also exposed to help them catch the pollen grains blowing in the wind.
Pollination by water is found in some aquatic plants where pollen grains are released into water,
which are then carried away by the water to the female flower.
Self-pollination Cross-pollination
It is a process wherein pollen grains from a It is a process wherein pollen grains from a
flower are carried to the stigma of the same flower of one plant are carried to the stigma of a
flower or another flower of the same plant. flower of another plant of the same kind.

e) When the pollen grains land on the stigma of a flower, a pollen tube grows out from the pollen grain.
This pollen tube travels through the style and reaches the ovule via the ovary. The male gametes
from the pollen grain then travel down the pollen tube. After reaching the ovule, a male gamete
fertilizes with the female gamete and forms a zygote. The zygote is single-celled, which divides many
times to form an embryo. The second male gamete fuses with another cell in the ovule to form the
endosperm. This provides nourishment to the growing embryo.
f) The process by which seeds are scattered to distant places is known as seed dispersal. Seed
dispersal is mainly carried out by agents such as wind, water, and animals. Some seeds are dispersed
by explosion.
•  By wind: Some seeds are carried to a new place by the wind. Dandelion has hairy growth which
acts like little parachutes and carries the seeds far away from the parent plant.
•  By water: Fruits like the water lily and the coconut palm float on water. They form a spongy
or fibrous outer coat that helps them to float. Coconuts can travel to thousands of kilometres
across seas and oceans.
•  By animals: Some plants have juicy fruits that animals like to eat. The animals eat the whole fruit
but only the juicy part is digested. The seeds are thrown away or passed out through excretion.
New plants grow from these seeds. This can be far away from the parent plant as the animals
move from one place to another. Seeds of cherry and apple are dispersed in this manner.
•  By fruit explosion: Some plants have pods that explode when ripe and shoot out the seeds.
This is observed in balsam and castor. Such explosion is observed in pea and bean plants, and
Viola also.
7. a) For the well labelled diagram of a flower, please refer to Fig. 12.14 given on page 139 of the textbook.
b) Female reproductive part: pistils; male reproductive part: stamens
HOTS: 1.  If pistil and stamens reach maturity at different times, it helps in cross-pollination.
2. If pollen grains of China rose are dusted on the stigma of a lily plant, it will not result in
fertilization, even though pollen grains have been deposited on the stigma. Fertilization takes place
between the male and female gametes of the same plant.
3. Cross-pollination is better than self-pollination because it results in more variation in
characteristics of new plants developed from the seeds produced.

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 13 Time and Motion

Number of periods: 2
Break-up of periods
• Period 1:
 Ancient methods of measuring time
 Periodic motion
• Period 2:
 Slow and fast motion
 Distance–time graph
Period 1
Pages 149 to 152
Learning objective(s)
• Learning about the ancient methods of measuring time
• Learning about the uses of sundial, water clock, sand clock, and candle clock
• Understanding the concept of the periodic motion
Planning and preparation
Keep the following materials ready—
• a picture or chart to show a sundial, sand clock, and candle clock
• a pendulum (a metal bob suspended with a thread)
• a ThermocolTM or cardboard sheet, a pencil
Procedure
1. Begin the class by asking students some questions such as—
a) How do we get to know the time?
b) What kind of watches do we use?
c) How do you think people in the past used to know about the time of the day?
2. Explain the fact that as technology has advanced, we have number of types of watches that help us to know
the time of the day.
3. Explain that in earlier times, people used instruments such as sundial, water clock, sand clock, and candle
clock to know about the time. Now explain each of them one by one, with their limitations, if any.
4. Explain the principle behind these watches and how they worked.
5. Show the picture or chart to explain the sundial, sand clock, water clock, and candle clock. Talk about the
sundials constructed in Delhi and show their pictures, if possible.
6. Divide the students into two groups and ask them to perform the activity as described below—
a) Take a ThermocolTM or cardboard sheet and cut it into a circular shape with a diameter of about 20 inch.
b) Stick a pencil of about 2–3 inch in the centre of the circle.
c) Write the numbers on the sheet as they are in a watch.

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 d) Now put the set-up in sunlight and observe it in about every hour and mark the time. This is how sundial
can be made and used to know time.
7. The above activity can also be given as a home task to the students.
8. Ask the students to complete the task given in the Quick Check section of the book, page 150. Provide
support, if needed.
9. Explain how sundials, water clocks, sand clocks, and candle clocks still failed to give accurate measurement
and what led to the invention of mechanical clocks. State the name of the person who invented the first
pendulum clock, which measured time using the concept of periodic motion.
10. Start the class by defining ‘periodic motion’. Give some examples. Now ask the students some questions
focussing on periodic motion—
a) What happens when the hour needle completes one round of the watch?
b) How does pendulum of a clock move?
c) How does the Sun appear to move in the sky?
11. Explain to the students what a simple pendulum consists of with the help of a diagram (Fig. 13.4). Show the
pendulum and explain the motion of the pendulum.
12. In Fig. 13.4, explain the positions Q, A, B, and C. Define ‘time period’ or ‘T’. Now ask the students to do the
activity given on page 151. Explain the constancy of the time period of a pendulum. At this point, state the
formula for time period.
13. Explain how the principle of periodic motion is applied to study of the time in clocks, study of wave motion in
light, sound, and music.
14. Ask the students to complete the task given in the ‘Quick Check’ section of the book, page 152. Provide
support, if needed.
Period 2
Pages 152 to 155
Learning objective(s)
• Understanding ‘slow’ and ‘fast motion’
• Learning about odometer and speedometer
• Learning about the difference between uniform and non-uniform motion
• Learning how to plot distance–time graph for uniform and non-uniform motion
Planning and preparation
• Keep some graph papers ready.
Procedure
1. Recap about the periodic motion of the pendulum.
2. Ask the students to share what they understand by slow and fast motion. Elicit some examples from their
real lives.
3. Define ‘speed’. Tell the students that this is the reference with which we decide whether a body is fast
or slow.
4. Explain how we can estimate the speed of a fast-moving object using the formula Speed = Distance / Time
5. Take some examples such as the one given on page 153, and explain how speed, distance, and time can be
calculated using the formula if the other two quantities are given.

Example: A bus travelled a distance of 560 km in 7 hours and a train covered a distance of 1500 km in 10
hours. Which one of the two travels faster—bus or train?
Solution: Distance travelled by bus is 560 km. Time taken to cover the distance is 7 hours.

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 Total distance covered 560
Speed of bus =  = = 80 km/h
Total time taken 7
Similarly, the distance traveled by train is 1500 km. Time taken to cover the distance is 10 hours.
Total distance covered 1500
Speed of train =  = = 150 km/h
Total time taken 10
Comparing the two speeds, we can conclude that the train travels faster than the bus.
6. Define ‘speedometer’.
7. Ask the students to complete the task given in the Quick Check section of the book, page 153. Provide
support, if needed.
8. Discuss about uniform and non-uniform motion, and explain the two types of motion with the help of
examples, as given on page 153. Explain that traversing equal distances in equal time gives rise to uniform
motion and vice versa.
9. Ask the students to complete the next task given in the Quick Check section of the book, page 153. Provide
support, if needed.
10. Now, explain that we can use a graph paper also to represent the uniform and non-uniform motion. Define
the term ‘distance–time graph’.
11. Explain that if an object is not moving, a horizontal line is shown on a distance–time graph and if an object is
moving at a constant speed, a slope is shown.
12. Distribute graph papers to the students, and explain and show the method given in the book to plot the
distance–time graph.
13. Also discuss about bar-graph and its use in representing the motion of an object. Define ‘slope of the graph’.
14. Ask students to read out the ‘Summing up’ section.
15. End the class by asking the students to attempt the questions given in the Exercises section of the book.
16. Play the interactive exercises for this chapter on screen using the TRK CD. Encourage the students to
attempt and solve the objective type questions.
17. Ask them to go through the digital content and attempt the interactive exercises for this chapter on the
student app also.
18. Create worksheets for this chapter and share them with students using the Test Generator (TG) component
of the TRK provided. Ask students to attempt the questions of the worksheets.
Learning outcomes
At the end of the chapter, the students will be able to—
• examine the ancient methods of measuring time;
• explain the periodic motion;
• describe the slow and fast motion; and
• explain how to plot the distance–time graph for uniform and non-uniform motion.

Reflection
At the end of the chapter, introspect with the following questions:
1. Which activities were successful (that I would like to keep)?
2. What activities can be adjusted or modified to make them more interesting?
3. What activities can be removed from the lesson plan?
4. Can I do something differently or better to make the overall lesson more interesting?

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 A. Write T for true and F for false.
1. A sundial used sand to measure time.
2. A water clock is an ancient tool to measure time.
3. Motion of Earth around the Sun is a non-uniform motion.
4. Movement of a butterfly is a uniform motion.
B. Match the following.
1. Uniform motion a) Distance
2. Non-uniform motion b) Motion of hands of clock
3. Periodic motion c) Speed
4. Odometer d) Motion of car in traffic
5. Speedometer e) Bob of a pendulum
C. Answer the following questions.
1. Differentiate between uniform and non-uniform motion.
2. What is a distance-time graph?
3. What does the following represent?
a) a distance–time graph with a horizontal line b)  a distance–time graph with a slope
4. Describe the following.
a) a sundial b) a water clock c)  a sand clock

Answers to worksheet

A. 1. F 2. T 3. F 4. F
B. 1. b) 2. d) 3. e) 4. a) 5. c)
C. 1. When a body covers equal distances in equal intervals of time, then the body is said to be in uniform
motion. When a body moves unequal distances in equal intervals of time or vice versa, then it is said
to show non-uniform motion.
2. Distance–time graph is the graph which is used to represent the motion of an object. The graphical
representation makes interpretation of motion of objects easier and more interesting. In a distance–
time graph, distance is always taken along the y-axis while the time is taken along the x-axis.
3. a)  If an object is not moving, a horizontal line is shown on a distance–time graph.
b) If an object is moving at a constant speed to cover a given distance, the graph is represented
with a slope.
Sundial: It measures time by the position of the Sun. It has a stick put in the centre of a circular
4. a) 
disc. The position and length of the shadow of the stick on the dial gives an indication of time.
The limitation of this instrument is that it cannot function during cloudy weather and at night.
b) Water clock: In a water clock, water is allowed to flow out from a hole made at the bottom of
a bowl-shaped container into another bowl kept below. The emptying of the water-filled bowl to
different levels corresponds to specific time periods.

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 Sand clock: The sand clock, or hourglass, consists of two bulb-shaped containers made of glass
c) 
and connected through a narrow glass tube. Sand is filled in one of the containers. The clock is
kept on a plane surface with the filled container at the top. When all the sand trickles down to
the lower container, a definite time period (usually an hour) is over.

Answers to exercises in the textbook

Quick Check (Page 150)

1. In the morning, the shadow of the stick will be in the west direction.
2. The shadow of the stick will look like a circle at the base of the stick.
3. The shadow of the stick will be in the east.
4. The shape of the shadow at 9 am would be a rectangle in the west direction. At noon, it would be a
circle at the base of the stick. At 4 pm, it would again be a rectangle in the east direction.
Quick Check (Page 152)
1. a few months or a year 2. hours 3. months
4. millennium 5. hours 6. minutes 7. years
Quick Check (Page 153)
1. Car A covers the 20 km first as from the data given. Car A covers 20 km in 30 mins whereas Car B
covers the same distance in 45 minutes.
2. The digits in the small rectangular window of a speedometer indicate the distance travelled by
the vehicle.
3. The bus is moving faster as it covers 90 km in 1 hour, whereas the car covers 40 km.
Quick Check (Page 153)
1. No uniform motion 2. No uniform motion
3. Uniform motion 4. Uniform motion
5. No uniform motion 6. No uniform motion
7. No uniform motion 8. Uniform motion
Put on your thinking cap
1. a) iv b) ii c) iv d) ii e) ii
f) iii g) i h) i
2. a) time b) new/no moon, sunrise, sunset c) sundial
d) Mechanical e) oscillation f) unequal g) speedometer
3. a) F b) T c) T d) T e) F
4. The distance-time graph for the motion of a car as per the provided data is as follows:

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 5. a) Sundial, sand clock, water clock, and candle clock were some of the instruments used to measure
time in the ancient days.
b) The hourglass consists of two cup-shaped/bulb-shaped containers made of glass and connected
through a narrow glass tube. Sand is filled in one of the containers. The hourglass is kept on a plane
surface such that the filled container is at the top. When all the sand trickles down to the lower
container, a definite time period is over.
c) The ancient methods of measuring time were abandoned because they were not able to measure
time accurately.
d) Mechanical clocks have weights that slowly lower down and move the gears. The gears then move a
hand that shows the hour.
e) A speedometer is a device in the vehicle which measures the instantaneous speed of the vehicle at
an instant of time.
f) Any motion that repeats itself at fixed intervals is called a periodic motion. Some examples of
periodic motion are rotation of earth on its axis, revolution of earth on its orbit, and bouncing
of a ball.
6. a) In periodic motion, the motion repeats after fixed intervals of time. This helps in measuring the time
for a given event in terms of the time taken to complete one set of periodic motion.
Pendulums have been used in clocks for hundreds of years. The regular motion of the pendulum
controls the motion of the hands of a clock. As the pendulum completes one oscillation, it moves
the gear by one notch. The gear then moves the hands of the clock. The length of the pendulum
determines its time period. So, the length of the pendulum can be adjusted slightly if the clock is
running too fast or too slow. The weight of the bob does not affect the time period.
After pendulum clocks, atomic clocks were introduced that are very accurate. Atomic clocks have
an error of 1 second up to 100 million years. In atomic clocks, the natural oscillation of atoms acts
like a pendulum in a grandfather’s clock. They are accurate as atomic oscillations have high frequency
and are more stable.
b) The difference between uniform motion and non-uniform motion is as follows:
Uniform motion Non-uniform motion
When an object covers equal distances in When an object covers unequal distances in
equal intervals of time, it is said to be in equal intervals of time, it is said to be in non-
uniform motion. uniform motion.

Example: A car moving with a speed of 20 m/s Example: A car moving on a busy road
on a straight, empty road

c) i. Speed is the rate at which the distance is covered. The distance covered per unit time is also
called speed. It can be expressed in the following way:
Total distance covered
Speed of bus = 
Total time taken
ii. The S.I. unit of speed is m/s.
iii. Distance covered = 750 km
Time taken = 12 h
Distance covered
Speed =
Time taken
750
= km/h
12
250
= km/h
4
= 62.5 km/h

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 d) Distance = 120 m; Time = 1 min = 60 s
Distance covered
Speed =
Time taken
120
= m/s
60
= 2 m/s
In km/h—
18
1 m/s = km/h
5
18
So 2 m/s = × 2 km/h
5
36
= km/h
5
= 7.2 km/h
Distance = 45 m
Speed = 2 m/s
Distance
Time =
Speed
45
= s
2
= 22.5 s
Time = 50s
Speed = 2 m/s
Distance = Speed × Time
= 2 m/s × 50 s
= 100 m
e) Speed = 50 m/s; Time = 2 min = 2 × 60 s = 120 s
Distance = Speed × Time
= 50 × 120 m
= 6000 m
= 6 km
f) Speed = 36 km/h; Distance = 500 m = 0.5 km
= 100 m
Distance
Time =
Speed
0.5 1 60
= h= h= mins
36 72 72
10
= × 60 seconds = 50 seconds
12
g) Distance = 300 km; Time = 7.5 h
Distance
Speed =
Time
300
= km/h
7.5
3000
= km/h
75
= 40 km/h
5
= 40 × m/s
18

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 100
=
m/s
9
= 11.11 m/s
Distance
h) Speed =
Time
180
Speed of train P = km/h
4.5
1800
= km/h
45
= 40 km/h
270
Speed of train Q = km/h
6
135
= km/h
3
= 45 km/h
Since the speed of train Q is more than that of train P, train Q is moving faster.
i) Speed = 72 km/h; Time = 20 s
5
Speed = 72 × m/s = 20 m/s
18
Distance = Speed × Time
= 20 m/s × 20 s
= 400 m
7. Graph 1: Car A is moving faster than car B. However, both cars have uniform motion.
Graph 2: Both cars A and B have non-uniform motion.
HOTS: 1.  The distance—time graph of the two cars will look like as follows:

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 14 Electric Current and its Effects

Number of periods: 3
Break-up of periods
• Period 1: Electric circuits and circuit diagram
• Periods 2 and 3:
 Heating effect of electric current
 Magnetic effect of electric current
 Electromagnets
Period 1
Pages 160 to 161
Learning objective(s)
• Understanding each of the components of an electric circuit
• Identifying the symbols of electric components of a circuit
• Learning to create circuit diagrams using symbols
Planning and preparation
Keep the following materials ready—
• a torch cell, pieces of wire, a switch, and torch bulb
• a model of a simple electric circuit
Procedure
1. Begin the class by recapitulating the concepts learnt in previous class. Ask questions based on electricity and
components of a circuit such as—
a) What is an electric circuit?
b) What are different components of an electric circuit?
c) How can we draw an electric circuit?
d) What is the path of an electric current to flow?
e) Define ‘closed circuit’ and ‘open circuit’.
2. Now, explain that as it is difficult to represent an electric circuit with a detailed diagram (with many
components), there are some symbols that we use to depict components of an electric circuit.
3. Read out from the book and show the components of an electric circuit and draw their respective symbols—
wire, cell, battery, switch, electric bulb, and fan.
4. Explain which components are needed to make a simple electrical circuit. Draw the circuit diagram on the
board and label to show how these are used to make a circuit diagram. Read out from the book to know
about certain things to remember while creating a circuit diagram. Divide the class into four groups and ask
them to do the activities on page 161.
5. Show some components of an electric circuit and ask the students to name them and draw their symbols in
their notebook.
6. Explain and show how we can create circuit diagrams for open and closed circuits by using a switch.

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 7. The class can be ended by asking the students to find the safety devices used at their home in electrical
appliances and their importance.
Periods 2 and 3
Pages 162 to 166
Learning objective(s)
• Learning about the heating effects of electric current
• Learning about the magnetic effects of electric current
• Understanding the uses of a fuse and an MCB in an electrical circuit
• Plotting distance–time graph for uniform and non-uniform motion
Planning and preparation
• Keep the set-ups to demonstrate activities ready, before the class begins.
• Keep the following materials ready—
 an electric fuse
 a connecting wire, a battery, a strand of steel wool
 connecting wires, a magnetic compass, a cell, a switch
 a long insulated wire, a big nail, a few paper pins, a switch, a battery, a plastic clip
 the TRK CD, a screen, and a projector
Procedure
1. Recap about the electric circuits and their components.
2. Now ask the students if they know whether a bulb cools off or is quite hot after it has been lighted for some
time. Tell them to share their experiences.
3. Now answer the following questions to focus on the effects of electric current—
a) How does a bulb glow when an electric current passes through it?
b) What happens when a bulb glows for a long time?
c) How does an electric heater give heat?
4. Taking the example of a bulb that has a filament inside that gets hot owing to the passage of current, explain
the heating effects of electric current. Explain the function of a fuse, MCB, and other electrical appliances
working on the principle of the heating effects of current (such as heater and electric iron).
5. To explain the working of a fuse, demonstrate the activity given on pages 162–163 in class.
6. Ask the students to complete the task given in the Quick Check section of the book, page 163. Provide
support, if needed.
7. Now move on to tell about the magnetic effect of electric current. Explain that when current passes through
a wire, the needle of the magnetic compass that was kept close by showed a deflection. This came to be
known as the magnetic effect of electric current.
8. Divide the class into groups and set up the apparatus to demonstrate the magnetic effect of current (as given
on page 164).
9. Through the activity, explain that electric current also produces magnetic effect in the wire which can be
identified observing a deflection in the magnetic compass. Define ‘electromagnet’.
10. Now, in the same groups, demonstrate the activity given on page 164 (bottom). Explain how an
electromagnet acts as a magnet when current passes through it.

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 11. Explain electromagnets, their structure, functions, and applications. Explain that
a) an electromagnet works only when the current is flowing through it; and
b) the strength of an electromagnet depends on the number of turns of the wire used around the core and
the amount of current passing through it.
12. State the uses of electromagnets. Define ‘solenoid’.
13. Read out the working of an electric bell. With the help of the diagram given, explain the working of an
electric bell. Ask students to draw the diagram in their exercise books.
14. Ask the students to complete the task given in the Quick Check section of the book, page 166. Provide
support, if needed
15. Ask students to read out the ‘Summing up’ section.
16. End the class by asking the students to attempt the questions given at the end of the chapter.
17. Play the interactive exercises for this chapter on screen using the TRK CD. Encourage the students to
attempt and solve the objective type questions.
18. Ask them to go through the digital content and attempt the interactive exercises for this chapter on the
student app also.
19. Create worksheets for this chapter and share them with students using the Test Generator (TG) component
of the TRK provided. Ask students to attempt the questions of the worksheets.
Learning outcomes
At the end of the chapter, the students will be able to—
• explain the different symbols of elements of an electric circuit;
• state the effects of electric current;
• describe the structure and function an electric bell; and
• explain how an electromagnet functions.

Reflection
At the end of the chapter, introspect with the following questions:
1. Which activities were successful (that I would like to keep)?
2. What activities can be adjusted or modified to make them more interesting?
3. What activities can be removed from the lesson plan?
4. Can I do something differently or better to make the overall lesson more interesting?

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 A. Name the following.
1. It is represented by a straight line in an electric circuit.
2. The longer line of this represents the positive terminal while the shorter line represents the
negative terminal.
3. It is a combination of two or more cells.
4. It is the pictorial representation of an actual electric circuit using symbols for various components.
5. It is the thin coiled wire present in a bulb.
B. Match the following with the most appropriate option.
1. Fuse a) Breaks the circuit
2. Electromagnet b) Opens and closes a circuit
3. Circuit diagram c) Electric bell
4. MCB d) Symbolic representation
5. Switch e) Safety device
C. Answer the following.
1. What should be kept in mind while drawing a circuit diagram?
2. What makes a bulb glow?
3. Why is a fuse called a safety device?
4. Describe a solenoid and its uses.

Answers to worksheet

A. 1. Wire 2. Cell 3. Battery 4. Circuit diagram 5. Filament

B. 1. e) 2. c) 3. d) 4. a) 5. b)
C. 1. One should remember the following points while drawing a circuit diagram.
a)  A circuit diagram is always drawn in a rectangular manner.
b)  The lower dimension of a rectangle represents the source of current and the key.
c)  In the upper part of the rectangular representation, a bulb or any other appliance is drawn
which is a part of the circuit.
d)  The sides of the rectangle are used for showing the direction of flow of current if the circuit
is closed.
2. A bulb contains a thin coiled wire called filament. This filament is made up of tungsten because these
wires show high resistance and get heated up quickly. With the passage of electric current, the
filament of the bulb becomes hot and its temperature rises to an extent that it starts glowing.
3. A fuse is a safety device that is used in household circuits to protect the appliances. It prevents the
appliances from getting burnt out in case excess current flows through the circuit. A fuse is a small
piece of wire of an alloy (usually 63 per cent tin and 37 per cent lead) of adequately low melting
point. There is a maximum limit of the current which can safely flow through a circuit. If the current
exceeds the safe limit, then the fuse wire gets hot and melts. This creates a gap in the circuit and the
appliance is saved from getting burnt.

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 4. Solenoid: It is a loop of a long-insulated wire wrapped or wound many times around a rod-shaped
metallic core. It behaves like an electromagnet when electric current is passed through it. It finds
application in automobiles, motors, fuel injectors, and dot matrix printers.

Answers to exercises in the textbook

Quick Check (Page 163)

1. Fuse 2. Filament 3. Element 4. Nichrome 5. Tungsten
Quick Check (Page 166)
1. T 2. F 3. T 4. F
Put on your thinking cap
1. a) iv b) iv c) iii d) ii e) ii
f) ii g) iv h) i
2. a) electric circuit b) positive, closed c) closed d) miniature circuit breaker (MCB)
e) electromagnet
3. a) The essential components of an electric circuit are source of current, connecting wires, a key or
switch, and a bulb or an appliance.
b) On the passage of an electric current through a conductor, heat is generated. Depending on the
nature of the conductor, the heat generated may be more or less. This is referred to as the heating
effect of an electric current.
c) A fuse is an electric device which melts and breaks the circuit when the current flowing through it
exceeds the safe limit.
d) A current passing through a conductor has a magnetic field around it. This is known as the magnetic
effect of current. It was discovered by Hans Christian Oersted.
e) An arrangement of a soft iron piece around which a coil of insulated copper wire is wound, and
which behaves like a magnet when an electric current is passed through the coil is called an
electromagnet.
f) A solenoid is a loop of long wire wound many times around a rod-shaped metallic core, which
behaves like an electromagnet when an electric current is passed through it.
g) The following are some of the uses of electromagnets:
•  Cranes to pick magnetic material in a junkyard
•  Electric bells
•  Appliances that use a motor, such as fans and mixer grinders
•  In the field of medicine to remove iron splinters from a patient’s body
4. a) An electric circuit consisting of a battery of four cells, a switch, conducting wires, and a bulb can be
represented as:

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 b) i. An electric wire is made of conducting materials like copper and needs to be covered with
insulators like plastic or rubber so that the user does not get a shock on accidentally touching
the wire. Insulation also helps in preventing a short circuit in case a part of the wire touches
another part.
ii. The fuse is made of tin lead alloy because it has an adequate melting point and melts and
thereby breaks the circuit as soon as the current exceeds the safe limit.
Construction of an electric bell: An electric bell consists of two soft iron rods mounted on
c) 
a non-metallic strip. A connecting wire is wound around like a coil on the rods which work as
electromagnets. One end of the wire is connected to a contact screw through a switch and a source
of current. The other end of the wire is connected to the lower end of the hammer also known as
the armature. The armature rests on the contact screw. There is a metallic gong placed in front of
the hammer. The gong is not connected anywhere in the circuit.
Working: When the switch is pressed, the circuit is completed, and the current starts flowing

in it. As a result, the soft iron rods, with the wire wrapped around them, start behaving like
electromagnets. They attract the soft iron armature towards themselves. In this process, two things
happen simultaneously. Firstly, the armature moves towards the gong and strikes it producing the
sound. Secondly, the connection between the armature and the contact screw breaks, resulting
in a gap in the circuit due to which the current stops flowing. As a result, the soft iron coil stops
behaving like a magnet, and the armature is no longer attracted towards it and returns to its original
position due to the spring action. The process is repeated when the switch is pressed again. [Refer
to Figure 14.8 in the textbook]
5. The electromagnet shown in b) is the strongest because the number of coils in its solenoid are more,
and also the battery to which its coils are connected has four cells. Hence the current flowing through
the solenoid will be larger, which will result in the strongest magnetic field.
HOTS: 1. Copper is a good conductor of electricity and allows the current to pass through it easily, so not
much heat is produced when current passed through it. In the filament of a bulb and also heating
elements, the purpose of the wire is to produce enough heat on the passage of current through it.
So copper is not a suitable option for the same.
2. When the current exceeds the safe limit, enough heat is produced to melt wire B. This will help
in avoiding any damage to the appliances in the circuit. However, if wire A is used, even on an
increase in the current beyond the safe limit the wire will not melt, and the circuit will not break.
This can damage the appliances in the circuit. Therefore, wire B should be used in the fuse.

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 15 Light

Number of periods: 3
Break-up of periods
• Period 1:
 Reflection of light
 Types of reflection
 Laws of reflection
 Lateral inversion
• Period 2:
 Difference between convex and concave mirrors
 Difference between convex and concave lenses
 Uses of spherical mirrors
• Period 3:
 Concave and convex lenses
 Images formed by a convex lens
 Dispersion of light
 Persistence of vision
Period 1
Pages 170 to 173
Learning objective(s)
• Revisiting the important properties of light (light travels in a straight line)
• Understanding the concept of reflection of light
• Learning to differentiate between regular and diffused reflection
• Defining ‘lateral inversion’
• Learning about the uses of plane mirrors
Planning and preparation
• Keep the following materials ready—
 a torch and a plane mirror
 a plane wall mirror
• Keep the materials needed for doing the activity on page 170 ready.
• Keep the materials needed to do the activity given on pages 172–173 ready.
Procedure
1. Begin the class by asking the students some questions based on their previous understanding—
a) What is light?
b) How does light travel? Explain.

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 2. Elicit responses and state that light travels in a straight line. Ask the students if they remember the activity
they had done in the previous class. If not, guide the students to do the activity on page 170.
3. Now, ask a few questions focusing on the reflection of light—
a) What happens when light strikes a shiny or polished surface?
b) What makes it possible for us to see our image in a mirror?
4. Ask two students to volunteer for an activity from the class and give one student a plane mirror and the
other a torch. Now, ask them to perform the activity given on page 171.
5. Draw a ray diagram and explain how an incident ray falls on a plane mirror and gets reflected back. At this
point, define ‘reflection of light’.
6. Explain the types of reflection—regular and irregular or diffused reflection. Also explain that because of
irregular or diffused reflection, we can see objects without a glare. Now answer the following questions—
a) What happens when light falls on an uneven surface? [show with the help of a diagram]
b) Can light reflect from a rough surface?
7. Define the important terms related to reflection such as ray, incident ray, normal, point of incidence, angle
of reflection, reflected ray, angle of reflection, and so on. This can also be discussed when the ray diagram is
discussed above. At this point, state the laws of reflection.
8. Now, call a volunteer from the class. Demonstrate the activity given on pages 172–173 using the wall mirror.
9. Using the activity and their observations, explain the characteristics of the image formed in a plane mirror.
Note these characteristics on the board.
a) The distance of the object in front of the mirror is the same as the distance of the image behind
the mirror.
b) The image formed by a plane mirror is virtual and erect.
c) The size of the image of the student is the same as the size of the student.
10. Ask the volunteer now to raise his/her right arm. Ask the following questions—
a) Which arm did you raise?
b) Which arm did the image appear to raise?
11. Explain and define ‘lateral inversion’ and describe why the word ‘AMBULANCE’ is written laterally inverted.
Ask the students to do the activity on page 173.
12. State the various uses of a plane mirror.
13. Ask the students to complete the task given in the ‘Quick Check’ section of the book, page 173. Provide
support, if needed.
Period 2
Pages 174 to 176
Learning objective(s)
• Learning to differentiate between convex and concave mirrors
• Learning to differentiate between convex and concave lenses
• Learning the uses of spherical mirrors
Planning and preparation
• Keep the following materials ready—
 steel spoons
 convex and concave lenses
 a concave mirror, convex mirror, candle, matchstick, and a white sheet of paper

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 • Arrange the set-ups beforehand (before the class begins) to demonstrate activities in a hassle-free manner.
• Arrange for a visit to the school laboratory.
Procedure
1. Divide the class into groups of four to five students and take them to the laboratory.
2. Discuss about the rules and precautions to be followed in the laboratory such as—
a) maintaining silence;
b) maintaining discipline; and
c) observing and recording information carefully.
3. Recap about the reflection of light and uses of mirrors.
4. Ask the students to look at the inner side of the spoon. Then ask them to look at the outer side of the spoon
as well. Now ask the following questions—
a) How different are both the surfaces?
b) How different are the images formed in both the surfaces?
5. Introduce concave and convex mirrors and explain how images are formed in them. Now demonstrate the
activities (to study the nature of images formed by a concave and convex mirror) to the students (activities on
page 175).
6. Explain the features of images formed in convex and concave mirrors. Also explain the differences
between them.
7. Discuss the uses of spherical mirrors in real life.
8. Ask the students to complete the task given in the ‘Quick Check’ section of the book, page 176. Provide
support, if needed.
Period 3
Pages 176 to 179
Learning objective(s)
• Learning about concave and convex lenses
• Learning about the images formed by a convex lens
• Understanding the concept of dispersion of light
• Understanding the persistence of vision
Planning and preparation
• Keep the following materials ready—
 convex and concave lenses
 Newton’s colour disc
 the TRK CD, a screen, a projector
• Keep the materials to do the activity on page 177 ready.
• Arrange the set-ups beforehand (before the class begins) to demonstrate activities without any hassles.
• Arrange for a visit to the school laboratory.
Procedure
1. Divide the class into groups of four to five students and take them to the laboratory. Show the convex and
concave lenses to each group and ask them to touch and feel the difference between the two.
2. With simple diagrams, discuss about the types of lenses. Explain the kind of images formed by each of them
by reading out from the book.

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 3. Demonstrate the activities given on pages 177 and 178, explain, and thus reiterate the characteristics of
images formed by convex and concave lenses.
4. Read out from the book and explain the uses of both the kinds of lenses, referring to Fig. 15.7.
5. Ask the students to complete the task given in the ‘Quick Check’ section of the book, page 178. Provide
support, if needed.
6. Ask the students to do a small activity as given in the book to see a hue of various colours. Define
‘dispersion’, a ‘spectrum’, and a ‘prism’.
7. Using a Newton’s disc, demonstrate how the disc, when rotated at a high speed, seems white in colour. At
this point, explain the concept of persistence of vision.
8. Explain how light is split into seven colours and that white light is made of seven colours. Use the prism
here and ask the students to observe sunlight through the prism. Here also, explain the concept of
persistence of vision.
9. Ask students to read out the ‘Summing up’ section.
10. End the class by asking the students to attempt the questions given at the end of the chapter.
11. Play the interactive exercises for this chapter on screen using the TRK CD. Encourage the students to
attempt and solve the objective type questions.
12. Ask them to go through the digital content and attempt the interactive exercises for this chapter on the
student app also.
13. Create worksheets for this chapter and share them with students using the Test Generator (TG) component
of the TRK provided. Ask students to attempt the questions of the worksheets.
Learning outcomes
At the end of the chapter, the students will be able to—
• explain the rectilinear propagation of light;
• study the reflection of light;
• describe different types of mirrors and lenses;
• describe nature of images formed by them;
• state the concept of lateral inversion; and
• explain splitting of white light passing through a prism.

Reflection
At the end of the chapter, introspect with the following questions:
1. Which activities were successful (that I would like to keep)?
2. What activities can be adjusted or modified to make them more interesting?
3. What activities can be removed from the lesson plan?
4. Can I do something differently or better to make the overall lesson more interesting?

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 A. Write T for true and F for false.
1. Light moves in a curved path.
2. Angle of incidence is always equal to the angle of reflection.
3. The normal at the point of incidence is perpendicular to the surface.
4. Reflection through a smooth surface is called diffused reflection.
5. Images formed by a plane mirror are always erect.
B. Name the following.
1. Mirror used in headlights of cars
2. Mirror used in rear-view mirrors of vehicles
3. Converging lens
4. Diverging lens
5. Lens used in binoculars
C. Answer the following.
1. Define rectilinear propagation of light.
2. Describe an activity to show the nature of image formed by concave lens.
3. Describe the characteristics of an image formed by a plane mirror.
4. Explain the differences between the images formed by different spherical mirrors.

Answers to worksheet

A. 1. F 2. T 3. T 4. F 5. T
B. 1. Concave 2. Convex 3. Convex 4. Concave 5. Convex
C. 1. Rectilinear propagation of light means that light travels in a straight path.
2. An activity to understand the type of image formed by a concave lens is as follows:
Things required: A concave lens, candle, matchstick, and white sheet of paper
Method:
•  Fix a concave lens on the table in the vertical position.
•  Put the candle in front of the lens and light it.
• Take the white sheet of paper and hold it on the other side of the lens. Look if you can see an
image of the candle flame.
• Move the white sheet forward or backward with respect to the position of the lens until you
obtain a sharp and clear image of the flame.
• Now, shift the candle a little towards the lens and again obtain the image of the flame on the
white sheet.
• Repeat the previous step three to four times. Each time shift the candle towards the lens and
obtain the image of the candle on the white sheet in each case.

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 Observation: The image formed by a concave lens is always virtual, erect, and diminished.
3. The image formed by a plane mirror has the following characteristics:
• The distance of the object in front of the mirror is the same as the distance of the image behind
the mirror.
•  The image formed by a plane mirror is virtual and erect.
• The size of the image is the same as the size of the object. This implies that the image size is equal
to the object size.
4. Following are the differences in the images formed by different spherical mirrors.

Nature of image formed

Mirror
Real or virtual Diminished or enlarged Erect or inverted
Concave Virtual when the Depending on the position Erect when virtual
object is very close of the object from the
to the mirror mirror, the image could be
diminished, enlarged, or of
Real in all other
the same size as the object Inverted when real
cases
Convex Virtual Always diminished Always erect

Answers to exercises in the textbook

Quick Check (Page 174)

1.

LIGHT THGIL BEAM MAEB

PHYSICS SCISYHP SCIENCE ECNEICS

Alphabets which do not undergo lateral inversion in LIGHT: I. H, T
Alphabets which do not undergo lateral inversion in PHYSICS: H, Y, I
Alphabets which do not undergo lateral inversion in BEAM: A, M
Alphabets which do not undergo lateral inversion in SCIENCE: I
2. a) 3m + 3m = 6m b) 3m + 7m = 10m; and
c) 7m + 5m = 12m.
Quick Check (Page 176)
a) Concave mirror b) Convex mirror c) Concave mirror
d) Plane mirror e) Concave mirror

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 Quick Check (Page 178)
a) Convex Lens b) Convex Lens c) Concave Lens d) Concave Lens e) Convex Lens
Put on your thinking cap
1. a) iv b) ii c) ii d) ii e) ii
f) i g) iv h) iii i) ii j) iii
2. a) transparent b) reflection of light c) good d) reflected, normal
e) convex f) convex, virtual, erect g) concave, erect
h) dispersion, spectrum i) real j) concave, convex
3. a) The following are the laws of reflection:
•  The angle of incidence is equal to the angle of reflection.
•  The incident ray, the normal at the point of incidence, and the reflected ray lie in the same plane.
b) The characteristics of an image formed by a plane mirror are as follows:
•  The image formed is virtual and erect.
•  It is formed as far behind the mirror as the object is in front of it.
•  The size of the image and object is equal.
•  The image is laterally inverted, which means left appears right and vice versa in the image.
c) i. 7 m + 9 m = 16 m
ii. 2 m
iii. 7 m + 7 m = 14 m
iv. 5 m + 9 m = 14 m
d) (Please refer to answer in Question 1 under the heading ‘Quick Check.’)
The image formed is as far behind the mirror as the object is in front, so the image of the alphabet
closest to the mirror would be formed first, followed by the others. Also, the letters would be
laterally inversed.
e) Lateral inversion means left appears right and vice versa. The letters A, H, I, M, O, T, U, V, W, X, Y
do not undergo lateral inversion.
4. a) The differences between real and virtual images are as follows:
Real image Virtual image
Real images are those that can be taken on Virtual images are those that cannot be taken on
a screen. a screen.
Real images are formed when the reflected/ Virtual images are formed when the reflected/
refracted rays actually meet. refracted rays appear to meet.
b) i. The differences between concave and convex lenses are as follows:

Convex lens Concave lens

It is broad in the centre and thin at the edges. It is thin at the centre and broad at the edges.
It is a converging lens. It is a diverging lens.
It forms real images and virtual images when It forms only virtual images.
the object is kept close to it.
It forms different sized images depending on It always forms only small-size images.
the position of the object.
ii. The following are some of the uses of concave lens:
•  To correct defects of vision
•  In peepholes in doors

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 The following are some of the uses of convex lens:
•  In camera, telescope, microscope, and so on
•  To correct defects of vision
c) A transparent ruler, thick in the centre and narrow at the edge, when held in sunlight behaves
like a prism and splits the sunlight into its constituent colours. This phenomenon is referred to as
dispersion.
d) We can distinguish between plane, concave, and convex mirrors by bringing our face close to them,
one by one. If the size of the image is the size of the object (as your face), the mirror is a plane
mirror. If the image is smaller, then the mirror is a convex mirror. If the image is larger, then the
mirror is a concave mirror.
e) We can split white light into its constituent colours by passing it through a prism. A prism is a
transparent device bound by five surfaces—three rectangular and two triangular. As the white light
passes through it, each colour moves along a different path and can be seen separately.
f) i. We cannot see the candle through a bent tube because light travels in a straight line. Since the
tube is bent, the light from the candle is not able to reach the eye and so is not visible to us.

ii. Convex mirrors are used as rear-view mirrors in vehicles because they form the image of
objects spread over a large area.
iii. Concave mirrors are used as the dentist’s mirrors because when the dentist places the mirror
close to the tooth, a virtual, upright, and magnified image of the same is formed. This helps the
dentist to view the tooth properly.
g) A convex lens forms a virtual, magnified image of an object kept close to it. A concave mirror also
does the same. For different positions (except very close) of an object in front of a convex lens, a
real image is formed, the size of which depends on the distance between the object and the lens.
The farther away is the object, the smaller is the image. The same is true for a concave mirror.
5. [Refer to Fig. 15.1 given on page 171 of the textbook]
The ray moving towards the surface is the incident ray.
The dotted line at O making an angle of 90° with the surface is the normal.
The ray of light moving away from the surface is the reflected ray.

HOTS: A convex lens forms a real image. The real image is formed when the object is kept not very close to
the lens.

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 16 Water: An Essential Resource

Number of periods: 3
Break-up of periods
• Period 1: Forms of water in nature, distribution of water on earth, and sources of fresh water
• Period 2: Uses of water, journey of water from the river to a tap
• Period 3: Causes of depletion of the water table and managing water resources
Period 1
Pages 184 to 187
Learning objective(s)
• Understanding that water is found in different forms in nature
• Learning about the sources of fresh water
Planning and preparation
Keep the following ready:
• A chart showing different forms of water in nature.
• A two-litre empty bottle, water, a few drops of colour, a measuring cylinder, a small jar, an ice tray,
refrigerator, and a small bowl.
Procedure
1. Begin the class by asking a few questions to the students.
a) What would happen without water?
b) Name a few places in India having very less rainfall.
c) Name a few places in India having very heavy rainfall.
d) What are the reasons due to which the world is facing a shortage of water?
e) In which forms does water exist in nature?
2. With the help of students’ answers, have a discussion on different states of water.
3. Now show the chart showing these forms of water in nature like ponds, snow on mountains, glaciers,
icebergs, and geysers.
4. Tell students to observe pie charts given on page 185 of the textbook to get an idea about the distribution of
water on earth.
5. Perform the activity given on page 185 of the textbook demonstrating the distribution of water on earth.
6. Towards the end of the period, explain that surface water and groundwater are the main sources of fresh
water.
7. State that rivers, ponds, streams, and lakes are the sources of surface water.
8. While discussing groundwater, introduce the terms ‘percolation’, ‘aquifer’, ‘water table’, and ‘infiltration’.
9. Conduct a rapid-fire round of questions for the reinforcement of the concept.

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 Period 2
Pages 187 to 188
Learning objective(s)
• Learning about the different uses of water
• Understanding the journey of water from the river to a tap
Planning and preparation
• Make a PowerPoint presentation including the uses of water, journey of water from the river to tap, and
causes and consequences of water shortage in India.
Procedure
1. Begin the class by asking a few questions to the students.
a) Which domestic activities require water?
b) Where else do we use water other than domestic activities?
c) From where do you think our homes receive the supply of water?
d) Name some natural waterbodies.
e) In which forms do we find water around us?
2. Using the PowerPoint presentation, explain the use of water in agriculture, industries, recreational activities,
and domestic purposes.
3. Let the students read this topic from page 187 of the textbook.
4. Now tell students how water circulates in nature. Introduce the term ‘water cycle’ at this stage and explain it
in detail.
5. Towards the end of the chapter, instruct students to complete the ‘Quick Check’ sections given on pages 187
and 188 of the textbook.
Period 3
Pages 188 to 191
Learning objective(s)
• Understanding the reasons for depletion of the water table
• Learning about the methods of managing water resources
Planning and preparation
• Bring pictures of dams and rainwater harvesting, six sheets of white chart paper, markers, and softboard pins.
• Arrange for a laptop, a projector, and a screen.
Procedure
1. Begin the class with a discussion on the activity given on page 188 of the textbook.
2. List the answers of the questions asked in the activity on the blackboard.
3. Explain the main reasons for the depletion of the water table.
4. Give some time to students to read this topic from the textbook.
5. Move on to the next topic and provide information about conservation of water.
6. Show the chart having pictures of dams and rainwater harvesting. Ask students whether they know the uses
of dams and rainwater harvesting plants.
7. With the help of students’ responses, explain how dams and rainwater harvesting plants conserve water.
8. Towards the end of the period, divide the class into six groups and provide a sheet of white chart paper and
markers to each group.

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 9. Tell them to write unique and eye-catching slogans on the topic ‘Save Water’.
10. After the activity is over, arrange the charts on the softboard of the class.
Learning outcomes
At the end of this chapter, students will be able to—
• list the different forms of water;
• describe the distribution of water on earth;
• list the sources of fresh water;
• explain the uses of water in our daily lives;
• trace the journey of water from the river to homes;
• list the causes of depletion of the water table; and
• explain the methods to manage water resources.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Name the following.
1. A slow-moving mass of ice
2. The combined mass of water found on, under, and over the surface of the earth
3. The process of seeping water in soil by its downward movement
4. The topmost level of underground water
5. The main source of surface water
B. State whether the statements are true or false.
1. Water vapour rises in the sky and combines to form clouds.
2. Groundwater comes from natural seeping called percolation.
3. Heavy rainfall occurs in Rajasthan.
4. The wastes from industries pollute fresh waterbodies.
5. Using a shower to take a bath saves water.
A. Fill in the blanks.
1. and are the main sources of water for large cities.
2. Plants have the capacity of bringing the water table to a level.
3. Traditional water harvesting systems are , , and .
4. Water that is suitable for drinking is called water.
5. occurs due to lack of rainfall while results due to excess rainfall.
D. Answer the following questions.
1. What is rainwater harvesting?
2. State the reasons for the scarcity of water.
3. From which glacier does the Ganga River originate?
4. How does climate change deplete the water table?
5. List the uses of water.

Answers to worksheet

A. 1. Glacier 2. Hydrosphere 3. Infiltration 4. Water table 5. Rainwater

B. 1. T 2. T 3. F 4. T 5. F
C. 1. Rivers, lakes 2. higher 3.
bawris, step wells, jhiries
4. potable 5. Drought, flood
D. 1. Rainwater harvesting helps to recharge groundwater. In areas with inadequate groundwater supply
or surface resources, rainwater harvesting offers an ideal solution. The basic principle behind this
system is to catch water where it falls. Rainwater harvesting is collecting water from the rooftops,
roads, and surface run-offs and storing it in tanks. It can also be used to recharge the groundwater
directly.

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 2. Water shortage occurs due to the depletion of the water table. Due to the rapidly increasing
demand for water, the amount of water replenished is much less than the amount of water
withdrawn from the underground source.
The following are the reasons for the scarcity of water:
• Overpopulation
•  Growing industrialization
•  Climatic changes
•  Extensive farming
•  Increased urbanization
3. Gangotri glacier
4. Global warming is a continuous threat that all of us are facing. It increases the temperature of the
earth. As a result, the soil becomes very dry and absorbs a large amount of water. This does not let
water percolate under the ground. Lack of rainfall also reduces the seepage of water and thus the
water table does not get recharged.
5. The following are the uses of water:
•  For drinking and life processes
•  For agriculture
•  In industries
•  For recreational purposes
•  For domestic purposes

Answers to exercises in the textbook

Quick Check (Page 186)

1. 70% 2. glacier 3. 3% 4. hydrosphere
Quick Check (Page 187)
• Evaporation
• Transpiration
• Condensation
• Condensation
• Precipitation
• Percolation
• Infiltration
Quick Check (Page 188)
1. T 2. F 3. T 4. F
Quick Check (Page 190)
1. T 2. F 3. T 4. F
Put on your thinking cap
1. a) iii b) ii c) ii d) iii e) ii
f) iii g) iv h) i
2. a) Oceans b) iceberg c) water cycle d) floods, drought e) percolation

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 3. a) F b) F c) F d) T e) T
4. a) A leaking tap leads to a huge wastage of water, a precious natural resource, and hence should be
repaired immediately.
b) Grass lawn will provide a cover for the soil and hold the soil. This will prevent loss of topsoil. Also,
if there is a grass lawn, water will be absorbed by the soil leading to an increase in the level of
underground water. In a cemented floor, water will not percolate to the soil. It will just flow into
sewers.
c) Tube wells draw water from underground water. As there is no rain during the summer season,
the groundwater level goes down leading to drying up of tube wells. In the summer season, the
groundwater does not get recharged.
d) Dams are called multipurpose projects since they also help in generating hydroelectricity besides
providing irrigation facilities.
e) Vegetation plays a significant role in recharging the groundwater table. When trees are planted, the
water, instead of just flowing on the surface, percolates down through the soil.
5. a) 
L AKE b) VAPOUR c) RIVER d) POTABLE e) WELL
f) SPRING g) WATER h) LIQUID i) CLOUDS j) STREAMS
6. a) Water is essential for plants as it is required in the process of photosynthesis. Also, plants absorb
nutrients from the soil with the help of water.
b) Two methods to help conserve water are as follows—
•  Do not leave the tap turned on while brushing teeth or washing clothes and utensils
• Avoid leakage of water from the taps and pipes. Repair them immediately.
(Consider any other relevant point.)
c) Drip irrigation is a method of supplying water directly to the roots of the plants through narrow
plastic tubes at a very slow rate. Water is given through the tubes very close to the plants so that
only the part of the soil in which the roots grow gets water. It prevents the wastage of water.
d) Dams are huge barriers built across rivers to confine and utilize the flow of water for human
requirements such as irrigation and generation of hydroelectricity.
e) Some traditional methods of water harvesting systems are bawris, step wells, and jhiries.
7. a) Water percolating down through the earth’s soil gets collected between the layers of hard bedrocks
to form underground water. The upper level of this water zone is called the water table. The
rainwater gets seeped due to its downward movement called infiltration. This further percolates
down through the soil and other porous rocks.
b) Overpopulation, industrialization, extensive farming, increased urbanization, and deforestation are
leading to the depletion of the water table. In fact, all the factors are linked to each other.
Water is required by all living beings for survival. Due to the ever-increasing population, the
requirement of water is on the increase. Newer industries are being set up, and water is required as
an important component for the functioning of every industry. The increased demand for water is
adversely affecting the groundwater resource.
With urbanization, the requirement of land for construction of houses, parking lots, and roads is
also increasing. As a result, more and more land is becoming concrete. Water cannot seep through
the concrete layer and as a result the water table cannot be replenished. Urbanization is also leading
to deforestation, which in turn is leading to the depletion of groundwater.
c) Rainwater harvesting is a method to recharge the groundwater. The basic principle behind this
system is ‘catch water where it falls’. It involves collecting water from the rooftops and storing it in
tanks. It is also used to recharge the groundwater directly.
Due to the rapidly increasing demand for water, the amount of water being replenished is much
less than the amount of water being withdrawn from the underground sources. Due to this, the
water table is going down, which is called depletion of the water table. The water table needs to be
replenished; otherwise there will be a huge scarcity of water for human beings, plants, and animals.
8. For the labelled picture, refer to Fig. 16.5 given on page 186 of the textbook.)

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 HOTS: 1. Wells dry up when the level of the water table goes down, and the groundwater does not get
replenished.
2. Fog is a collection of tiny water droplets formed when evaporated water cools due to a drop in
temperature. It is formed when there is a temperature difference between ground and air.

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 17 Forests: Our Lifeline

Number of periods: 3
Break-up of periods
• Period 1: Forest layers
• Period 2: Uses of forests, importance of plants for animals, and food chain and food web
• Period 3: Importance of animals for plants and deforestation
Period 1
Pages 196 to 198
Learning objective(s)
• Learning about different forest layers and their features
• Naming the plants and animals found in forest layers
Planning and preparation
• Bring a chart showing all forest layers together and six sheets of white chart paper.
• Instruct students a day before to bring pencil colours or sketch pens.
Procedure
1. Begin the class with a brainstorming session. Ask questions such as the following to students:
a) What are natural resources?
b) Name a few natural resources.
c) Why is forest a natural resource?
2. With the help of the discussion, explain how forests are useful to all of us.
3. Show the chart with all forest layers to the students and, using a pointer, name each layer.
4. Explain the characteristics of trees in each layer in detail.
5. Now ask them to do question 8 given on page 206 of the textbook.
6. Towards the end of the period, divide the class into 6 groups and provide a sheet of white chart paper to
each group.
7. Ask the students to draw trees of various sizes and colour them.
8. Instruct students to complete the ‘Quick Check’ section given on page 198 of the textbook.
Period 2
Pages 198 to 201
Learning objective(s)
• Recognizing the importance of forests in our lives
• Interpreting the interdependence between plants and animals
• Drawing and interpreting simple food chains and food webs

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 Planning and preparation
• Make a PowerPoint presentation having information about the importance of forests in our lives.
• Bring a chart depicting the food web.
Procedure
1. Begin the period by asking students a few questions.
a) Have you ever seen a forest in real life or in movies?
b) What did you observe in a forest?
c) Are you aware of the raw material used to make paper?
d) How does rain occur?
2. Using the PowerPoint presentation, explain different ways in which forests are useful to us.
3. Let students read the topic ‘Uses of Forests’ from pages 198 and 199 of the textbook.
4. Next, introduce the terms ‘food chain’ and ‘food web’.
5. Write a few examples of food chains on the blackboard and explain the terms ‘producers’, ‘primary
consumers’, ‘secondary consumers’, and ‘tertiary consumers’. Also mention the terms ‘herbivores’,
‘carnivores’, and ‘omnivores’ and explain their meanings.
6. By using the PowerPoint presentation, give examples of terrestrial and aquatic food chains.
7. Show the chart of the food web and tell them that it is made of interconnecting food chains.
8. Ask the students to make 2–3 food chains from the chart of the food web.
9. As a home assignment, instruct students to complete parts (a) and (b) given on page 205 of the textbook.
Period 3
Pages 201 to 202
Learning objective(s)
• Understanding the way how plants are dependent on animals
• Explaining the reasons for deforestation
• Comprehending the consequences of deforestation
Planning and preparation
• Make a PowerPoint presentation having details about pollination and seed dispersal by animals.
• Bring pictures showing deforestation and its consequences.
• Arrange for a laptop, a projector, and a screen.
Procedure
1. Begin the class with a recap of the last period and state how forests are important to us and how animals are
dependent on plants.
2. With the help of the textbook, explain how animals help in pollination and seed dispersal.
3. Show the PowerPoint presentation to make the concept of pollination and seed dispersal by animals clear to
the students.
4. Now ask students what we are clearing to make more and more apartments and factories in rural and urban
areas.
5. Guide the discussion in such a way so that students answer ‘trees’.
6. Introduce the term ‘deforestation’ at this stage.
7. Explain the reasons for deforestation.

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 8. Randomly ask some students about the consequences of deforestation.
9. Keep listing the answers of students on the blackboard.
10. Have a discussion on how deforestation is affecting our environment.
11. Encourage students to plant at least one tree around their houses.
12. Let the students read this topic from pages 201 and 202 of the textbook.
13. As a home assignment, instruct students to complete part (c) given on page 205 of the textbook.
Learning outcomes
At the end of this chapter, students will be able to—
• classify different forest layers and explain their features;
• recognize the importance of forests in our lives;
• summarize the interdependence between plants and animals;
• define ‘food chain’ and ‘food web’; and
• list the consequences of deforestation.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Name the following.
1. The forest layer below the canopy
2. A network of interconnecting food chains
3. The removal of the top fertile layer of soil due to extensive rainfall
4. The forest layer showing growth of mosses
5. Green plants that produce their own food
B. Fill in the blanks.
1. The clearing of forests is called .
2. Forests are also called the of the earth as they take in carbon dioxide produced by
animals and give out oxygen during photosynthesis.
3. An organism that gets its energy directly from plants is called .
4. Fallen leaves decay and form .
5. The is the busiest part of the forest.
C. State whether the statements are true or false.
1. Deforestation helps in soil conservation.
2. Plants yield essential oils.
3. A rabbit is an example of secondary consumer.
4. Transpiration decreases humidity.
5. Understorey layer of forests receives the maximum sunlight.
D. Answer the following questions.
1. Explain the plant and animal life on the forest floor.
2. What are the consequences of deforestation?
3. List the uses of the forest.
4. What is a food chain? Give one example of a terrestrial food chain.
5. How do animals help in pollination and seed dispersal?

Answers to worksheet

A. 1. Understorey layer 2. Food web 3. Soil erosion

4. Forest floor 5. Producers
B. 1. deforestation 2. lungs 3. primary consumer 4. humus 5. canopy
C. 1. F 2. T 3. F 4. F 5. F
D. 1. The forest floor is very dark because the canopy formed by trees prevents the sunlight from
reaching the forest floor. Mosses and ferns grow on the forest floor. The soil on the floor is covered
with a layer of leaves, twigs, and dead plants and animals. Numerous species of vines, wildflowers,
and decomposers like earthworms, bacteria, and fungi are found here. The forest floor is home to

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 millipedes, beetles, and large animals like rhinoceros, tigers, elephants, and cobras. This layer also has
a variety of grasses, herbs, shrubs, and trees.
2. The following are the consequences of deforestation:
• Felling of trees in large numbers will disturb the oxygen cycle leading to an increase in the
number of greenhouse gases like carbon dioxide in the air. This will lead to global warming as
these gases absorb heat and increase the temperature of the surroundings.
•  We will not be able to obtain plant products.
•  It causes soil erosion and makes soil barren.
•  Trees hold the soil firmly, thus felling of trees makes the area prone to landslides and floods.
•  Felling of trees also affects the rainfall that may lead to droughts.
•  Animals that live in forests will lose their habitat.
3. The following are the uses of the forest:
•  It increases soil fertility.
•  It absorbs harmful gases.
•  It prevents soil erosion.
•  It acts as a windcheater.
•  It regulates the climate.
•  It provides aesthetic value.
4. A food chain shows the relationship between animals in a certain habitat and the food that they eat.
It is a chain that shows ‘who eats whom’.
The following is an example of a terrestrial food chain.
Grass Grasshopper Mouse Eagle
5. A number of insects, birds, and bats help in pollination. Butterflies, bees, wasps, and hummingbirds
are important agents of pollination. Animals are also the agents of seed dispersal as they keep on
moving from one place to another and in the process carry the seeds of plants to various places.

Answers to exercises in the textbook

Quick Check (Page 198)

1. emergent 2. canopy 3. drip tips 4. understorey 5. dark
Quick Check (Page 201)
1. T 2. F 3. F 4. T 5. T
Put on your thinking cap
1. a) iii b) iii c) iv d) i e) ii
f) iii g) ii h) iv
2. herbivore; omnivore; scavengers; habitat; crown; decomposers; understorey; producer; emergent;
canopy
3. Emergent layer Canopy layer Understorey layer Forest floor
Butterflies; Birds Small monkeys; Frogs; Lizards; Snakes; Elephants; Bugs;
Gorillas Leopards Tigers; Earthworms

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 4. a) grass zebra tiger
b) grass grasshopper mouse snake hawk
c) seagrass snail fish seal bear
5. a) iv b) viii c) ix d) v e) ii
f) iii g) x h) vi i) vii j) i
6. a) Below the canopy, there is often an open space, and there is the understorey layer created by
smaller trees and other understorey vegetation. This layer is hot and damp. It is home to animals
such as owls, lizards, jaguars, red-eyed tree frogs, and leopards. Very little sunshine reaches this
area and so to absorb the maximum sunlight, the plants have larger leaves. Young trees, palms, and
shrubs grow here.
b) Energy is passed on along a food chain from one organism to another.
c) Decomposers present in a forest include earthworms, bacteria, and fungi. Decomposers take over
from where the scavengers leave off. By breaking down the dead and decaying matter, they help
plants get essential nutrients and clear the natural waste.
d) A kite is a scavenger and feeds on dead plants and animals, thereby helping to clean the
environment. Earthworm is a decomposer. It breaks down the dead and decaying matter.
Earthworms help the plants get essential nutrients and clear the natural waste.
e) Some useful products provided by plants to humans are fuelwood, timber, paper, bamboo, and cane.
We also get essential oils, tannins, resins, gums, medicines, spices, wax, rubber, dyes, and cork from
different types of plants in the forest.
f) The disappearance of forests from earth can lead to the following:
• The oxygen cycle will get disturbed leading to an increase in the amount of greenhouse gases
like carbon dioxide in the air. This will lead to global warming as these gases will absorb heat and
increase the temperature of the surroundings.
•  Humans will not be able to obtain plant products.
•  It will cause soil erosion in large quantities and make the soil barren.
• As the plants hold the soil firmly, without them large areas of land will become prone to
landslides and floods.
•  Rainfall will be affected and may even lead to droughts in severe circumstances.
•  Animals that live in the forests will lose their habitat.
7. a) Primary consumers are organisms that get their energy directly from plants. Example: goat, rabbit,
squirrel, etc.
Carnivores and omnivores are secondary consumers as they get their energy indirectly from plants.
Examples: Crows and bears
b) The roots of trees in the forests hold the soil particles together, preventing the soil from being
blown or washed away. This way they help to prevent floods. The leaves of the trees reduce the
force of the raindrops and keep the soil intact. The trees decrease the velocity of the wind to
prevent dislodging of soil particles. Thus they help in preventing soil erosion.
c) Forests are being destroyed by human beings for the following reasons:
• Large areas of forests are destroyed for logging. Forests are also heavily damaged by the heavy
machinery used to penetrate the forests and build roads.
• The forests are also cut down to create space to grow bananas, palm oil, sugar cane, tea, and
coffee.
•  Trees are cut down for fuelwood that is used for cooking and heating.
•  Hundreds of thousands of hectares of forests are destroyed to build hydroelectric dams.
Consequences of deforestation:
• Felling of trees in large numbers disturbs the oxygen cycle and leads to an increase in the amount
of greenhouse gases like carbon dioxide in the air. This leads to global warming as these gases
absorb heat and increase the temperature of the surroundings.

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 •  Humans are not able to obtain plant products.
•  It causes heavy soil erosion and makes the soil barren.
• Without plants, which hold the soil firmly, large areas of land become prone to landslides and
floods.
•  Rainfall gets affected and may even lead to droughts in severe circumstances.
•  Animals that live in forests lose their habitat.
HOTS: 1. An elephant and a squirrel occupy the same level in a food chain because they are both primary
consumers (herbivores).

2. Forests are usually referred to as the lungs of the earth because they provide oxygen for animals
to breathe.

3. If all the bacteria and fungi and other decomposers were killed in a forest, dead plants and animals
would pile up causing a terrible smell.

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 18 Journey of Wastewater

Number of periods: 4
Break-up of periods
• Period 1: Wastewater, its sources, and sewage
• Period 2: Treatment of polluted water and wastewater treatment plant
• Period 3 and 4: Wastewater management, controlling sewage generation, sanitation and diseases,
economical methods of sewage disposal, and sanitation at public places
Period 1
Pages 208 to 209
Learning objective(s)
• Understanding the importance of water in life
• Comprehending the meanings of wastewater and sewage
• Identifying the sources of wastewater and the contaminants present in water
Planning and preparation
• Make a PowerPoint presentation showing various sources of wastewater.
Procedure
1. Begin the class by asking a few questions to the students.
a) Have you ever seen the household wastewater pipeline being repaired?
b) Where do we use water for our daily activities?
c) Where do you think the wastewater of factories gets released?
2. Have a discussion on the answers given by students.
3. Inform that with the rapid increase in population and rising demands of water, the available freshwater
resources in many parts of the country are getting depleted.
4. Ask the students about the sources of wastewater.
5. After the students are done stating the sources of wastewater, ask them to read this topic from page 209 of
the textbook.
6. Now explain to them what ‘sewage’ is and how it is properly disposed of. Introduce the term ‘influent’ and
‘effluent’ during this discussion.
7. Towards the end of the period, instruct students to complete part (a) of question 8 given on page 217 of the
textbook.
Period 2
Pages 210 to 212
Learning objective(s)
• Learning about the steps involved in the treatment of polluted water in a wastewater treatment plant
• Understanding the working and importance of wastewater treatment

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 Planning and preparation
• Make a PowerPoint presentation including information about wastewater treatment.
• Bring a 2 L bottle and cut its bottom, cotton, sand, a piece of coal, coarse sand, gravel, water, chlorine, and
alum.
Procedure
1. Begin the period by having a recap of the topics learnt in the last period.
2. Ask students the following questions.
a) Have you ever seen how water is filtered at home?
b) Do you drink only filtered water?
c) What might happen if we do not filter drinking water?
3. Have a discussion on the students’ responses.
4. Now introduce the term ‘wastewater treatment plant’ (WWTP).
5. Now add to the information that after receiving polluted water from various sources, the municipal
organization treats it before releasing it in a natural waterbody.
6. Inform that the process of wastewater treatment involves the removal of physical, chemical, and biological
wastes.
7. Show the PowerPoint presentation and explain the WWTP along with the sludge treatment.
8. Let the students read this topic from pages 210 and 211 of the textbook.
9. Now perform the activity explaining the working of the wastewater treatment plant given on page 212 of the
textbook.
10. Ask the students to observe the procedure carefully.
11. Instruct the students to open page 217 of the textbook and complete question 10.
Period 3 and 4
Pages 212 to 214
Learning objective(s)
• Developing awareness about the importance of wastewater management
• Developing an understanding of methods of sewage disposal
• Establishing the connection between good sanitation and disease prevention
Planning and preparation
• Make a PowerPoint presentation including wastewater management, controlling sewage generation, sanitation
and diseases, economical methods of sewage disposal, and sanitation at public places.
• Arrange for red- and green-coloured bowls and labels with names of biodegradable and non-biodegradable
wastes.
Procedure
1. Write the names of a few diseases like cholera, typhoid, dysentery, dengue, malaria, and filaria on the
blackboard. Ask students whether they are aware of how these diseases occur.
2. Give some time to the class for discussion and then inform that these diseases occur due to unhygienic
conditions.
3. Using the PowerPoint presentation, explain that reduce, reuse, and recycle are three ways that contribute
significantly to waste management. Show some pictures demonstrating the same.
4. Emphasize on separation of biodegradable and non-biodegradable waste before disposing them.

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 5. Show pictures of a polluted waterbody, some polluted soil, and a few clogged sewage pipes. Discuss the
harmful effects of pollution on the environment as well as on human beings and animals.
6. Add to the information that vermi-processing toilet is a way of treating human excreta in a simple and
hygienic way. In this, the human excreta are treated with the help of earthworms.
7. Show the presentation for explaining sanitation at public places.
8. For the reinforcement of the concept, ask a few questions.
a) Do you throw ice-cream cups on the road?
b) Do you throw used tissue papers on the road?
c) Do you spit on the road?
d) Do you cover your mouth and nose while sneezing?
e) Do you throw plastic bags on the road?
f) Have you seen people doing all these activities? Do you think it is appropriate? Why?
9. Towards the end of the period, place two bowls on the table. Now distribute labels having names of
biodegradable and non-biodegradable wastes to students.
10. Ask the students to put the labels of biodegradable wastes in the red bowl and the labels of non-
biodegradable wastes in the green bowl.
11. After the completion of the activity, check the labels put in by the students.
12. As a home assignment, instruct students to complete parts (b) and (c) of question 9 of the textbook.
Learning outcomes
At the end of this chapter, students will be able to—
• comprehend the meaning of ‘wastewater’ and ‘sewage’;
• identify the sources of wastewater;
• list the steps involved in the treatment of polluted water in a wastewater treatment plant;
• summarize the ways to prevent water pollution;
• explain the importance of wastewater management; and
• describe different methods of sewage disposal.

Reflection
At the end of the chapter, introspect with the following questions.
1. Which of the activities or experiments demonstrated in the class brought out the desired response
from students?
2. What other resources and teaching strategies could I use to make the class more engaging?
3. What would I try to do differently if I get to teach the same chapter to a different group of students?

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 A. Name the following.
1. The pipes carrying sewage from different places
2. The treated water that flows out of the sewage treatment plant
3. A large circular tank through which sludge is passed
4. The waste that enters the sewage treatment plant
5. Decomposition of organic matter by the action of bacteria
B. Fill in the blanks.
1.  is a by-product of sewage treatment which is decomposed to produce biogas.
(Sludge/Scum)
2. is used to kill microorganisms present in water. (Fluorine/Chlorine)
3. is not a waterborne disease. (Typhoid/Malaria)
4. bacteria grow in the absence of air. (Aerobic/Anaerobic)
5. tank system is an onsite disposal method. (Aeration/Septic)
C. State whether the following statements are true or false.
1. Treatment of wastewater is also an indirect method of water conservation.
2. Chemicals like chromium and lead present in paints and dyes are harmless.
3. Vegetable and fruit peels do not decompose.
4. The modern septic tank system is an on-site disposal method.
5. The composting toilet is an anaerobic process of treating excreta.
D. Answer the following questions.
1. What is sewage?
2. State the basic rules for sanitation in public places.
3. How can we control sewage generation?
4. Explain the tertiary treatment of wastewater.
5. What is a composting toilet?

Answers to worksheet

A. 1. Sewers 2. Effluent 3. Digester 4. Influent 5. Composting

B. 1. Scum 2. Chlorine 3. Malaria 4. Anaerobic 5. Septic
C. 1. T 2. F 3. F 4. T 5. T
D. 1. Sewage is the accumulated wastewater which includes domestic or industrial liquid wastes.
2. The following are the basic rules for sanitation at public places:
•  There should be sufficient toilet facilities for the maximum number of people in an area.
• There must be a washbasin close to the toilet facilities for cleaning hands with clean water and
soap.

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 •  The water supply should be regularly tested to ensure that there is no contamination.
•  Waste must be disposed of properly.
•  Sanitation facilities should be well maintained.
• In public places, health-related information should be displayed with simple, accurate, and eye-
catching signs.
• Health and hygiene messages may be passed on to the public either by using audio-visual aids or
colourful posters
3. Reduce, reuse, and recycle are known as the three Rs of the waste-reduction movement. To prevent
water pollution, the following points should be taken into consideration.
• Toxic products, such as automobile oil, polishes, paints, and cleaning products should be stored
and disposed of properly.
• Non-biodegradable products, such as disposable plates, glass, and plastics should not be thrown
into the drain as they can cause clogging of the pipes.
• Avoid throwing plastic bottles into streams, lakes, rivers, or seas as they litter waterbodies.
•  Farmers should try using natural fertilizers and pesticides.
• Cooking oil, ghee, mayonnaise, and fats should not be poured down the drains as they may block
the pipes, and the grease present in the sewage will reduce the flow of water.
•  Vegetable waste should be collected for composting.
4. After the secondary treatment, wastewater is then passed through a final settlement tank where
bacteria decompose the organic matter of the sludge. The rest of the sludge goes for sludge
treatment. The treated wastewater is slowly filtered through a bed of sand, which acts as a filter
and traps any remaining particles. Sometimes additional treatment is needed to further disinfect the
clarified water. The water is treated with ultraviolet rays, ozone, or chlorine before it is discharged
into the seas, rivers, streams, or into the ground.
5. The composting toilet is an aerobic processing system for treating excreta. In this method, the
excreta are treated with no water or very small volumes of water by aerobic decomposition. This
process is usually faster than the anaerobic decomposition in the septic tanks. They help reduce the
need for water to flush toilets.

Answers to exercises in the textbook

Quick Check (Page 211)

1. Sewage 2. sanitary sewers 3. aeration 4. digester 5. Fertilizer
Put on your thinking cap
1. a) i b) i c) ii d) ii e) iv
f) iv (malaria) g) i
2. a) vii b) vi c) i d) iv e) ii
f) v g) iii
3. c), e), a), d), b)
4. a) Ultraviolet b) World Health Organization c) Waste Water Treatment Plant
5. a) oxygen b) Cholera c) Anaerobic d) scum e) Septic
6. a) typhoid and cholera b) chlorine and ozone c) nitrogen and phosphorous
7. a) The process of exposing water to circulating air
b) The solids floating at the top like grease and oil in waste water

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 c) A big circular tank used in sludge treatment
d) Soluble and suspended impurities present in water
e) The stream of sewage which enters the treatment plant
f) The water that comes out of the treatment plant
8. a) The liquid discharge containing impurities from residential and industrial areas is called sewage. The
sewage is treated to destroy germs and reduce the level of contaminants before it is discharged to a
waterbody.
b) Oil and ghee should not be poured into the drains as they may block the pipes, and the grease
present in the sewage will reduce the flow of water.
c) Wastewater in its different forms contains the following:
• Household wastewater contains body wastes, soaps and detergents, foods, and grease from
sinks.
•  Agricultural wastewater contains pesticides, insecticides, husk, plant, and animal wastes.
•  Hospitals generate wastewater that contains disease-causing bacteria, virus, and other microbes.
•  Industrial wastewater consists of harmful chemicals, such as chromium and lead, which are
present in paints and dyes. Wastewater from construction sites also contains huge amounts of
impurities.
d) The following are the four methods to control water pollution:
• Toxic products, such as automobile oil, polishes, paints, and cleaning products, should be stored
and disposed of properly.
• Non-biodegradable products, such as disposable plates, glasses, and plastic, should not be
thrown into the drain as they can cause clogging of the pipes. Make use of reusable articles.
•  Avoid throwing plastic bottles into streams, lakes, rivers, or seas as they litter the waterbodies.
• Farmers should try using natural fertilizers and pesticides. They should not overuse them or
overwater gardens and lawns as chemicals can get into water systems due to run-offs.
• Cooking oil, ghee, mayonnaise, and fats should not be poured down the drains as they may block
the pipes, and the grease present in the sewage will reduce the flow of water.
•  Vegetable waste should be collected for composting.
9. a) Wastewater treatment process
Screening: The first stage of cleaning the wastewater is to pass it through bar screens to
• 
remove large objects like nappies, face wipes, cans, bottles, plastic, rags, and cotton buds. The
wastewater is made to flow into a grit tank where a lot of grit and sand in the wastewater settles
down.
•  Primary treatment: The wastewater still contains human wastes. To separate this,
wastewater is put into a large settling tank, which causes the solids to sink to the bottom of the
tank. This is called sludge. The sludge is removed by large arms called scrapers. A skimmer is
used to remove the solids floating at the top like grease and oil. This is called scum.
•  Secondary treatment: After removing the big chunks of sludge from the wastewater, the
smaller particles need to be removed from the water. For this, the wastewater is put into a
rectangular tank called the aeration tank, into which air is pumped. This encourages the aerobic
bacteria to grow and consume the remaining human waste and any other unwanted matter.
•  Tertiary treatment: The treated wastewater after the secondary treatment is then passed
through a final settlement tank, clarifier, where the good bacteria decompose the organic matter
of the sludge. The rest of the sludge goes for sludge treatment. The treated wastewater is slowly
filtered through a bed of sand, which acts as a filter and traps any remaining particles.
Sometimes additional treatment is needed to further disinfect the clarified water. The water
is treated with ultraviolet rays, ozone, or chlorine before it is discharged into the seas, rivers,
streams, or into the ground.

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 • Sludge treatment: The sludge generated in the primary treatment can be used in a number
of ways. Sludge is passed into a large circular tank called a digester. Here it is decomposed by
anaerobic bacteria. The sludge is heated to encourage the bacteria to digest it. This creates
biogas that can be used as biofuel or to produce electricity. Most of the sludge is dried and used
as fertilizer in agriculture.
b) Some on-site sewage disposal systems are as follows:
Modern septic tank system: It is an on-site disposal method that uses standard flushing.
• 
The septic tank acts as sedimentation-cum-digestion tank. Anaerobic (in the absence of air)
digestion of the settled sludge occurs in its bottom zone, and the remaining liquid has to undergo
treatment in a soak pit or filter bed. This can be done in areas where the water table is very low
and the rainwater from the surface also does not interfere with their functioning.
Composting toilet: It is an aerobic processing system of treating excreta. In this method, the
• 
excreta is treated with no water or very small volumes of water, by aerobic decomposition. This
process is usually faster than the anaerobic decomposition in the septic tanks. They help reduce
the need for water to flush toilets.
Vermi-processing toilet: This way of treating human excreta is simple and hygienic. In this,
• 
the human excreta is treated with the help of earthworms. The earthworms convert the human
excreta into vermi cakes that benefit the soil.
c) The following steps can be taken to improve sanitation in public places:
•  There should be sufficient toilet facilities for the maximum number of people living in an area.
• There must be washbasins close to the toilet facilities for cleaning hands with clean water and
soap.
•  The water supply should be regularly tested to ensure that there is no contamination.
•  Waste must be disposed of properly.
•  Sanitation facilities should be well maintained.
•  In public places, health-related information should be displayed with simple, accurate, and eye-
catching signs.
•  Health and hygiene messages like washing hands properly, use of garbage bins, and care of toilet
facilities may be passed on to the public either by audio-visual aids or using colourful posters.
HOTS: 1. Chlorine is added to clarified water to ensure further disinfection of the water.

2. We must not throw polythene packets in the drains as they can cause clogging of the pipes.

3. Human excreta should be disposed of properly as it can cause water and soil pollution. Human
faeces of persons suffering from diseases like cholera, typhoid, and jaundice contain several
microbes that may contaminate the underground and surface water.

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 Answers to Test Paper 1

Section A
1. a) iv b) iv
2. a) Since common salt does not absorb carbon dioxide, so the entire leaf will turn blue-black on addition of
iodine solution. In other words, usage of common salt is not an adequate practice to demonstrate the
requirement of carbon dioxide in the process of photosynthesis.
b) The solution Y is basic in nature. Basic solutions do not show any effect on blue litmus paper. However,
they change the colour of phenolphthalein to pink.
c) Smoke is usually generated by fire. The fire generates heat, thereby increasing the temperature of the
surrounding air. Since hot air is lighter than cold air, the smoke that is hot begins to rise upwards.
3. a) People working in the wool industry have to lift sheep and bend down to hold them during the shearing
process. This causes the workers to develop skeletal and muscular injuries. Male sheep called rams have
horns. Sometimes they butt the workers. Sheep also kick the workers sometimes. Some workers also
develop respiratory diseases, such as asthma, as they constantly breathe in dust and fine wool fibres. Orf
is a viral disease of the skin transmitted to humans by contact with infected sheep and goats. Shearers
are at high risk of getting this disease. It causes blisters on the hands, wrists, and sometimes on the face.
The chemicals, detergents, and dyes used during processing can lead to other skin allergies. In the wool
industry, people get infected by a bacterium, Bacillus anthracis, which leads to a fatal disease called sorter’s
disease.
b) Four adaptations of polar bear that help it to survive in extreme cold conditions are as under:
  • It has two thick layers of fur to keep it warm on land.
  • It has long hair between the pads on its feet. This helps to keep it warm and to walk on the ice.
  • A thick layer of fat, called blubber, is found under its skin that keeps it warm while swimming in icy-
cold water.
  • The hind legs are held flat and are used as rudders. It can close its nostrils and remain underwater for
long periods of time.
c) To calibrate a laboratory thermometer, the bulb is first put in melting ice (since the melting ice will have
the temperature of 0 °C). Wherever the mercury level gets stable, that point is marked as 0°C or 32°F or
273 K and is referred to as the lower fixed point of the thermometer. Next, the thermometer is kept in
contact with boiling distilled water from which steam is coming out. The level at which the mercury level
stabilizes is marked as the upper fixed point which is 100 °C or 212 ºF or 373 K. The space between the
two fixed points is equally divided and further subdivided. The larger the number of subdivisions, the more
accurate is the thermometer.
d) Expansion of solids on heating: The metal lid of a new jam bottle is put in warm water so that it can be
opened easily. The metal lid expands on heating and becomes loose. It can then be opened easily.
Expansion of liquids on heating: The mercury (liquid) in the thermometer expands it when comes in
contact with a hot body.
e) Shearing is the process in which the fleece, along with a thin layer of the skin, is removed from the body of
the animal. This is done in early spring or early summer. This relieves the animal from the warm covering
on its body. This also enables the animal to grow back its fleece by winter time.
f) The following observations will be made:

Substances Effect on red litmus paper Effect on phenolphthalein

Milk of magnesia Changes to blue Changes to pink
Glucose water No change No change
Lemon juice No change No change

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 g) A reaction in which a more reactive element displaces the less reactive element from its salt solution is
called displacement reaction. For example, iron reacts with copper sulphate solution to form iron sulphate
and copper. The following chemical reaction takes place:
Fe(s) + CuSO4(aq) FeSO4(aq) + Cu(s)
h) People living in cyclone-prone areas should take the following precautions:
• Do not drink water that could be contaminated.
• Do not touch a wet electrical appliance, switch, or cable.
• Do not go out just for the sake of fun.
• Do not make any undue demands on the rescue forces but cooperate with them.
i) The different layers of soil are as given here:
• A-horizon or topsoil
• B-horizon or subsoil
• C-horizon or regolith
• R-horizon or bedrock
j) Lichen is an example of a symbiotic relationship between a green or blue-green alga and a fungus. Recall
that an alga is an autotroph and a fungus is a saprophyte. The alga prepares food which is used by the
fungus. The fungus in return provides conditions for the alga to survive for a long term. Fungus also
provides certain mineral nutrients to the alga. As lichens, fungi and algae are able to live in an environment
that they could not live in otherwise.
4. a) When cows go for grazing, they quickly swallow plenty of grass without chewing much. This is an
adaptation by which cows need very little time for feeding. The food is partially chewed and mixed with
saliva. Before being swallowed and passed down the oesophagus, it is stored in a part of their four-
chambered stomach called rumen. Here, partial digestion of food occurs and the product is called cud.
When the animal is resting, the cud is brought back into the mouth in small quantities, and the animal
chews it further. This is called chewing the cud. This helps in the digestion of cellulose. Animals with a
rumen are called ruminants. Cattle, sheep, goats, and deer are ruminants. The rumen contains billions
of bacteria and other microbes that break down the cellulose. The cellulose returns to a large saclike
structure called caecum, where the cellulose gets digested completely by the symbiotic bacteria to form
sugars and fatty acids.
b) The following list illustrates the mode of nutrition in the given organisms:
i. Mushroom: It exhibits saprophytic mode of nutrition. It obtains its nutrition from dead and decaying
matter.
ii. Pitcher plant: It exhibits insectivorous mode of nutrition. In a pitcher plant, each leaf is modified into
a pitcher-like structure with a lid on the top. Hair are present inside the pitcher. When an insect sits
on the pitcher, the lid closes to trap the insect. It gets entangled in the hair of the pitcher and is killed
by the digestive juices secreted inside the pitcher.
c) The process of conversion of fibre into wool yarn is an elaborate process and involves the following steps.
• Shearing: It is the process in which the fleece, along with a thin layer of the skin, is removed from the
body of the animal. This is done in early spring or early summer. Shearing is done with the help of
machines.
• Scouring: The sheared hair is washed thoroughly with detergent to remove the impurities, such as
sand, dirt, grease, and dust. This process is called scouring. Nowadays, this is done by machines.
• Grading and sorting: In this process, any stained, damaged, or inferior wool is removed. The rest of
the wool is sorted according to the quality of the fibres depending on their quality, length, waviness,
and colour.
• Carding: Carding is the last stage in the process which prepares fleece for spinning. In this process
wool fibres are separated and straightened either manually or with the help of machines. The
untwisted fibres are known as slivers.
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 • Dyeing: The natural fleece of sheep and goats is white, brown, or black. The slivers are dyed to get
wool fibres of various colours.
• Yarn making: The process of yarn making depends on the length of the fibres. Long fibres are used to
make woollen yarn for sweaters and other garments. Short fibres are made into worsted yarn.
d) Convection is the process of heat transfer in which there is actual movement of molecules of the
substance being heated.
Land and sea breeze that occur near the coastal areas are a result of the convectional currents set up in
the air. As land surface is a better conductor of heat than water, it gets heated up faster during the day.
This makes the air close to the land surface warmer. The warmer air rises up and the cool air from the sea
rushes in to take its place. This gives rise to the sea breeze.
At night, the land cools faster than water in the sea. So the air above the sea is warmer than the air above
the land surface. The warmer air over the sea being lighter rises up and the cool air from the land takes its
place. This gives rise to land breeze.
e) The properties of acids are as follows:
• Acids are sour in taste. All citrus fruits (lemon, orange, and lime) taste sour due to the presence of
acids.
• Acids are corrosive in nature. They react readily with metals. That is why they are never stored in
metal or plastic containers. You will find the acids kept in glass containers in your chemistry lab.
• Acids are soluble in water. They release hydrogen ions (H+) when dissolved in water.
• In general, when certain acids react with metals, hydrogen gas is released.
• The aqueous (water) solutions of acids conduct electric current, which means they act like
electrolytes.
• Acids react with bases to form salt and water.
• Acids react with carbonates to form carbon dioxide, water, and salt.
The uses of the given acids are as under:
i. Sulphuric acid is used in car batteries. Sulphuric acid is used in the manufacture of paints, dyes, and
fertilizers.
ii. Hydrochloric acid is a cleaning agent. It is used in homes for cleaning sanitary ware, windows, and
floors. Hydrochloric acid is also the main component of the gastric juice secreted in the stomach and
helps in digestion.
iii. Nitric acid is used in the manufacturing of fertilizers.
f) The formation of soil takes place over a very long period of time as it is a slow process. Soil is formed by
the weathering of rocks and minerals. Weathering is the process of breaking down of rocks into smaller
pieces. There are three different types of weathering—physical, chemical, and biological.
• Physical weathering: In physical weathering, rocks break down into finer particles over a period of
time under the influence of processes such as freezing and thawing, wetting and drying, and shrinking
and swelling. Physical weathering does not change the chemical composition of the rock. Freezing
and thawing takes place in cold or mountainous areas. When it rains, water enters the cracks in
the rocks. In winter, the water freezes and expands putting pressure on the rocks. The ice melts
during the summer. The repeated freeze–thaw cycles crack the rock from inside and eventually
break it down. The weathering process continues in smaller rock pieces until they break into very
fine particles. Physical weathering also takes place in areas experiencing extreme temperatures.
Heating due to relatively high temperature causes rocks to expand and cooling due to much lower
temperature at night results in contraction. The constant expansion and contraction of the rocks may
result in pieces being broken off. Physical weathering is a continuous process in nature, which helps
to produce new soils. When water, wind, and glaciers move over the surface of rocks, the rocks get
gradually worn down and grinded. This is called abrasion and it results in the formation of soil.

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 • Chemical weathering: Chemical weathering is the decomposition of rocks through a series of
chemical processes. It is more common in warmer areas with lots of water. It brings in a change in
chemical composition and thus makes soil different from the original rock. The chemical changes
make the rocks softer that helps in breaking bigger pieces into smaller particles.
• Biological weathering: Biological weathering is caused by living organisms, mostly plants and some
microorganisms. The roots of plants grow deep into rock cracks in search of water and nutrients.
In the process, they widen and extend the cracks resulting in breakdown of rocks. Also, lichens
(combination of algae and fungi) growing on the surface of rocks very slowly decompose the rocks by
secreting certain acids.
Section B
a) The exposed surface of a cut apple becomes brown due to oxidation.
b) F = (C × 9/5) + 32
F = (50 × 9/5) + 32
F = 122
c) Following are the complete reactions:
i. 2Mg + O2 2MgO
ii. Fe + CuSO4 FeSO4 + Cu
d) The different types of teeth and their numbers in each jaw are as under:
• The sharp flat teeth in the front are for biting or cutting. They are called incisors. We have four of
them in each jaw.
• On each side of the incisors is one pointed tooth called canine. Canines are tearing teeth.
• On each side after the canine, there are two flat, broad teeth called premolars. They are used for
crushing food.
• Next to the premolars are three molars on each side of the jaw. They are used for grinding and
chewing food.
e) Acid rain can damage buildings and statues made of limestone, marble, and plaster. These are made of
calcium carbonate (CaCO3), a basic substance, which is neutralized by the acid rain. These structures
decay and get coated with a black substance that contains gypsum. It is formed when the sulphuric acid
present in the acid rain reacts with the calcium carbonate, a base, present in the building material.
f) The colour change with the given indicators is as under.

Indicator Colour change with acid Colour change with base

Thymol blue Red Blue
Methyl red Red Yellow

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 Answers to Test Paper 2

Section A
1. a) Stethoscope b) Reflection
2. a) A food chain shows the relationship between animals in a certain habitat and the food that they eat. It is a
chain that shows ‘who eats whom’. A network of interconnecting food chains is called a food web.
b) Primary treatment of wastewater: To separate human wastes, the wastewater is put into a large
settling tank, which causes the solids to sink to the bottom of the tank. This is called sludge. The sludge
is removed by large arms called scrapers. A skimmer is used to remove the solids floating at the top like
grease and oil. This is called scum.
S
 econdary treatment of wastewater: After removing the big chunks of sludge from the wastewater,
the smaller particles need to be removed from the water. For this, the wastewater is put into a
rectangular tank called the aeration tank, into which air is pumped. This encourages the aerobic bacteria
to grow and consume the remaining human waste and any other unwanted matter.
c) A plane mirror is a smooth and flat, mirrored surface. On the other hand, a spherical mirror is the 3D
version of a perfect circle.
3. a) When the pollen grains land on the stigma of a flower, a pollen tube grows out from the pollen grain.
This pollen tube travels through the style and reaches the ovule via the ovary. The male gametes from
the pollen grain then travel down the pollen tube. After reaching the ovule, one male gamete unites with
the female gamete and forms a zygote. The process of fusion of the male gamete with the female gamete
to form a zygote is called fertilization. The zygote is single-celled which divides many times to form an
embryo. The second male gamete fuses with another cell in the ovule to form the endosperm. This
provides nourishment to the growing embryo.
b) In earlier days, periodic events, such as sunrise, sunset, and phases of the moon, were used for measuring
time intervals. A day was the time between one sunrise and the next. A month was calculated from one
new moon to the next. Time within a day was approximated by the position of the sun.
A sundial measures time by the position of the sun. It has a stick put in the centre of a circular disc. The
position and length of the shadow of the stick on the dial gives an indication of time.
c) Three functions of the circulatory system are as under:
• Transportation of gases: The circulatory system transports oxygen and carbon dioxide gases
between the lungs and the body parts. It transports oxygen from the lungs to the body cells and
carbon dioxide from the body cells to the lungs.
• Transportation of nutrients to the cells: The circulatory system transports glucose throughout
the body.
• Transportation of other wastes from cells: Ammonia is a waste product. It is transported to the
liver where it is converted to urea. Urea is then transported to the kidneys for excretion in the urine.
d) One adaptation of the given animals is as under:
i. Poison arrow frog: It has a special poison gland in its skin that secretes a deadly poison, because it eats
poisonous ants. This keeps its enemies away.
ii. Lion-tailed macaque: It spends most of its life on treetops where it feels safe. It lives in groups that
guard it from danger. It communicates by gestures, growls, or screams. The communication helps them
to warn each other of the forthcoming danger.
iii. Toucan: It has the ability to camouflage itself with the surrounding to avoid predators.
e) Three applications of radiation method of heat transfer are as follows:
• Room heaters have mirrors behind the heating coils, which reflect the heat radiated to the front.

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 • Solar cookers have black metal sheets inside, which help in maximizing the heat absorption from the
sun.
• We prefer cooking utensils which are blackened from outside, so that they absorb more heat and
cooking can be done in less time.
f) The moist ball of food called bolus, when swallowed, reaches the foodpipe/oesophagus. Muscles in the wall
of the oesophagus contract and relax to push food and liquids down into the stomach. This movement of
the wall muscles of the oesophagus is called peristalsis.
The thick muscular walls of the stomach contract to churn the food to mix it with digestive juice produced
by the cells lining the stomach. The digestive juice contains the enzyme pepsin that helps in breaking down
proteins into simpler forms. The inner lining of the stomach muscles secretes hydrochloric acid. The acid
kills bacteria present in the swallowed food. Some cells of the lining release mucous, which coats the
stomach cells and protects them from the acid. In the stomach, food is processed into a thick liquid called
chyme. It then moves down towards the small intestine.
g) The images formed for the given cases is as under:
i. If the object is kept closer to a convex lens: Magnified, virtual, and erect
ii. If the object is placed closer to a concave lens: Small, erect, virtual
iii. If the object is placed closer to a plane mirror: Same in size, laterally inverted, virtual
h) The different layers of a forest are emergent layer, canopy, understorey layer, and forest floor.
The differences between the emergent layer and the understorey layer are as under:

Emergent layer Understorey layer

It is made up by tall trees. It is made up by smaller trees.
There is plenty of sunlight. There is very little sunlight.
i) When the switch is pressed into the ON position, the circuit gets complete and current starts flowing in
it. As a result, the soft iron rods, with the wire wrapped around them, start behaving as electromagnets.
They attract the armature towards themselves. In the process two things happen simultaneously. First the
armature moves towards the gong and strikes it producing the sound. Second, the connection between
the armature and the contact screw breaks. As a result, there develops a gap in the circuit and current
stops flowing. Due to this, the soft iron with the coil around it stops behaving like a magnet and the
armature returns to its original position due to spring action. The process repeats when the switch is
pressed again.
j) The dispersal of seeds in the given plants takes place in the following manner:
i. Xanthium: Dispersal by animals
ii. Coconut: Dispersal by water
iii. Poppy: Dispersal by wind
4. a) The roles that the given organs play in digestion are as under:
i. Small intestine: As the chyme enters the small intestine, it is mixed with a variety of intestinal
juices which complete the digestion of all the complex components present in the food. It also
receives enzymes from the associated organs, such as the liver and pancreas.
ii. Large intestine: After all the useful and digestible nutrients have been absorbed during the
digestive process, a mixture of water and indigestible waste such as the fibres remains. It helps in
the bowel movement and in getting rid of the waste. The mixture moves into the upper part of the
large intestine known as the colon. The colon is primarily responsible for absorbing water and some
remaining salts from this mixture. The remaining matter compacts into a dense bundle known as
faeces and reaches the rectum. It is finally removed through the anus by the process called egestion.
This marks the end of the digestive process and the digestive tract.
iii. Liver: The liver produces bile, which is yellowish-green in colour.

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 iv. Gall bladder: Bile juice is stored in an elongated saclike structure called gall bladder, which
is connected to the liver by a duct called the bile duct. Bile helps to neutralize the acids from
the stomach, so that digestion can continue. Bile is not an enzyme. It does not digest the food
chemically. It mixes with the fats in the food to form small fat droplets.
Pancreas: It secretes a number of enzymes, which act on different nutrients and change them into
v. 
simpler forms.
b) When an acid and a base are mixed, they neutralize each other’s effect. This reaction between an acid
and a base is called neutralization. The neutralization reaction results in the formation of water and a
new substance called salt, along with the evolution of heat.
Acid + Base Salt + Water
The following activity explains neutralization reaction.
Procedure:
• Take some dilute hydrochloric acid in a conical flask.
• Add a few drops of phenolphthalein and shake the flask gently.
• Use a dropper for adding sodium hydroxide drop by drop and keep stirring. Continue till you can
see the colour change.
• Now, add one more drop of dilute hydrochloric acid.
Observation: On adding phenolphthalein to hydrochloric acid, no colour change is seen. On adding
sodium hydroxide, the solution becomes pink. When one more drop of acid is added, the pink colour
disappears again. When you touch the test tube, it feels warm.
Explanation: Phenolphthalein is colourless in an acidic solution, so there is no change in colour

initially. On adding sodium hydroxide, the solution becomes basic and the earlier added phenolphthalein
turns pink. When one more drop of acid is added, the acid and base neutralize each other’s effect.
Thus the solution becomes neutral.
Conclusion: When an acidic solution is mixed with a basic solution, the two neutralize the effect of

each other. As the tube becomes warm, it shows that the neutralization reaction is accompanied by
evolution of heat.
c) The breathing processes for the given animals are given here:
Cockroach: Cockroaches have small openings, called spiracles, on the side of their body. These
i. 
spiracles are connected to tubes called tracheae. The tracheae further branch into smaller tubes
that are in contact with the body cells. The air enters through the spiracles, passes through
tracheae and their branches. The exchange of gases takes place between the body cells and the
smaller tubes.
Fish: Fish are found in water and have specialized structures, called gills, for breathing. These are
ii. 
richly supplied with blood capillaries. The gills are covered by a flap called operculum. When a fish
opens its mouth, water enters the mouth and the operculum covering the gills closes. When the
fish closes its mouth, the operculum opens, allowing freshwater rich in oxygen to cross the gills. As
the water flows through the gills, exchange of gases takes place. Oxygen from the water diffuses
into the blood and carbon dioxide is given out into water. This water rich in carbon dioxide moves
out.
iii. Frog: Frogs have three ways of breathing. They breathe through their skin, lungs, and mouth.
Through the skin: Frogs have moist and slimy skin and throughout their skin a network of
• 
blood vessels is found. When oxygen passes through their skin, it enters into the blood. But
when frogs are inside the water, they use their skin to respire.
• Through the lungs: Frogs have paired saclike lungs. The mechanism of breathing in frogs is
different from that in humans. The frog uses its throat to pump air into the lungs. When a frog
draws air into the mouth through the nostrils, the throat moves down. During exhalation, the

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 nostrils close and the throat moves up. Like human beings, frogs have no ribs or diaphragm, and
its chest muscles are not involved in breathing.
• Through the mouth: The floor of the frog’s mouth is raised or lowered and air moves in and
out of the mouth through the nostrils. As the lining of the mouth is richly supplied with blood
capillaries, oxygen diffuses into the blood and carbon dioxide is given out.
d) The heart is divided into two separate sides. The left side of the heart pumps oxygenated blood
to the body. This is referred to as the systemic circulation. The right side of the heart pumps
deoxygenated blood to the lungs from the body parts. This is referred to as pulmonary circulation.
Each side of the heart has an atrium (plural—atria) and a ventricle. The superior vena cava brings
deoxygenated blood from all parts of the body to the right atrium. The right atrium pumps this
blood into the right ventricle, which then pumps it into the pulmonary artery. This artery takes the
blood to the lungs for oxygenation. The oxygenated blood is received by the left atrium through the
pulmonary veins (two each from the right and left lungs). It is then pumped into the left ventricle.
The left ventricle in turn pumps the blood into the aorta through which it is supplied to the rest of
the body.
Following is the line diagram for the process.
Superior Right Right Pulmonary
vena cava atrium ventricle artery

Left Left Pulmonary

Lungs
ventricle atrium veins

Rest of
Aorta
the body

e) Vegetative propagation in the given plants takes place in the following manner:
i. Ginger: Through underground stems or Rhizomes
ii.  Sweet potato: Through roots
iii.  Agave: Through buds
iv. Rose: Through cutting
v. Gladiolus: Through corms
f) An electric fuse is a safety device that is used in household circuits to protect the appliances. It
prevents them from getting burnt out in case excess current flows through the circuit. A fuse is
a small piece of wire of an alloy (usually 63 per cent tin and 37 per cent lead) of adequately low
melting point. There is a maximum limit of the current which can safely flow through a circuit. If
the current exceeds the safe limit, then the fuse wire gets hot and melts. This creates a gap in the
circuit and the appliance is saved from getting burnt.
Activity to show working of an electric fuse:
Procedure:
•  Peel off the end of the two connecting wires and connect the strand of steel wool between
them. The steel wool will serve as a fuse wire.
•  Connect the loose end of one connecting wire to the negative terminal of the battery.
• Now, touch the loose end of another connecting wire to the positive terminal of the battery.
Observe the strand of steel wool.
Observation: The steel strand melts down and breaks the circuit. The current stops flowing

through the circuit. This is how a fuse works.

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 Section B
a) Concave lens is used in spectacles to correct eye defects. Convex lens is used in binoculars, telescopes,
microscopes, and cameras.
b) 35 km = 35000 m
80 minutes = 80 × 60 s = 4800 s
Speed = Distance/ Time
Speed = 35000 m/ 4800 s
Speed = 7.3 m/s
c) The organs of the excretory system of human beings are kidneys, ureters, urinary bladder, and urethra.
d) The temperature range in a clinical thermometer is 35°C to 42°C. The temperature range in a laboratory
thermometer is between -10°C to 110°C.
e) Two differences between composting toilets and vermi-processing toilets are as under.

Composting toilets Vermi-processing toilets

Water is used in this process. Earthworm is used in this process.
It is a faster process than vermi- It is a slower process than
processing toilets. composting toilets.
f) The main components of an electric circuit are as under:
• Source of current: A cell, battery, or a generator
• Connecting conducting wires which join the various parts of the circuit
• A bulb or any other appliance
• A switch or a key: An arrangement which allows the user to let the current flow in the circuit or
discontinue it at his/her will

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 NOTES

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