Based on Single National Curriculum 2022

•
••
•

Punjab Curriculum and Textbook Board, Lahore

 (In the Name of Allah, the Most Compassionate, the Most Merciful.)

GENERAL SCIE

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O e:;fli.
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ed on S1 gle National Curriculum 2022

~~NE NATION, ONE CURRICULUM

PUNJAB CURRICULUM AND

TEXTBOOK BOARD, LAHORE
 All rights reserved with the Punjab Curriculum and Textbook Board, Lahore.
No part of this book can be copied, translated, reproduced or used for preparation of test papers,
- guide books, key notes, helping books, etc.
-
Author

Atta Dastgeer
Subject Specialist (Chemistry),
Former Director Manuscripts, PCTB, Lahore

Review Committee ~
O
Dr. Saman Jamil O
P~Df.>o;f:i-
handaManzoor Ex. Senior Subject Specialist Chemistry, H f Mgy
Department, Lahore Punjab Curriculum and Textbook Board, Lahore. College r
Women University, Lahore

o Prof. Dr. Muhammad Nouman Sarwar ~~chahbaAzli

r
Department of Physics, Government College . ~iate Professor of Biology
Government MAO College,
University, Lahore
o Dr. Abdul Rauf ~~ 0
Sayyeda Rabab Batool
Assistant Professor of Chemistry, Government ~ociate Professor (Physics)
Graduate College of Science, Wahdat Road, L~e ~ ~- Graduate College(W), Gulberg, Lahore.

• Ms. Rubina Amjad Qureshi ("\ ~fl:>,

J Aysha Siddiqa

Stars Grammar School,Tajpura, Lah

r
Subject Expert of Chemistry, Ex. Princi I, R~ _.
Mphil physics M.Ed SST
GGHS Ali Raza Abad
Lahore

Director Manuscripts o
Farida Sadiq Supervision &
Coordination
0
• Robeela Shabbir
0 Subject Specialist (Biology)
Composing
• afiz lnam ul Haq • Atif Majeed
o Aiyat ullah
Experimental Edition

Publisher: Punjab Curriculum And Textbook Board.Lahore.

Printer: S. SHAUKAT NOOR PRINTER, LAHORE.

Date of Printing Total

PMIU PEF PEIMA MLWC
Quantity
February, 2023 1,253,475 278,048 17,759 350 1,549,632
 Units Topics

1 Cellular Organi zation 1

>,
c, 2 Reproduction in Plants 19
0
.2
al 3 l
Ba anced Diet 30

4 42

52

- efl)

EQ) 65
.c
o
79

96

109

01 Magnetism 118
~ c,
c: 0 Technology in Everyday Life 126
la- 1
Q) 0
u
ca .cc
c. o Solar System 134
"'~
Index 148
A WINDOW
INTO LEARNING
SCIENCE AND TECHNOLOGY •
Science is research-based knowledge, practice-based skill and inquiry-based approach
to investigate and learn further through scientific method. The key activities involved in
scientific method are observation, experimentation and deduction. Technology is
applicati~Eientific knowledge for solving daily life problems, making arduous works easy
and imprM~ality of life. In order to meet the globally recognized standards, we need
to bro:f!:)'Jr educating horizons and adopt scientific method to learn science.
~
The inquiries and activities of scientific method involve observ~perimentations and
conclusions. Hypothesis, theory and principle, etc., are the ,r~ntal stages in scientific
research. ~ "'
General Science for Grade 6 is the first annual co~~dies designed in Single National
Curricula for Elementary Level Students. This ma~~Ys an attempt to be proved as the best
Textbook for the said course of studies. UseM ssientific method in the teaching-learning
approach equipped therein the textbook nQ;~tire~~ifferent from the textbooks in
the
subjects of humanities group. ~' ~ 'CJ
It has been developed as a source 0£0rn1atjffi~~ooflosr applying scientific method
in research based studies. ~ _. J

~ ~u&
making observation~.
a i ns ,~
Students' interest has been~9)
. h experiments, child-centered and teacher-guided
inef"\"ased learning, in-depth studies and inquiries for
activities and in doin ce an logy.
Acknow~l t~
Honour~· f. Muhamm~~ Shahid, Director Technical (Rtd.), Punjab Textbook Board
d r ed Mohsin Malik, Principal (Rtd.), Federal Ministry of Education are
ac . e ged with thanks for using their ideas and content given in PCTB General Science
Gr 5.
Appeal
Valuable suggestions for the improvement of this book are cordially invited.
(Author)
 l"I

in buil ding
our .
homes

Cellular
[E1 0
Organ· 1,

• an animal cell
and

•
l i
• Describe the similarities and differences between
the i
l
structures of p ant and animal cells. Sketch the an
• preparing slides using onion peels and cheek cells.
VOCABULARY
-~---C_e_l_l _--:::::::::::°T_i_s_su_e 0 --:::::::::::°Organ ../°Organ system ..,...----oorganism
0 0 0 0
r r r r

Organization of similar Grouping of related

Coordination of " Association of
different organs to different organ
ifhe basic unit of life
I
11

cells tissues
complete the task systems
'- ,, '-

/Epidermis /Mitochondria /Chloroplast ~ Xylem 0

~ Phloem
0 0 0 0

Cell organelles Cell organelles which Plant tissue which Plant tissue
whichcovering of
Outer related to produce store light energy in conducts water from
organs in plants
transports food
energy from food the form of food roots to leaves prepared in leaves
Recall what you have learnt in previous classes
Different body parts (organs) of animals and plants perform different functions. Our brain controls
all the functions of our body. Heart pumps blood throughout the body. Stomach facilitates
digestion of food. Liver produces chemicals (enzymes) which speed up digestion of food. Lungs
conduct the exchange of gases. Kidneys help us to get rid of wastes. Roots in plants absorb
water and nutrients from soil. Stem supports the plants and leaves facilitate in making food
(Figure 1.1 ).

Bea~
Heart

man body and a plant

C/1 Correct statement

an mals and plants have

i

Different orga s of animals and plants

perform same functions (jobs),

Roots in plants absorb water and minerals from

the soil.

• Look at the picture of a light microscope. It is an instrument used to see very smal I things which are not
seen with naked eyes.
•

Think an~~disc your teacher and classmates:

• a ricks?

·--··-- ---- ---· -- ---·--•- --

• How a e bricks organized in building your ho me?
• Do the bricks eat food, breathe in air, grow a
nd rep roduc e?

- - · - -
-----·------·---•-- -
-- -
-· •• - - -- --
-
- --
--
 basic units that build up bodies of living organisms, i.e., plants, animal
What are s and
i
the ?

1.1 ELLS
C Thencept of cell has been taken from the cells of a
co honeycomb ng of numerous small boxes/rooms (Figure
consisti 1.2)
A cell is defined as the structural as well as functional unit of
living o the rganisms. An adult anima
l or plant i cons sts liof tril
cells. T ons of here are about 50 to 60 trillion
i cells n an adult
Cells arhuman body. e too small to see through . naked i eyes
structur M croscopic
l
es of plant and animal l
cells are shown below (Figure
1.3).
Riboso Go gi comp ex 1.2 Cells in a
honeycomb
Chloroplast Cell wall
Endopla i Centriol
es mes
reticulum

sm c Endoplas
mic
reticulu
m

l i

Different c res or parts of the cells are called cell organelles. Some common cell organelles
as seen under ight microscope and their functions are as follows:
Cell wall
Cell wall is present in the cells of -Cell wall
Chloroplast-++--E:1
plants, algae, fungi and bacteria. It Cell
Nucleus--H---1 membrane
is not present in animal cells. It
Vacuole-+ +---

,
makes the outer covering of the
Cytoplasm-•
cells. In plant cells, it is mainly
Mitochondrion----~ I
composed of cellulose. It supports
the cell and maintains its shape.
Figure 1.4 Cell wall and cell membrane in a plant cell
@ ..... _
Cell membrane
In animal cells, the outermost covering of the cell is called cell membrane. It is partially
permeable and is also called plasma membrane. It separates the interior of the cells from
the outer environment. In plant cell, it is found inside the cell wall (Figure 1.4). Cell membrane is
composed of lipids and proteins. Things enter or leave the cell by passing across the cell
membrane.
Nucleus
Nucleus is the most important
cell l i
organelle. In animal cells, it is l Go g
ocated
almost in the centre of the l compl
ex l
(Figure 1.5). In plant cells, a l cel Cytop asm
vacuole pushes it to one side arg l i
e
cell. Nucleus acts as brain of t
of the Endop
and controls all its functions. N
asm c
is also bounded by a mem
he cell reticulum
called nuclear membrane.
ucleus
material inside the nucleus is Centrioles
brane Nucleus
nucleoplasm. Nucleoplasm con
The
i thread like structures
called
chromosomes. Chromosomes ta ns Nucleolus
made up of DNA and protein. calle
You will learn about DNA in d di l
darklycoloured areas called nu a
Cytoplasm ~ r .
e i i l l
The content of the ~~er
present in the cytoplasm of the cell. These are involved
membrane is c I cytoplasm. t is in transport of materials from one place to another in the
a serru-viscous that mainly cell.
consistsnroteins, etc. Most of • Ribosomesare tiny structures in the cytoplasm which play
important role in making proteins from amino acids.
p nse place in cytoplasm. • Centrioles are two cylindrical bodies found close to each
It facilitates the cell organelles floating in other near the nucleus in an animal cell. These are not
it to function properly. found in plant cell. They play an important role by
moving towards the opposite poles of the nucleus at the
Chloroplast time of
cell division.

Plant cells have chloroplasts containing green pigment called chlorophyll (Figure 1.6). This
is the reason that the parts of the plants with chloroplasts in their cells look green.
Chlorophyll absorbs energy from sunlight which is used in photosynthesis for production of food.
Chloroplasts are thus called food producers in plant cells. Chloroplasts are not present in animal
cells.
 Figure 1.6 Chloroplast in pla t
Mitochondria ""
Mitochondria are rod shaped and double membran i ~rganelles present in the cytoplasm
of a cell (Figure 1.7). The inner membrane i mi oc ondria has finger like structures called
in the cells. Thi s is because, energy
~OJ.£1ri ng respiration, oxygenreacts with

Golgi complex Cell membrane

Figure 1.7 Mitochondrion in an animal cell
Vacuole
Cytoplasm of a plant cell contains a large organelle filled with water, food molecules and many
other substances called vacuole. It helps to maintain the shape of plant cell. It helps the plants in
growth. Animal cell contains many small vacuoles that store nutrients. Vacuoles can also store
waste products to keep rest of the cell protected from their poisonous effects.
@ ..... _
 Write what you think about and learn from the Figure given below:

Foo
d

Sun1ight
'
I
I

i i
M tochond r on

Energy
produc
ed
l
from i food in
the cells
of iv ng
bodies

o r teacher to check and correct your

comments.)

i :
Teacher Guide l
Fac litate students as under l i
• Provide prepared slides
l of animal and plant
l cells
l and hep
them examine these cells under ight m croscope.
• Help them sketch anima and plant cells and abe key organelles
in each.
 •!• Uni means one or single. Unicellular
Eugl ena
means single celled. Some organ i sms
li ke bacteri , a amoeba, l
eug ena,
l
paramecium and ch amydomonas ,
etc. are l sing e celled i organ sms.
l sing e
These cells can perform l
al the functions of li their
i fe ,
,
ndependently ,
i.e. they can move ;
, they can breathe .
they can get food
i
grow and reproduce Such organ sms
i .
are called unicellular organ sms
•:• l
Multicel ular organisms are
those whosei bod i es cons st of
l
many cells. Anima s and plants are the
i
examples of . l
mult cellular organisms Ch
amydomonas

Microscopic study

Teacher Guide

•
.8).
human body
i i
cells
Muscle ce re long and cylindrical. Their cylindrical shape helps them contract and relax to
produce movement. Nerve cells or neurons are long and branched. They send messages from
one part of the body to another. Red blood cells are disc shaped and filled with red coloured
pigment Haemoglobin can attach oxygen or carbon dioxide. Due to
'haemoglobin.'
haemoglobin, red blood cells take up oxygen from lungs and transport it to all the other body
cells. On the other side red blood cells take up carbon dioxide from all the body cells and carry it
to the lungs for its removal from the body. White blood cells are irregular in shapes. They help the
body fight infection and other diseases. Epithelial cells are flat tile-shaped or cube-shaped.
They are used to form sheets or layers, e.g., outermost layer of skin or inner lining of the
intestine. Bone cells are flat, short and irregular in shape. They give shape and provide support to
body parts.
Reproductive cells (sperms or eggs/ova) are used in sexual reproduction. We will learn about
sexual reproduction in plants in next chapter.

Red blood cell

Epithelial cells
Bone
cell

White blood cell

Nerve cell

1.1.3
S hapes and functionsof planteel
Cells formi ng different structures or parts in n,,m,n-,

cells in th e leaf of a plant as shown below (F"

Ai r space

Phloem cells
Guard cells
Figure 1.9 Cellsof differentshapesin a plantleaf

Epidermal cells are tile-like, which form protective layers (upper epidermis and lower epidermis.
Mesophyllcells are elongated or irregularly shaped. Their function is to prepare food. Xylem cells
are tubular in shape used to conduct water. Phloem cells are also tubular in shape used for
transport of food. Guard cells are kidney shaped which form pores in leaves called stomata for

@ ~-- ~~~~
exchange of gases and rem ova I of
water.
1.1.4 Levels of
cellularorganization
In multicellular organisms, cells with similar shapes and structures are organized for doing a
particular job. Such an organization of cells is called tissue. Different tissues are organized for
doing related jobs. Such organization of tissues forms an organ. Different organs are linked in
different
organ systems for performing different functions in the body of an organism(Figure
1.10).

Organis
m

l
Organ
System

t
Orga
n

t
Nerv l
e
Tiss tissue

l Mesophy
Anima
cell Plant cell
(Nerve cell) (Mesophyll cell)

Figure 1.10 Cellular levels from cell to organ system

1.2 TISSUES
1.2.1 PlantTissues
Plant cells are mostly rectangular in shape. Their shape is maintained due to rigid cell wall
surrounding them and a large vacuole in the cytoplasm. Similar cells group together to form a
tissue.
EpidermalTissue
of two types of cells called 0,
Outer protective
nd phloemlayer in (Figure
cells roots, stem and Palisade
mesophyll
leaves of dplants
phloem cells are
is called tu
epidermis. inIt Co
is ylem cells form x ~ Spongy
formed by tile-like cells, which are joined mesophyll ~--·
tiss onducts water f
together to form single layered tissue called Xylem ----==-,.-.._._
nd phloem
epidermis (Figure 1.11 ). The cells forming Phloem --__,,;..,,,->4
hich tran food from leaves Figure 1.12 Xylem and phloem
epidermal tissue are called epidermal cells. Lower
t epid ermis{
part e plant. Xylem and "----'-----l.c

Mesophyll Tissue Figure 1.11

Mesophyll tissue is also called photosynthetic tissue. It is specialize pare food and remove
wastes. It is located between upper and lower epidermal layers i~ aves (Figure 1.11). Cells
forming mesophyll tissue are called mesophyll cells. Palisa~ 111 ~_p~hyll cells are elongated and
tightly packed together forming a layer beneath the uppe~pidermis. These cells are rich in
chloroplasts and prepare food during photosynt~pongy mesophyll cells are loosely
arranged with air spaces among them. Spongy me~Ms located below the palisade layer and
above the lower epidermis. Photosynthesis also t&lace in spongy mesophyll cells.

VascularTissue <, ~ ,(2,

Vascular tissue is a complex tissue. It ~ Sieve tube
consists
xylem a
Xylem an mpanion
cells
shape. X
which c
(b) Phloem
leaves a
tissue w
issues in plants
to other
phloem r
• Activity 1.6 Preparing slides of onion cells
Teacher Guide
Facilitate students:
• Manage the material, e.g., onion, needle, glass slide, cover slips,
blotting paper, dropper, microscope, iodine solution, water, etc.
• Preparea slide of onion layer (tissue) following the procedure as
under:
1. Take a glassslide and put a water drop on its center.
/
2. Peel off a thin layer from onion and place it at the center of the slide
on water drop. Then, pour a little drop of iodine solution on the onion Peeling onion skin
layer.
3. Placea cover slip overthe onion layer on glassslide.
 4. Conduct a microscopic study of the cells in the tissue forming onion layer.
s. Draw the diagram of cells in onion layer tissue you examined.

· Scientific Investigati on
Teacher Guide
Faci I itate the students:
Conduct a research work using the facilities in school library or internet facility to:
• Learn about xylem and phloem with reference to their:
(a) location
(b) composition
(c) importance
• Relate the structures of xylem and phloem to the function they perform i -· on .......

1.2.2 Animal Tissues A <Z,

I
Animal tissues include epithelial tissue, muscle tissue, n~is~e, blood tissue, etc.
Epithelial Tissue
Epithelial tissue consists of epithelial
.c V
cells, whic,ri'r~~
packed closely to form flat sheets or layers. T · ~
makes the surface layer of skin and inner Ii · g f the~ <Z, Epidermis{
tubes or cavities in the body. Skin cells ar{!Nj thri_'c-
and are tightly attached to one anot . Tfi"ey m~ De rm is {
..,..lliiiiiiiiiiiiliiiiiii._;.;:;~'7
protective cover (skin) over the bo ). Hypod erm is { '•

Muscle Tissue _ (.~

Figure 1.13 Layers of human skin
Muscle tissue consist
(Figure 1.14). ave
~s Th e
contract and rela~roduce
Cardiac ~e heart mo
m~~s
ment.
heart b a pump bloo i
make
circulation I he body. Skele l
the
cause movement in bones.
d for ts
Smooth muscles are present i
ta muscles
body to cause movement in
organs.
nside
. Smooth muscle cell
N ervoustissue Figure 1.14 Muscle tissue
Each neuron has branched endings and a long fibre (Figure 1.15). Neurons forms nervous tissue
to transmit messages from one part of the body to another.
 Cell body
Axon

Sensory
neuron
--.i Dendrites -Axon
lnte~

Motor

neuron =:

Re
db
oo
d
Facilitate student~Y cell
• Mana~~riael,.g., sterile cotton swabs, glass slide,
plastic cove · sue papers, pipette or dropper, Cytoplasm
methylene blue solution, rcroscope, etc.
• Prepare a slide of human cheek cells following the procedure
as under:
1. Scrapinside of your mouth using a sterile cotton swab.
2. Smear the cotton swab on the glassslide.
3. Add a small drop of methylene blue solution on the specimen.
4. Placea cover slip on the specimen.
5. Remove the extra methylene blue solution by touching one side of the cover slip with tissue paper.
6. Observethe specimen under microscope.
7. Drawthe sketchof the human cheek cellsyou examined under microscope.
 · Scientific Investigation
Facilitate students investigate different levels of cellular organization shown bel ow:

Root hair cell Tissue Organ

organism

1.3 ORGANSANDORGANSVSTEMS o.
In higher plants and animals, different tissues are orga~~ doing related jobs. Such
an organization of tissues forms an organ. Different organ~inked to form an organ system.

1.3.1 Organs and organ systems in plan~~

Rootand shootsystemin plants QV
,
Root, stem, leaf and flower etc. are differ I
t ~ans
Shoot
i ts system
(Figure 1.17). Root and ts branches

Root
system

Organs and organ systems in a plant

Figure 1.17

Structure of Leaf
Facilitate students conduct research work as
under using library and internet facility:

Study the internal structure of root, Internal

stem and leaf. Structure of Stem

Relate the internal structure of

root, stem and leaf to their functions.
Internal
Structure of Root
1.3.1 Organs and organ systems in human body
Different organ systems such as digestive system, breathing system, blood circulatory system and
excretory system consisting of different organs work together in human body to keep it alive
(Figure 1.18)

Salivary
Mouth
glands
Nas al
cavity
Pharynx
Oral cavity Oesophagus
Trachea Larynx
Lun gs

Liv
er
Stomach
Pancreas
Small
intesti
ne
Rectum
Br

onchus Air sacs

Breathing system Digestive system

Right------
1
kidney
Left
kidn
ey

___,__,_ _
Dor
sal
aort
a

Excretory system Blood circulatory system

Figure 1.18 Different organ systems of human body

 Think and discuss with your teacher and classmates, the functions of the organs involved in the following organ
systems in man.
1. Digestive system 2. Breathing system 3. Blood circulatory system 4. Excretory systm

(i) List the tissues and organs involved to form root system in plants.

Tissues Organs

(ii)

Tissues Organs

~ (lj KEY POINTS

The structural as well as functional unit of the living organisms is called cell.
• Different structures or parts of the cells are called cell organelles.
• Similar cells are organized for doing a particular job. Such an organization of cells is called
tissue.
• Outer protective layer in roots, stem and leaves of plants is called epidermis. It is formed by tile•
like cells which arejoined together to form single layered tissue called epidermal tissue.
• Epidermal tissue forming upper layer in the leaf structure is called upper epidermis and that
forming lower layer is called lower epidermis.
• The cells forming epidermal tissue are called epidermal cells.
@ ........ _
• Mesophyll tissue is also called photosynthetic tissue. It is related to prepare food .
• Vascular tissue is a complex tissue. It consists of two types of cells called xylem and phloem cells.
• Xylem and phloem cells are tubular in shape. Xylem cells form xylem tissue which conducts
water from roots to leaves and phloem cells form phloem tissue which transports food from
leaves to other parts of the plant.
• In epithelial tissue, cells are packed closely to form flat sheets or layers. This tissue makes the
surface layer of skin and inner linings of the tubes or cavities in human body.
• Muscle tissue consists of muscle cells which contract and relax to produ*ovement in the
body. Q
• Neurons form nerve tissue. neuron cells have branched endings a~Q:i fibre. They transmit
messages from one part of the body to another. ~
• Different tissues are organized for doing related jobs. Such a~ization of tissues forms an
organ. (l,'
Different organs are linked in an organ system unction.
for a p f

QUES
1.1 Encirclethe rJ
correctoption. ~, ~(l,
1.
a. single vacuole
Ananimalcellhas:
b. tw o~ _!", . manyvacuoles d. no vacuole
2. Mitochondriaare the~I an~ at play role
in:
a. protein synthesis ~ ~ ~ b. food production

3
c. producing ene
Chromosom
om 0 d. removing waste products

~re t1 •
a. chlor~ll
b
c. cell wall d. vacuole
4. Cell m~ane i.,.....,....
a. eins and lipi b. cellulose and
lipids lose and proteins d. lipids
-~
5. phyllisa pigmentwhosecolouris:
tu,.,..o
b. blue c. yellow d. green
red
6. Human skin ismade of:
a. muscle tissue b. blood tissue
c. epidermal tissue d. epithelial tissue
7. Oxygen iscarriedfromlungsand suppliedto the whole body by:
a. white blood cells b. red blood cells
c. platelets d. bone cells
8. Site for respiration in a cell
is:
b. endoplasmic reticulum
a. nucleus
d. mitochondria
c. chloroplast
®
 9. Water is conductedfrom rootsto leaves by:
a. xylem b. phloem c. epidermis d. mesophyll
10. Kidneys perform functionsrelated to:
a. digestive system b. breathing system
c. circulatory system d. excretory system
1.2 Give short answers.
1. Name the cell organelle that controls the whole cell activity.
2. Write the function of blood in human body. ~
3. Enlist the organs involved in blood circulatory system in man. Q
4. Name the red coloured pigment present in red blood ce~Q
1.3 Differentiate between: :~
1. Animal cell and plant cell 2. Cytoplas nucleoplasm
3. Xylem and phloem 4. Epi ssue and epithelial tissue
5. Root system and shoot system in plants ~
1.4 ConstructedResponse Questions ~- V
1. Relate the structures of the followin ~it~e functions they perform.
(a) Cell wall (b) lls (c) Xylem
(d) Phloem (e) ~ 1 uole~ t cell

2. Identify the organization of m n'\'}su~~ollowing and state their functions:

~.p'
()"
Muscles and bones (b) Xylem and phloem

1.5 Investigate
1. Function of muscle tissues in:
(a) Heart (b)
Stomach (c) Eye
2. Structure and functions of the following in plants:
(a) Epidermal tissue' (b) Mesophyll tissue (c) Chloroplast
1.6 Project
Make a simple microscope using no cost/ low cost material with the help of your teacher
and use it to examine the venation on plant leaves and different body parts of insects.
 Where do
l i iv ng

things
come
from?

ll£>2 0
/1

I
l i .
•
• nquire how artificial propagation can lead to
better qua ity yield in agr culture
..----"Species 0
~Gametes / Pollination .-"Stamen
0 0 0

A group of organisms Transfer of pollen grains

having a very large Reproductive cells from anther of stamen to Male reproductive part
(sperms or eggs) of the flower
number of similarities. I the stigma of the carpel

.--o Carpel 0
.-"Zygote 0
~Grafting 0
-" Tuber 0

Female reproductive The cell produced by Artificial vegetative An underground stem

part of the flower. the
fusion of gametes propagation (asexual which develops into new
(sperm and egg) reproduction) In plants. plant asexually
Recall what you have learnt in previous classes
We have learnt about flowers which are reproductive organs in plants (Figure2.1).

Stigma}

Style Carpel

l
Peta

Stamens are the male reproductive parts of a flovf!'ar arpels are the female reproductive
parts of the flower. Male reproductive parts of an or: 'fll~roduce male gametes (sperms) and
female
i i s chapter we iw ll learn in ail,
reproduct ve parts produce female game In th
det the process of reproduction in plants.

Activity 2.1 Assessment

C /I Correct statement

Eggs are c d in the ovule, developed in the

ovary (a part of the carpel) of a flower.

Sperm cells are also called male sex cells.

Ova or eggs are also called male sex cells.

2.1 REPRODUCTION
Living organisms produce their offspring. The process by which living organisms produce
offspring is called reproduction. Reproduction is of two types, i.e., sexual reproduction and asexual
reproduction.
2.1.1 Sexual Reproduction in Plants
Sexual reproduction is a process in which a sperm and egg fuse to form a zygote. Zygote develops
into embryo which after passing through many developmental stages forms a new organism.
Mostly, the flowering plants reproduce sexually.
Sexual reproduction in plants involves the following processes:
• Pollination • Fertilization • Seed formation • Seed germination

Pollinatio
n
Transfer of pollen grains from the anther
i of
the
.
stamen to the stigma of the carpel s called
c
pollination (Figure 2.2) Transfer of pollen
grains from the anther of a flower to the
stigma of the same flower (A) or to the stigma of
another flower on the same plant (B) is called
self-pollination. It takes place in pea, cotton
and tomato, etc.
Transfer of pollen grains from the anther of a
,-----""'-------~~--~--~-- ,

_,,.
flower
pla to the stigma of the flower on another
.
.

~ e 2.2 Pollination in flowering plants

e carpel. On the stigma a pollen

grain
e containing two male gametes Pollen
tube
ovule in the ovary (Figure 2.3)

Figure 2.3 Transfer of male gamete to the female gamete

Fertilization
In the ovary, pollen tube enters an ovule and releases its sperms in it. One of the two sperms fuses
with the egg and forms zygote. This process is called fertilization. The other sperm fuses with two
polar nuclei in the ovule to form a triploid endosperm. This is called double fertilization. The
triploid endosperm develops to form a food source for the growing embryo.
21
Seed formation
After fertilization, sepals, petals and stamens dry up and fall. Zygote develops into embryo.
The ovule containing embryo forms seed. Ovary grows large and develops into a fruit. Fruit
Protects seed(s). During seed formation, the ovule containing embryo, expands. The embryo
gradually develops into cotyledon(s,) plumule and radicle (Figure 2.4). Cotyledon contains
food for the
embryo.

Embryo

Seed dispersal
Seeds of some p ants are d spersed or carried
(Figure 2.5). l i

Seed dispersal by animal

germ nates to grow as eaves and stem of Coty edon

i l l

Figure 2.6 Bean seed structure

 the shoot (Figure 2.7). Cotyledons form the first leaflets of seed. These leaflets provide food to
the growing roots and shoot till the new leaves appear on the stem.

i
The seed
s
dispersed

Figure
2.7
:

Facilitate Students investigate as under

• Search and arrange the flowers of China rose.
• Count the number of carpels in a flower __

C /I Correct statement

China rose flowers alwa

Teacher Guide
Facilitate students:
Discuss the ways of pollination in plants and brainstorm about the identification The birds and bats also

of the characteristics of insect pollinated flowers, wind pollinated flowers and pollinate plants.

water Pollinated flowers.

 Teacher Guide
Facilitate students as under:
• Bring different flowers in classroom .
./ Observe and record as under:
./ Number of sepals colour of sepals _
./ Number of petals colour of petals _
./ Number of stamens colour of stamens _
./ Number of carpels colour of carpels _
• Dissect different parts of each flower, examine and draw sketch of each part.

2.1.2 Asexual Reproductionin

Plants ""-'""'
Asexual reproduction is a process of producing offspring/ (youn'
fusion of male and female gametes and formation of zygote s reproduction in plants is also
termed as vegetative propagation. This is because, during is process, vegetative parts, i.e.,
roots, stem and leaves of the parent plant can grow· w plants. Plants reproduce asexually
through natural vegetative propagation. New t can also be produced by artificial
vegetative propagation. (
Natural vegetative propagation ~
O.
Underground stems (bulb, tuber, etc.) an
propagation in plants. Q the C::JC-.
run~Ve the examples of natural vegetative

Bulb ~~ ~
An underground stem with th~ves is d
bulb (Figure 2.8). The le~~v;~--
nion, tulip, and daffodil h \.1 lb .
is an outgrowth in the ce o th alled
bud,
which grows into~lant when lJ

Tuber (2,
Tuber is rground thick stem of plant as in
potato. It has eyes' which are actually buds. When
pieces of potato having eyes are buried in the soil,
new plants develop from them (Figure 2.9).
Runners
In some plants such as strawberry and grasses,
stems are spread horizontally above the ground.
These stems are called runners. Runners have
nodes where buds are present. New plants grow
from these buds (Figure 2.10). Figure 2.10 Runner
Artificial vegetative propagation
Cutting, grafting, budding and layering are the examples of artificial vegetative propagation.

Cutting
l
In this process, a part of the p ant such as stem
having buds on it is cut and planted n the soil.
i
(Figure 2.11 ), After some days buds on the
i l
underground part of the cutt ng grow into roots and
the buds on the area part of the cutting grow to form,
stem and leaves. Rose bougainvillea, sugar cane, etc.,
are the plants that can be grown using this technique.

Figure 2.12 Layering

these parts will~~ ejoi ned together and grow

Figure 2.13 Grafting
into new varietytQ..._~~lant. The stock provides
tothesci~~
Budding
Budding is a technique likewise the grafting. In this
process, a bud is used as scion (Figure 2.14).
Grafting and budding techniques are successfully used
to get new varieties of mangoes and many other
woody and nursery plants. The processes need a great
deal of skill. Grafting and budding techniques give
hardness, drought-tolerance or disease resistance. Figure 2.14 Budding
 ~ Ginger plants grow from rhizome. A
rhizome is an underground stem having
nodes on it. The roots and leavesof the
young plant grow from the nodes on
rhizome.
~ Some plants like Bryophyllum have buds
on the edges of their leaves. If such a
leaf is detached from the plant and falls on
soil, the buds on it may grow into new plant. Ginger (Adrak)

2.1.3 Advantages of Artificial Prop agation ~

Rapidly growing population has increased the demand of food· r · , vegetables, cereals and
flowers, etc. It is the artificial vegetative propagation techn~0 ch helps us to cope with the

~«:::>
heavy demand of food and other agricultural products. rvfa~plants can be grown from single
plant using this technique. It is helpful to: D you know?
• Produce better varieties of fruit and vegetables : ~ Bamboo forests cover the huge
area. Often all the plants in the
Grow required food producing plants agai
bamboo forest are the offspring of
• Produce s eedless fruits, e.g., oranges, g a plant that is reproducing
• Combine g single y.
asexuall
a new plant.ood characteristics of two

duction
Sexual repro
• Gametes( hich fuse to produce new
sperms~ • Gametes are formed,
• Offspring hav~cteristicsof on y one parent. • Offspring have the characteristics of both the
parent plants.
• Large
time~~
-\'?!,f plants can be produced in short • Less number of plants can be produced in a
limited time.
• Offspring are identical to the parent. • Offspring are not identical to the parents.

Teacher Guide
Facilitatestudents investigate the scope of various professions, e.g.,
botanists, farmers, gardeners, florists, etc., How can they benefit from the
technique of artificial propagation in plants?
 Reproduction is the process during which living organisms produce offspring.
• Reproduction is of two types, i.e., sexual reproduction and asexual reproduction .
• In sexual reproduction, male and female gametes fuse to produce a new organism .
• In asexual reproduction, there is no fusion of male and female gametes .
• Flowers are the reproductive organs in plants. Stamens are male parts of a flower;
whereas carpels are female parts ofthe flower.
• Each stamen consists of a filament and an anther. Male gametes are pres
which are produced in the anther. Q · pollen grains

• Each carpel consists of stigma, style and ovary. Ovary contains ovule_gale gametes (eggs
or ova) are present in the ovule. ~~
• Transfer of pollen grains from anther of stamen to the stigma el is called pollination .
• On reaching the sigma, pollen grain grows a tube (poll~u, down in the style to reach the
ovule in the ovary. .. ~
• Fusion of male gamete with the female gamete to~single fertilized egg (zygote) is called
fertilization. ~ V
• Vegetative propagation is an asexual reproduE, process in which plants use their vegetative
parts (root, stem or leaf) to produce new~.
Cutting, grafting, budding and layering ~e~ exa of artificial vegetative propagation.
• Undergro.un~ stems (bulb, tuber, etc<:, thf"~s are the examples of natural vegetative
propagation rn plants. ~ ,.,,,...)

•
2.1
1.
grain d. ovum
c. pollen
2. pollination
b. cross e fertilization
3. Zygote develops into:
c. fertilization d. doubl
a. embryo b. embryo sac c. endosperm d. ovule
4. Asexual reproduction in which stem of a plant is buried in soil near the
parent plant:
a. layering b. budding c. cutting d. grafting
5. The organ of a plant whichtakes part in sexual reproduction:
a. root b. stem c. leaf d. flower
6. The structurewhich is helpful to carry sperms to the ovary:
a. pollen tube b. stigma c. style d. ovary

®
 7. Which is the example of natural vegetative propagation?
a. runners' growth into new plant b. budding
c. cutting d. grafting
8. Production of new plant from underground stem is an example of:
a. sexual reproduction b. asexual reproduction
c. self-pollination d. cross pollination
9. Fusion of a sperm with two polar nuclei forms:

1 O.
a. zygote b. embryo
Male reproductivecell:
c. ovum ,
endosperm
Q'
a. egg b. sperm c. neuron Q
d. zygote
2.2 Differentiate between: ~
1. Sexual reproduction and asexual reproduction ~

2. Self-pollination and cross pollination X 0J11en grain and ovul

e

4. Fertilization and double fertilization :>. ~ Budding and

V
C
2.3 6. short
Give Scionanswers.
and stock ~ ~ grafting
1. Name three self-pollinated plants.
2. Name three cross pollinated pl t .
3. Name the underground sten(i.th unde tural vegetative propagation.
4. What are runners? r\' ({j,
5. Name different parts of. e ~pel le reproductive structure).
2.4 Constructed Response Q ns ~
1. Sexual reprodurm~m pla olves production and fusion of male and female
gametes.
(a)
~~~
Wt\i~ . ga
s
s
(b) ~e are es produced in a plant body?
(c) ~owdo male and female gametes approach each other for fusion?

2.
c ~hy do male and female gametes fuse with each other?
lower can produce millions of pollen grains and less number of ovules. Why do
u think it happens so?
3. What do you think is the most effective way of plants reproduction?
4. Describe the advantages of artificial vegetative propagation in plants.
5. Write a brief note on each of the following:
(a) Cutting (b) Layering (c) Grafting (d) Budding
2.5 Scientific investigation:
Teacher Guide
Facilitate students conduct the activity and investigate as under:
1. Visit your school garden or any garden in your locality, observe, select and make a
 list of 10flowering plants.
2. Collect information/ knowledge about each of the 10 plants you selected using your
school library or internet facility and record the data as under:

Sr. Name of plant Mode of reproductionit Type of pollination it Agentof pollinationin

No. undergoes (sexual, undergoes (self, cross casethe plant
asexual or both) or both) undergoes cross
pollination

2
3
4
5
6
7
8
9
10
i i i l
qu red nformat on is not re evant
i .
to the plant under examinat on
2.6 Project:
Teacher Guide

• e number of parts as
under: Sepals= .

2. Petals= .
3. Stamens ::: .
4. Carpels e .

• Open the ovary of the flower and observe what do you find inside?
• Draw a cross-section diagram of the dissected flower and label its parts.
• Conduct a discussion with your teacher and classmates and explain how different parts
of a flower take part in the process of reproduction in plants?
• Repeat the above activity using each of the four other flowers you brought in the
classroom.
 What w i ll you
suggest to eat
for babies of
age group 1 to
10

~3 0
1,

l i ' i
• essentia nutr ents defic
ency disorders. i
• Recognize that a healthy d et contains a balance
of food stuffs. i .
• Correlate diet and f tness

•
VOCABULARY
/Nutrients /Carbohydrates /Proteins / Fats
0 O 0 0

Nutrients required for Nutrients which protect

Useful materials Nutrients which are growth, repair, vital body organs and
present in food quick source of energy reproduction and many are richest source of
other vital functions energy

~ Diet 0
/Balanceddiet O
/Vitamins 0

Diet containing proper

A diet is all that we eat amount of each Nutrients required by
our body in very small
in a day nutrient required by an
individual quantities
Recall what you have learnt in previous classes
We have learnt about the following:
• Ways of maintaining good health.
• Balanced diet
• Different food groups (Figure 3.1 ):
Fruit and Milk and milk
Grain
group vegetable group

' · l .
Write C' against the correct and T against the in the middle co umn Also correct
the incorrect statement and write it in the next col

Correct/1 ncorrect Correct statement

, , ,
des beef mutton fish

such as apple, orange, anana, mango, grapes,

papaya, etc., and vegeta bles such as ladyfinger,
turnip, radish, carrot, ca bage and potato, etc.

Inquiry 3.1

Teacher Guide
Facilitatestudents:
• Conduct an interactive discussionon the following hypothesis:
 Hypothesis

"Eating too many candies daily is not good for our health"

• What do you conclude from the discussion?

Food provides us energy and nutrients needed for vital processes like , , reproduction
growt
and protection from diseases, etc. We use different types of foods. ir food items are
immediate sources of energy. Some foods are best for providing n s for growth and repair.
Some keep us healthy and protect from diseases. So, food itemH11 divided into different food
groups. Let us discuss different food groups, their sources a ·~ance.

3.1 FOOD GROUPS AND

SOURCES Plants and animals are the main
sources of food (F" come from plants. Fish, meat,
egg, milk, etc., are o
products of those got from plants and animal

Figure 3.2 Differenttypes of foods

On the basis of nutrients, foods are classified as
under:
• Carbohydrates • Proteins • Fats
• Vitamins • Minerals
3.1.1 Carbohydrates
Glucose, sugar, starch, etc., are the foods belonging to the group called carbohydrates. Sugars are
present in honey, fruits, milk, etc. Wheat, rice, barley, potato, tomato and other vegetables
®_ ....... _
(Figure 3.3) are rich in carbohydrates called starch.

Rice Bread Chapatis Bananas Potatoes

Figure 3.3 Foods rich in carbohydrates

Carbohydrates are quick source of energy for our body. Most of the energ)\,.rt._eds of our body
are met by carbohydrates. So, they work as fuel for our body. Q,
Carbohydrates are made from the elements of carbon, hydrogen and ~en. On digestion in
small intestine, carbohydrates are converted into simple sug · e glucose etc., which
are absorbed in the blood through the walls of small intes~
During blood circulation, these glucose molecules are tra o~ Point to ponder!
to every cell of our body. In mitochondria of our ody lls, Why does our body need
carbohydrates on daily basis?

+ H20 + Energy
Water

i
Ch cken

Eggs Fish Meat

Figure 3.4 Foods rich in

protein

Proteins are made from the elements of carbon, hydrogen, oxygen and nitrogen. On digestion in
small intestine, complex protein molecules are converted into simpler units called amino
acids.

®----~" """l!'l'!I~""~~;,;;,,;
These amino acids are absorbed in blood through the walls of small
intestine. During blood circulation, the said amino acids are
e Informative
Ribosomes are the cell
transported to every body cell. It is the body cells where amino acids
organelles involved in
are reorganized into special kinds of proteins required for growth, protein synthesis from
repair and other vital functions. Substances such as enzymes and amino acids.
antibodiesare also made of proteins.
3.1.3 Fats

s are the richest source of energy.

They produce more than two times energy
produced by same amount of carbohydrates.
A thick l ayer of fat under the skin of seals
l wa ruses
and keeps them warm in the
i
extreme . Regions
cond tions of Polar
•!• Edible oils are the fats which are liquid at
.
room temperature

Procedure
• Take two pieces of absorbent paper, such as newspaper and mark them 'A' and 'B'.
• Take a little drop of cooking oil and rub it on the paper 'A'.
• Take a little drop of water and rub it on the paper 'B'.
• Let the two samples (A and B) dry.
• Examine the result of two papers (A and B).
• Write what do you conclude from the test.
Conclusion
3.1.4 Vitamins
Vitamins are the component of food which are needed by our body in very small quantities.
Vitamins do not produce energy, but they a re essentia I for growth and
proper body functioning. They protect us from diseases and keep our
• Vitamin A. D, E and Kare
eyes, bones, teeth and gums healthy. Vitamins are of different types
not soluble in water.
and are represented by letters of alphabet, e.g., Vitamin A, B, C, D, E They arefat soluble.
and K. Different vitamins along with their sources and functions are • Vitamin B and C are
i i
g ven n Table 3.1.
Table 3.1 Vitamins, their sources and
functions
Vitamin Source
l Keepseyes hea
A Carrots, cod iver, oil etc.
night blindnes l
, , ,
BBanana fish , wheat , fresh meat. B n eri ( ack of.
energy) vegetables grains etc. l f nervous
system i ,
, l .
C trus fruits
, orange guava, broccoli, s ski hea thy and protects
c from strawberry
i , ,
etc.
,
-swollen and b eeding
gums
cts from Rickets- A disease in
D M lk , cod liver soybean
, etc.

E Eggsl dry fruits, peas

etc. K Milk, eafy

vegetables

3.1.5

Minerals of sodium, iodine and phosphorous

are the important part of our food. They
• Makes bones and play key roles in our body as under:
teeth strong. Milk, green •:• Sodium maintains the balance of water
Calcium and minerals. It regulates the blood
.
• Makes muscles healthy.
Helps the blood clot.
vegetables, eggs, fish
pressure also.
•!• Iodine is needed for production of
Makes haemoglobin in red blood Liver, meat, eggs, thyroid hormones and normal
functioning of thyroid.
Iron cells that carry oxygen from dark green vegetables, ·:· Phosphorus is the component of bones,
lungs to al I body cells. apples, teeth, DNA, and RNA. It is also the part
of energy packets (ATP).
Fibre and water are also important part of our food.

@_ ~"
""""l!"l'!I!~""~~;,;;,,;
3.1.6 Fibre
Fibre is a type of carbohydrates which are not digested in human body. It is found in fruit,
vegetables, brown rice, cereals, etc. it works as roughage and helps the food move easily through
our intestines.
3.1.7 Water
Water is an essential component of our meals. We drink water Point to ponder!
directly. In addition, almost all our food items contain water. It The condition in which loss of
helps in the movement of food in the alimentary canal, flow of water from t e body is more and
blood in blood vessels, removal of wastes from the body and keeps intake of is less, is called
the body at normal temperature. deh ydra o

3.2 BALANCED DIET

~
Different foods contain different amounts of nutrients. A diet is a_l_:~ e eat in a day. A balanced

°"
diet contains proper amount per nutrient that our body .'Jr:'0"'er eating or intake of food
containing nutrients in less amounts than needed in our l5o~ creates health problems. Use of
balanced diet keeps our body healthy.
Food items are required in different amounts for t.M{p~le of different age groups. Nutrients
requirement depends on the age, job of the p sin ~d health conditions. A mixture of foods
having proper amounts of all the nutrients n r a person suitable to its age,job and health
conditions is called balanced diet for thatf,e1 n. Fo atients of high blood pressure, heart,
kidneys, diabetes, etc., proper diets are s~te~ hysicians.
Correlationof Diet and Fitnesh..
~
Eating a healthy balanced diet ~n ~lar ex cise maintains physical and mental health. A chart
of balanced diets for the peo diff~ge groups having normal health conditions and
doing routine works is given~ le -~~f diet as suggested in this Table keeps human
body
fit and healthy. Table3. of b dietsfor the eo le of differenta
e

Balanced diet
, of 1 to 2 year age)
,
Milk, ,
sugar, egg ,
fruit juice (for ce, bread (for 3 to 4 year age) Milk,
Young age baby
sugar, egg, fruit, vegetables, honey, rice, bread, butter,
boneless chicken, fish (for 5 to 8 year age)
Milk, sugar, egg, fruit, vegetables, honey, rice, bread,
butter, cheese, chicken, fish, meat, dry fruit, (for 9 to 18 year age)
Milk, sugar, egg, fruit, vegetables, honey, rice, bread,
butter, cheese, chicken, fish, meat, dry fruit, beef, (for 19 to 40 year
Adult age age)
Milk, egg, fruit, vegetables, rice, bread, cheese, chicken, fish, dry
fruit, (for 41 to 50 year age)

Milk (fat free), egg, fruit, vegetables, rice, bread, cheese, chicken,
Old age fish (for 50 to onwards)
3.2.1 Unbalanced Diet
A diet lacking one or more essential components of food needed by a person is called unbalanced
diet for that person. We may become sick, if we use unbalanced diet. Continuous use
of unbalanced diet affects the growth and health of our body.
3.2.2 Nutritional Deficiency Disorders
Table 3.4 shows the effects of nutritional deficiency (unbalanced diet) in food.
Table 3.4 Effects of unbalanced
diet
Deficiency in food Effects

Deficiency of proteins Affects the growth of body

Deficiency of vitamin A Affects v sion
i
Deficiency of vitamin

C Def ciency of vitam

i i
n D

• Matc :
h the effect with the cause
Effect Cause

i
Deficiency of prote ns

i i
• Defic ency of vitam n
A

• • Deficiency of v tamin
C
i i

• Deficiency of v tam n
D
)
3.3 FOOD PYRAMID
Food pyramid is a chart that helps us in choosing different food items for our daily diet.
Figure 3.7 shows such a chart of food items placed in different shelves. The base of the
chart shows what we can take the maximum. The top of the chart shows what we should
use the
minimum.

~
o
~
, ,
Milk cheese
yogurt M~~
eggs

l s
Vegetab e

, , ,

d c eals rice

,~,.
pasta
• Recordwhaty~nthebreakfast, lunch and dinner.

.... Day Breakfast Lunc Dinner

<111 ~ ~1 h
... . Monday
2 Tuesday

3 Wednesday

4 Thursday

5 Friday

6 Saturday

7 Sunday

• Examine the record and conclude whether your diet is balanced or not.
 KEYPOINTS
.
• Plants and animals are the main sources of our food .
• Food provides us energy and matters essential for growth, repair and reproduction .
• Carbohydrates, proteins, fats, vitamins and minerals are main groups of food .
• Carbohydrates are the immediate source of energy .
• Proteins are needed for growth, repair and other vital functions in the body .
• Fats provide protection and safety cover to vital body organs, like, br~t.._ heart, liver, etc.
They are also the secondary source of energy. Q'
• Vitamins and minerals are required in small amounts, but, the}'. re essential for proper
growth and maintenance of good health. ~
• Balanced diet contains proper amounts of all necessary nutri
• Food pyramid helps to select proper diet. ~ 0
3.1 Encircle the correctoption.
1. An immediate source of ener Ur body is:
a. mango b. chic n ~0,ushroom d. meat
2. Food rich in proteins is: Q C::Jflj,
a. potato b~apes c. fish d. nee
3. Whichfood is be5t(e) ovi6'-fats?
a. fruits ~~- bu c. vegetables d. bread
4. Foodr~~ oh d
a. car I c. egg d. starch
5. So r of vitamin

6.
~' ? }. salt
rce of starch is:
b. carrot c. mustard oil d. sugar

egg b. meat c. fish d. potato

7. Vegetable oilsare includedin the food group:
a. carbohydrates b. proteins c. fats d. vitamins
8. Balanced diet for an infant is:
a. fruit b. milk c. vegetable d. egg
9. Which vitamin makes the bones strong?
a. Vitamin A b. Vitamin B c. Vitamin C d. Vitamin D
10. Iron isa:
a. vitamin b. mineral c. carbohydrate d. protein

®
3.2 Write short answers.
1. Why do we need food?
2. Name major food groups.
3. Name sources of vitamin A.
4. Enlist the sources of vitamin C and D.
5. List sources of minerals.
6. What is unbalanced diet?
7. Is table salt a mineral? ~
3.3 Answerthe following questions. Q
1. What is balanced diet? Describe importance of balanced di~
2. Describe sources and functions of carbohydrates. ~
3. Describe sources and functions of proteins. ~
4. State sources and functions of vitamins. ~ (2j
5. Explain the sources and functions of minerals ... "'
6. Describe sources and functions of fats. ~
7. What is a food pyramid? Explain. ~ V
8. Why is it important to eat food fro~oti groups?

3.4 Match columnA with B.

B
Food pyramid

Balanced diet

Sodium

Proteins

Goiter

ciency of iodine Vitamin C

3.5 cted Response Questions.
What food can people eat to prevent them g scurvy?
gettin g rickets?
3. What does body need the following for?
(a) glucose (b) fats (c) proteins
4. A diet containing some nutrients too much and some too little, is called unbalanced
diet.
(a) What can happen if someone takes unbalanced diet for a long time?
(b) What will happen if there is deficiency of iron in the food?
(c) What will happen if there is deficiency vitamin C?
@_ ....... _
 5. Some people do not eat meat.
(a) What should they eat to meet the deficiency of proteins?
(b) How may they suffer if they take protein deficient food for a long time?
(c) Name five proteins found in human body.
3.6 Investigate the disorders caused by deficiency of the following nutrients in
human diet:
(a) Vitamin A (b) Vitamin C (c) Vitamin D (d) Iron (e) Calcium
3.7 Project: "-L_
• Enlist your 10 friends.
Collect the information
r'
regarding their daily diet for 30 day~'1-fecord the data as
under: nything
edother Nutritional
A
Sr. No. Fooditems Fooditems an the deficiencyin
usthe d routine dailydiet if
Name age taken during any
th breakfast sai eals
1 m

10

• Examine the data regarding food items taken for 30 days by each of your friend whether
it is a balanced diet or not.
• Suggest healthy tips to those who have used unbalanced diet during the past 30 days.

®
 lMo ecule
breaks i
at this po nt 0

Molecule
f
o Enzyme combineswith i
E l
substancefor a short t me
nzyme mo ecule

i
Every act
vity or
function of
our body to
.
keep us alive
needs energy

Human
~4 0
Digesti m 1,

ii StudentsLearningOutco~
After studying i;~pte~entswill be able to:

• State the impo'\'.,O S ~es the • Conclude that blood transports the

o~ i
human bod~ ¥scri cal and products of digestion to other parts of
chemical~tion. the body and the undigested products get
• Sequen~~main regions of Alimentary egested/ defecated.
"(lssociated organs and describe • Briefly describe some major digestive
ctions of different parts of the disorders.
ary Canal.
• Briefly describe the role of enzymes in
digestion.

VOCABULARY
c:::::°Gland /Enzyme ,PSalivary gland~ /Gastric gland~ -c::::::::::B° ?Pancreaitc
O
s ile juice
O 0 0
Glands in oral cavity Glands in the walls of
Juice released by
Typesof proteins which secrete saliva stomach which Fluid released by
Organs in our body pancreas. It
that speed up containing enzymes secrete gastric juice liver and stored in
which secrete contains enzymes
chemical reactions that start digestion containing enzymes gallblader. It helps
enzymes and that complete
occurring in our process that facilitate in digestion of fats.
hormones digestion in small
body in the oral cavity digestion process
intestine
in the stomach
Recall what you have learnt in previous classes
We have learnt about the followings in chapter 1 and 3 of this book:
• The organs involved in the digestive system in human body (Figure 4.1 ).
• Foods containing carbohydrates, fats, proteins, vitamins and, minerals etc., (Figure 4.2).

V
" c)
:
.
.
.
.
.i
i
i
0
i
.
.
.
.
.
0
.
.

Append x , i l , ns,
l on
into blood. In order to get the food absorbed into blood for its transport to every part of the body,
it is first broken down into smaller diffusible pieces which can pass across the walls of small
intestine.

The process during which large and complex food molecules are broken down into such smaller
pieces which pass across the walls of small intestine and absorb into the blood is called digestion
of food. The complete digestion of food comprises of two processes i.e., physical digestion and
chemical digestion.
Physical digestion
The crushing of large food molecules into smaller pieces is called physical digestion. In the oral
cavity, large food molecules are chewed and crushed into small pieces with the help of teeth and
tongue. Muscular walls of stomach also break down the food into smaller pieces.

Chemical digestion
The change of non-diffusible food molecules into diffusible or soluble food molecules with the help of
some chemical substances (enzymes) is called chemical digestion. Enzym~ pecial types of
proteins in our body that speed up the different chemical processes. Amyl ~ase, protease, etc.,
are the examples of some enzymes that are involved in digestion ymes change the
ff e
o composition of substances but don't undergo any change enz
intheirow

~ Activity 4.1 Assessment ~ <lJ

the middle column. Also correct the

Correct/Incorrect Correct statement

Bread,rice, potato, etc., are the sources

.
of proteins

Butter and oil are the sources of fa~s.

• Conduct a discussion on the following hypothesis:

Hypothesis
"Enzymesare specific in their functions"

• What do you conclude from the discussion?

®
4.1.1 Human DigestiveSystem
Human digestive system consists of a long tube called alimentary canal and digestive glands
{Figure 4.3).

i
------- Sal
Oral cavity------•
varyglands
Mouth-------
L--'ir---+-------- Pharynx

Liver-----------
Ga II bladder-----
1:--------rt-•
~
i----
Pancreas-------- +4-.J
Small intestine------+-_,_~ -o-,;..~~o-\
·
Large intestine ---------i +---+-+--++-

Appendix ---------1---4-+-~o;;.r .. -=--,c_----++----+---- Rectum

L-...1~"-J~=--~-==f----- Anus
Figure 4.3
· stive s s

4.1.2 Alimentary Canal ~ ')j,

Alimentary canal is a long tube in ON._oYy whi~gins at the mouth and ends at the anus.
At different regions, alimentary qin()"5hap~to specific structures or organs which
perform
specific functions. These org ~e o~I . ~,~ oesophagus, stomach, small intestine and large
intestine {Figure4.3). \ (2, Q"
Oral cavity ~ ~
r I cavity {Figure 4.4). In the oral cavity,
o types of teeth (incisors, canines, pre•
u which cut and grind the food during
chewing action. At floor of the oral cavity, there is a tongue
which has taste buds to taste different kinds of foods. There are
Mouth
three pairs of salivary glands which open in the oral cavity to
Pharynx
secrete saliva. You will learn about salivary glands and saliva in Figure 4.4 Oral
cavity

Section 4.2. Chewing activity mixes saliva in the food to make it soft. The well chewed and soft
food is swallowed into the oesophagus through pharynx. Pharynx serves as a passage for food to
enter the oesophagus and for air from nose to enter the larynx.
 Incisors are chisel-shaped. These are used to cut off food. Canines are conical or dagger shaped. These are used
for tearing. Premolars are flat with two cusps (projections) on the surface. These are used to crush the food. Molars
are
flat with four cusps on the surface. The molars are used to grind the food.

Oesophagus
The oesophagus is a narrow muscular tube through Liver

which food passes from oral cavity to the stomach

(Figure 4.5).

Stomach Small
Stomach is a bag-shaped structure . Its walls secrete a ntesti
i ne
liquid called gastric juice. Gastric juice consists

of hydrochloric acid, enzymes and water.

"" muscular action of stom~ch ~alls mixe~ the foo~ Figure 4.5 oesophagus, stomach
with enzymes and hydrochloric acid. The acid hel~N and intestines
kill the germs present in the food and enzyme fo .
~ak large protein structures into smaller
pieces. The food stays about four hours in st~ . semi-liquid food is released from stomach
into small intestine at intervals. Ct " ,Q)
" I"),.,,, , Epithelium
Small intestine
O Network of
~ -f-H:r..U

The first _p~rt- of small ile fr he gal!bladder an_d

intesti~ e e.
pancreatic juice from pancre · enz resent in pancreatic
--

Lacteal-
juice complete the digest~ ma~stine. The second part of Nerve
the small intestine has i~~ o JJ;ger like projections called
villi. Each villus contains · y bloo v sels (Figure 4.6). The
digested food is absorbed r gh the walls of these villi and
passes into the blood stream. ~ndigested food particles are
passed on into the
large inte i Figure 4.6 Villus

Large intestine - Do you

know?
Some water and mineral salts are also absorbed into the
Enzymes are special types of proteins
blood through the walls of the large intestine. The which are produced in living bodies and
remaining wastes move into the rectum as faeces which are speed up the reactions occurring in
expelled out through the anus. living bodies.

4.2 DIGESTIVE GLANDS

Glands are special structures in living bodies which are concerned with secretion of specific
substances in the body. Salivary glands, gastric glands, liver and pancreas are the digestive glands.

@ ........ _
Salivary glands secrete a liquid called saliva
in the oral cavity. Saliva contains enzymes
Digestion of carbohydrates, proteins or fats in laboratory
which speed up the digestion process in oral
requires high temperature and much time. Our body
cavity. Gastric glands secrete gastric juice in performs this function rapidly without raising body
stomach. Liver is a gland which produces temperature. This is due to the enzymes in the body.

bile. Bile is stored in gallbladder. It enters the

first part of small intestine through bile duct. Bile along with other enzymes helps in digestion of
fats. Pancreas produces pancreatic juice which enters the first part of sm stine through

U!'MjOQjf'et e y.I
Importance of Digestion
The large and complex food particles cannot pass across the cell
the digestive system which converts the large food molecule ch smaller particles which can
diffuse into the cells across the cell membranes. Starch, wotei , and fats are the foods consisting

of complex molecules. Digestive enzymes convert sta I

to ple sugars, proteins into amino

sim acids and fats into fatty acids and glycerol (Table

Substance Products
se
malt

l se
o Carbohydrates g

l se and fructose
uco g uco
acids
amino
acids and glycerol
fatty

il . on the mouth of test tube. Shake it

it half with water Pour 2-3 drops of any oil. Put your thumb
well. After sometime, you will observe two layers. The upper layer of oil separates from lower water layer.
Now add some detergent and stir, you will see small droplets of oil evenly scattered. Bile acts like the detergent.
It emulsifies large drops of fat into small droplets.

w Do you know?

The inner surface of the stomach wall contains thousands of glands called gastric glands.
These glands secrete gastric juice.
1. There are 30,000 gastric glands in the wall of the stomach.
2. You secrete 1 to 1.5 Lgastricjuice daily.
These simple sugars, amino acids, fatty acids and glycerol can pass across the cell membranes
to diffuse into the cells. In the cells, they are either used to produce energy or stored as
nutrients required for growth and other vital functions.
4.3 DISORDERS OF DIGESTIVE SYSTEM
The common disorders of digestive system are gastrouble, ulcer, diarrhoea and constipation.
Here we will discuss diarrhoea and constipation.
4.3.1 Diarrhoea
When food in the large intestine is contaminated with toxic matter or infert-"11,,1~... ith bacteria, it
stimulates the waves of muscular contraction passing along the intestine ve at a fast speed.
As a result, the semi-liquid faeces are passed out of the body frequentJ.\,l~l<,l,l'l'A ater is not absorbed
properly by the large intestine. This results into shortage of water a sin the body. The water
loss can result into dehydration. Dehydration can be co~~I' y the use of salt and sugar
solution or oral rehydration salts (ORS). The patient shou~~e resh fruits and vegetables. He
should use boiled water and freshly prepared food. ~ould also consult a physician if the
problem is not controlled. ~ V
@ Mini Exercise

1. What is the function of amylase, protease a d11 will happeni f there is no pancreas?
.3 Where is bile produced? i
re s bile stored?

Think Tank
. i
1 Why is your d gestive canal long?
2.0vereating causes id
gestive. diseases. Explain

Excessi ve u i nks causesl u cer wh

~t foods and fizzy dr i chi s a sore on the lining of ,
stomach small intes . i
or oesophagus Avo dance from fast foods and fizzy drinks keeps safe .
~ Brain teaser
Un-jumble the followings to make meaningful words:

[ aomhcts ] lgabdreladl )

[ shogpeoaus ]~ eitneitsn )~

L rivle =:J [ yzemne~

[ echtaybrodsar ]--- _ i
igodsn te
 Teacher Guide
Facilitate students make use of school library and internet facility and investigate:
The causes of gas trouble and ulcer (digestive disorders).
How can we avoid these problems.

•
KEY POINTS
Digestive system consists of alimentary canal and various digestive glan
Alimentary canal consists of oral cavity, oesophagus, stomach, s~
intestine. ~
*
intestine and large

• Digestive glands include salivary glands, gastric glands, liver, a ln~creas .

• Oesophagus is just a passage way. No digestion takes P'r e
Stomach is a bag like structure. Its digestive qlands" s~ete gastric juice which contains
hydrochloric acid, enzymes and water. ""'
• Bile is produced in liver and stored in gallblad . ~reatic juice is produced by pancreas .
Bile breaks large drops of fats into small tlror;;>le s. Digestion and absorption of food is
completed in small intestine. <J'-J
ct
• In large intestine, salt, water and min
faeces which are removed from the t0 al~re ab
hr'C!)~
Undigested food is converted into
opening of the rectum called anus.

~o~~.p'
~
,0' s,
UESTIONS
4.1 Encirclet

4. Bile is secreted by _
5. The function of the gal I bladder is to store _

4.2 Select the correctoption.

1. A part of the digestive system which is not in contact with food is:
a. small intestine b. stomach
c. liver d. large intestine
 2. In humans, most of digestiontakes place in:
a. mouth b. oesophagus
c. stomach d. small intestine
3. Saliva is produced in:
a. oral cavity b. oesophagus
c. stomach d. small intestine
4. The food digested by the enzyme "sucrase" belongs to nutrients group:
a. carbohydrates b. fats ~
c. oils d. proteins Q
5. The muscular tu be leading from oral cavityto stomach· Q
a. small intestine b. la estine
c. oesophagus d. uct
6. Germs present in food are killed in stomach.J(y: (2j
a. hydrochloric acid b." citric acid
c. carbonic acid ~ ~ none of these
7. Digestive enzymes convert starc~t~
a. fatty acids nV b. vitamins
8. c.
Proteins are digested into:~ "
minerals ~ no.
'<J simple sugar
a. fatty acids O r~v b. amino acids
c. glycerol ~ --.,,,,1 d. glucose
9. Digested food is~bectlf ood through the walls of:
a.
c.
villi
st~
'$..,.C:j s, b.
d.
large intestine
bile duct
10. Water ~a1'£s f igested food are absorbed into blood through walls of:
a. ~mall intestin b. large intestine
c.o~lli d. gallbladder
4.3 ~nswer.
e fine digestion.
2. How is chewing important in human digestive system?
3. Name the liquid which is secreted by salivary glands.
4. Describe the role of oesophagus in human digestive system.
5. Why do carbohydrates, fats and proteins need to be broken down into smaller
molecules?
6. What are the products of digestion of carbohydrates, proteins and fats?
7. What structures secrete enzymes necessary for digestion in man?
8. How are villi important for absorption?
9. How is large intestine important in digestive system of man?

® .......
_
 10. Write the functions of ga 11 bladder.,
4.4 Give answers in detail.
1. Describe alimentary canal and its different parts.
2. What happens to food in oral cavity?
3. Describe the functions of stomach in human digestive system.
4. Explain the role of small intestine in digestion and absorption of food.
5. Explain the functions of liver, bile, and pancreas.
6. Write note on:
(a) diarrhoea (b)
4.5 ConstructedResponse Questions ~
1. Briefly describe the role of the following in the diges~fuod:
(a) Oral cavity (b) Livejl (2, (c) Pancreas
2. Outline the functions of the following: .. ~
(a) Salivary glands (b)~ ~ ric glands
3. Proteins which speed up biochemi;cn"e tions are called enzymes. State the
functions of the following enzymes:
(a) amylase ~(b)
C ease (c) lipase

4.6 Investigate: ~ ~

'0
1. The role of enzymes in ~e · n. ~
2. Can digestion occur ~~e the in~odies?

4. 7 Project:
(BIODETERGENTS ~J
;~
s,
• Use inter~~! · ty ~<;;j,help of your teacher or parent(s} and learn the basic
procf~~ repare etergents.
du
• Prep · detergent using enzymes.
Note: ~ nzymes like proteases, amylases, lipases, cellulases. etc.. are used in preparation
of biodetergents (washing powders, etc.).
II. Lipases break down the fats and oils. Proteases work to break down protein
chains. Use of lipases and proteases in detergent will give you a product which
will act as an excellent stain remover.
111. Some fruit like pineapple, papaya, kiwi, banana peels, etc., contain proteases.
Pineapple and papaya are the richest source of proteases.
rv. Yogurt, cheese, cream, etc., contain amylase, protease and lipase.
 [ l95 0
1,

ii
StudentsLearningOutco~
After studying i;~pte~ents will be able to:

• Explainthe Parti~ ~ ~~ t.he particles in matter by. observing daily

• Use particle ~~at · vestigate life examples (adding air to expand a
the m~envt e and arr gement of basketball, compressing air in a
syringe, particles · e states. dissolving sugar in water, and
evaporating
• ~ gases and liquids take the salt water).
f their containers but solids do not, • Apply the particle theory of matter
to s of the ParticleTheory of Matter. explain diffusion.
• Discuss, using the particle theory of • Explain the changes in states: Melting,
matter, why liquids and gases can flow freezing, evaporation, condensation, and
easily but solids cannot. sublimation, using the particle model of
• Interpret the evidence for the existence of matter.

VOCABULARY
L Melting
0
/Freezing 0
/ /Boiling f Condensation 0

Evaporatio"o /Sublimatio"o
0
Change of a solid
Change of a solid Change of a liquid Change of a directly into its
Change of a liquid Bubbling of a liquid
object into its liquid into its gaseous gaseousobject into gaseous state
object into its solid into its gaseous
state on heating state at any its liquid state on without undergoing
state on cooling state on heating
temperature cooling the liquid state
Recall what you have learnt in previous classes
We have learnt that anything that has mass and occupies space is called matter. The quantity
of matter in an object is called its mass. The space occupied by an object is called its volume. We
have also learnt that
• Matter exists in three physical states (solid, liquid and gas)
• Properties of solids, liquids and gases with respect to volume and shape
• Arrangement of particles in solids, liquids, gases (Figure 5.1)

Solid Liquid

and
Particlesare arranged on regular i ct
Particles are moving freely
pattern and packed strongly randomly with no distand
n together. . Particles can vibrate i
arrangement. .
Particles
move but not move collide w th eachother

ect statement in the middle column. Also correct the

C/1 Correct Statement

i
Particles
definite n
volume. have definite shape but no

Gases have neither definite shape nor definite

volume.

The distances between the particles of liquids are

greater than that between the particlesof gases.
In this chapter we will learn about:
• Particle theory of matter • Diffusion of particles of matter
• Changes in states of matter
 Teacher Guide
Facilitate students:
• Conduct a discussion on the following hypothesis:
Hypothesis
"Gaseshave neither definite volume nor definite shape"
Investigation
• Fill a balloon with air. '-
L
1. Examine(a)and discussthe
the airfollowings with your classmatesand the
Q
teaco, Shapeof filled in the balloon.

(b) Volumeoftheairfilled in balloon ~~

(c) Distancesbetween the particles of the airfilled in 1._~n.
• Recordyour observation as under: ~~t
Shape Volume

•
Distances between the particles

• What do you conclude from the discussion?

5.1 PARTICLE TH EORV OF MATTER

Scientists have developed a particle model /theory as under:
1. All matter is made of tiny (very small) particles.
2. There are spaces between the particles of matter.

®
3. The particles of matter have forces of attraction between them.
4. The particles of every material thing are always in motion.
5. When heat is added to matter, the motion of its particles becomes faster (Figure
5.2).
I( rn ni ii
Heat - - --<

• I( J1l )!I •
!)
I( rn . n1 \J

Figure 5.2 Heating of material obje ct

5.1.1 Particles in MaterialObjects

Particlesin
solids
In solids, particles have an orderly arrangement where they are tightly packed with each
other (Figure 5.3). The forces of attraction between themAe ~ strongest. They cannot move
freely, but, vibrate at their fixed positions. That is why the ha~ixed shape and fixed volume. The
spaces among the particles of a solid are negligibly s

Particlesin liq ·
e parti cles are present very close to one another, but, they not regularly
are arranged . .4) The attractive forces between them are strong, but, n solids.
weaker tha

Figure 5.4 Arrangement of particles in liquids

®-----~ ~
Due to strong forces of attraction, between them, the molecules of liquids cling together and do
not leave apart. That is why the volume of liquids remains fixed. However, the molecules are free to
slide and rotate over one another. They can change their positions due to their continuous
movements and get the shape of a container in which they are kept. This is the reason that a liquid
can flow or can be poured from one vessel to another under the effect of gravity. The spaces
among the particles of a liquid are very small, but, greater as compared with solids. Thus, a liquid
does not have a fixed shape, but, it has fixed volume. Liquids cannot be compressed easily,
because, their particles are packed quite closely. ,L
Particles of gases Q'
The forces of attraction between the particles of gases are negligible. TlOstances among their
particles are much greater than those in solids and liquids. Gas pa are moving freely in all
directions {Figure 5.5).

constant motion.

¥
· Scientific Investigation
Teacher Guide
Facilitate students:
• Investigate and conduct a discussion to conclude about the inquiry as under on the basis of particle theory of
matter:
Inquiry
• Why do gases and liquids take the shape of the container but solids cannot?
• Why do liquids and gases flow easily, but, solids cannot?
Hypotheses
The particles of solids can neither flow nor al low the solid objects change their shape and volume.
The particles of liquids can flow and allow the liquid objects change their shape, but, their volume remains fixed.
• The particles of gases can flow and move freely to occupy all the available space giving gaseous objects
neither fixed shape nor fixed volume.
Investigation and discussion
./ Particles in solids are orderly arranged, compactly and strongly packed. The attractive forces between them
are the strongest. The spaces between them are very small. They cannot move freely, but, only vibrate on
theirfixed positions.
,/
Particles in liquids are very close to one another but they are not regularly arraoO. . g e attractive
forces between them are strong but weaker than that in solids. The spaces among the sallow them
to slide
and rotate over each other. ~
,/ The particles in gases have negligibly small forces of attraction between ey are moving freely in all
directions having maximum distances between them. I> ..
Conclusion ~ V

<o
·
Scientific Investigation
To provethe e ten of P, in matter
TeacherGuide
Facilitate students: .("\._
O c:..,I_.
• Conductthe followinq ac1;v;1;e,1~). lhe e&ceof particles in matter.

~Activity 5.2 , {~ s~,

1. Take an uncapped n'\e@)v"las le ee and put a balloon over its mouth.
2. Squeeze the bottl~observ appens to the balloon.
3. What makes lloon expand o inflate?

~n the bottle when pushed in the balloon by squeezing the bottle

n expand or inflate.

~ Activity 5.3 ~

.1 Take a basketball or football, pump air into it and observe what happens to the ball?

.2 What makes the ball i t ght? ~

Hypothesis
The parti cles present in the air when pushed in the ball make it tight.
~ ActivityS.4 ~
1. Take a syringe, remove its needle, put your finger at its mouth and pushthe plunger in.
2. To what extent the plunger is pushed in the syringe?
3. What prevents the plunger to be pushed further in the syringe?
Hypothesis
The particles of air present in the syringe when pressedmaximum prevent the plunger to be pushed in further.

5.2 DIFFUSION OF PARTICLES

l
The movement of materia particles from the area where they ar
i . i .
less s called diffusion of particles Gases d ffuse easily b eir particles can move
freely

Bring a bottle of perfume in the classroom . ~ Ot

o
Take i t to one corner of the room and push its l
tton onc~~~liatt e perfume

•
.
there
You will fee l fragrance in the who
l e rorA..
ruo
..,I
_.
• Whatmakesthewhol eroomfrcl'1r ~,.. ~

• en grains from some flowers.

Take a glassslide, put a drop of water on it, add pollen grains into
the water drop put on glassslide and examine it under the
microscope. Observe the movement of pollen grains in the
water drop under
microscope.
• Share and discuss your observation with your classmates.
• Such a movement of particles (like pollen grains) in the liquid is
termed as Brownian motion, as it was first observed by the
Scientist Robert Brown.
Liquid particles can also diffuse if they have space to move

• Pour a little quantity of milk ls of salt

• Take a few
into the water taken in a in the
crysta add the a
glass or beaker. w
same contained n
Observe the diffusion of milk in a g as l s or beakd
particles into the water.
• Observe what . ppens to at
ha salt crystals in water. er
er

The rate of d illusion depends on the following factors: QQ

Size of the particles ~
The smaller and lighter particles move faster and hence diffuse fa~

Temperature ~
Particles move faster on higher temperature and hence ~e faster.

Size of spaces between particles ~ V

Large spaces between particles of a substance alle:,1e particles of the other substance to diffuse
into it easily. ~ (2,
5.3 CHANGES IN STATES OF TJ.E~~
When some objects are heated, m~ent of~ particles becomes rapid. Ultimately, solids
convert into liquids and liquids .....
their particles gets slower. U~lll~}ty,
ce) i'(:&'· When some objects are cooled, movement of
9a..sNonvert into liquids and liquids convert into solids. It
is the movement of pa~'0~c:::s.._"tJ))rf-,ge in physical states of mater (Figure 5.6).

Adding he t ~ ~

\...._ gas

Freezing Condensa
~ ~ tion Removing heat

Figure 5.6 Effect of adding and removing heat on arrangement of particles in solids,
liquids and gases
 5.3.1 Processes Involving Change in States of
Melting, boiling, condensation, freezing, evaporation, etc., are the processes involving change in
physical states of matter.

Melting
When a solid is heated, its particles start vibrating with a more speed and
the attractive forces between them are weakened. At a particular
temperature, the movement of particles becomes very fast. It decreases ~Melting
the forces of attraction between the particles. At this point, the particleQ of candle
wax
leave their fixed positions and the fixed shape of the solid is c
ollapsed
like the collapse of a building.
It turns the solid into its liquids
phenomenon is called melting of a solid (Figure 5.7) . The te s
Figure 5.7
which a solid melts is called its melting point. rn Melting of
~ wax
@ Mini Exercise

• What happens to the ice cream, when it is kept outside

<,
Freezing
of candle
wax
Figure 5.8
Freezing of wax

• •
l
The meting and freezi
ng point of water is
• the sameand it is 0°C.
r is 100°C.
• • The boiling point of
wate

When a liquid like water is heated, its particles start moving very fast
and the attractive forces between them are weakened. At a specific
temperature, the movement of particles becomes so fast that they
become independent of one another and the liquid water turns into
gaseous water called steam. This process of changing liquid into its
to gaseous state is on heating called boiling (Figure 5.9) and the
temperature at which a liquid boils in an open container is called its
boiling point.
Figure 5.9 Boiling of water
 Condensation
, the reverse process occurs when a gas i s cooled.
Exactly
The movementi of ts particles gets
l s ower and slower and the
attractive forces between them get stronger and stronger. l
At a ower , temperature i
the forces of attract on l draw the mo
ecules very close together to converti them. into i a liqu d form l
.
Th s process is ca led condensation(Figure 5.10)

~ftlliniExercise~~~~~~~~~~~~~~.....,..~-.::.,,_~~~~~~~~~~----....
• Mercury in the bulb of a thermometer expa nds, when placed un on' s armp
i t or tongue
. Why?

Evaporation
When a liquid like water is kept in a n ope .,.. .
. its particles start escaping from i .......:..:., ts s
open atmosphere. This phenom
evaporation and it takes place a a em
The particles of a liquid evap
heat from the atmosphere
• e
e es. after;
absorbing
with whi ch the parti cles e Figure 5.11 Evaporation of water
increasesi n the Do you know?
temp in hot summer
• Why wet clothes are spread in
than in open sun to turn them dry?

i .
• Add some water in the tray .

• Fill a beaker half with water and heat it under low flame after
placing it below one side of the tray as shown in the Figure.
• Record your observations.
Sublimation
Mostly, solid objects, when heated melt into their liquid states. If heating is continued, these
liquids further change into their gaseous states. Some solids, e.g., iodine, ammonium chloride and
naphthalene, etc., when heated, change directly into their gaseous states without undergoing
the liquid states. This process is called sublimation.
Conversion of solid carbon dioxide (dry ice) directly into carbon dioxide gas is the best example of
sublimation. Dry ice is often used to keep the materials cold and dry.

Teacher Guide
:
Facilitate the students conduct the activity as under

•
•
•

• Anything which ha ass a upies space is called matter .

• Matter exists ~e distinct forms; solid, liquid and gas.
• Air is a ~"flAt many gases.
• In soli~~ particles have fixed positions, so they have fixed volumes and fixed shapes .
• In liquids, the particles are present very close to one another, but, they are not arranged on
regular pattern. Thus, a liquid does not have fixed shape but it has fixed volume.
• In gases, the particles are moving freely in all directions and they are at a large distance
from one another. Gases have neither fixed shape norfixed volume.
• When a solid is heated, it changes into its liquid form at a particular temperature. The process
is called melting. Similarly, when a liquid is cooled, it changes into solid and the process is
called freezing. A gas can also be converted into liquid by cooling it to sufficient low
temperature.
• When a liquid is heated in an open vessel, it changes into gaseous form at a particular

®
 temperature. This process is called boiling.
• Conversion of a liquid into its vapours is called evaporation, while, the reverse process is called
condensation.
• Movement of particles from the region where they are more to the region where they are less is
called diffusion.
• The change of solid objects directly into their gaseous state without undergoing the liquid
phase is called sublimation.

QUESTIONS
5.1 Encircle the correctoptions.
1. There are strongforces of attraction between the p~ s of:
a. solids b. liquids c. gase ;,- - d. all ofthese
2. Solid and liquid objects cannot be com pres~ I ly as their particles are:
a. closely packed io~ly packed
cattered irregularly
3.
b. evapor c. freezing d. condensation
4. Changing of substance dir~t, rom o~tate to gaseous state on heating
is termed as: ~ rx:
a. boiling b. su · ati~Vc. melting d. diffusion
5. Materials that don't .the sbap~ the container:
a. solids • ~Q)iq i~ ~ c. gases d. all ofthese
6. When a gas c~~· 6es.omes a:
a. solid o}.,,
b . id c. crystal d. anothergas
7. When iYobj ated, its particles begin to:
a.ite fast b. vibrate slowly
vibrating d. move freely
8. mg point of water is:
0°( b. 0°F c. 100°( d. 100°F
9. Movement of particles from an area where they a zre more to an area where
they are less:
a. boiling b. evaporation c. diffusion d. sublimation
10. Which of the following is oppositeto boiling?
a. evaporation b. freezing c. melting d. condensation
5.2 Give short answers.
1. How can we change the physical state of matter?
2. How do liquids differ from gases?
 3. How do solids differ from liquids with regard to particles arrangement?
4. A liquid on cooling is converted into its solid state. What will happen to a solid
when it is cooled?
5. Write down the names of five liquids and five gases which you know.
5.3 Differentiate the following:
1. Melting and freezing

2. i
Boiling and condensat
on
. i
3. Evaporation and
5.4 sublimation
1. 4 i Diffus on and :
compression
i l
Give answers in i
2. detail.

3. Expla n the use of the following

l processes . in daily

4. life (a) Freez ng i (b) Boil ing , (c)

5. Evapor (d) Condensation (e) Melt ng

Why do solids have fixed volume and fixed
5.5 sh
Why do solids not flow like iquids and
gas
What is diffusion? Expla n with the he ~---
......... ,...

2. mixture of · rogen, oxygen, carbon dioxide and water, etc. Out of these
e y only water vapour falls down as dew after the sun set?
3. ~~ happens to a gas when it is heated?
4. ~What happens to a gas when it is sufficiently cooled?
5.6 Investigate:
Use your school library and internet facility and investigate:
1. The factors affecting the rate of evaporation
2. The factors affecting the rate of diffusion
5.7 Project
Make models to describe the arrangement of particles in solids, liquids and gases. (Request your
teacher for help in this regard).

®
 PERIODIC TABLE
- 18

-
• 1 Key Groups E 2
~He
H
l.:i:: 1.0 c
1 ---+ Atomic number :c 4.0
2 GI 13 14 15 16 17

2
E 3
Li
E ·-
"4
H-.
Symbol
-g_ 1.0-. Massnumber e S e 6 ; 7 e 8 9 e 10
.:!
5 6.9 i Be ~10.8B ,'.l ~12.0c z gN
14.0 O ~o
F JNe
;; 9.0 :I: ~ Name ID 16.0 19.0 20.2
r- -
3
e
~Na !Mg
11 .:! 12 .~ 13 c 14 2 15 !; 16
·~ Al ] ;;;Si28.1{p_g 31.0isJ: 32.1] Cl"'
i Ar
! 17
18
O
-
Vl
35.5 ~ 23.0 ~ 24.3 3 4 5 6 7 8 9 10 11 12 ~ 27.0 39.9
""O
§ 19 E 20 21 22 23 § 24
..
i ~ 27 .; 28. ~ 29
-c
e
e
~ 32
~""
§ 34 ! 35 g 36
-
25 26 v 30 31 'E 33
.
·c0 4 3 K :E Ca Sc Ti v ] Cr ~Mn He ~Co ~N, icu ~Zn65.4~Ga ]Ge :As l Se j Br iKr
Q) g_ 39.1 .'.l 40.1
45.0 47.9
v
.3 69.7 t 72.6 < 74.~
50.9 . l: 52.0 ~ 54.9 - 55.9 v 58.9 z 58.7 ,S 63.5 79.9 >< 83.8 ;. f9.0 ID
c, e
tJ-
c
§ 37 § 38 § 40 e E
so
e 39 41 ~ 42 ~ 43 -~ 44 § 45 § 46 ~ 47 § 48 e 49
~·

! 53
s s v ·~ Zr
c 54
5 :§ Rb s ~Nb iMo ! Tc jRu '8 Rh iPd !Ag ~Cd ~ In ;§ Sn ,E I» ·~he 1 I iXe
~ 85.5 187~ ;'. 88.9 ~ 91.2 z 92.9 f95.9 I~ (99) ;;101.1 ;Ii 102.9:106.4 107.9 ,::112.4 E114.8 118.7 '1l!l ,8' ,_ 127.6 -126.9 ><131.3
- t
§ 73
1

ll 74 E 75
"'
e 78 ~ 80 e 81 § 84 85
,~
c 86
e 55 e 56 ~;: E 72

6 ·a Cs -E Ba £,.:. j Hf 1i Ta !W -~ Re -~os ~ Ir ·~ Pt 0Au ~Hg ~ ~ j1~ "& Po At ~Rn

Ti~132.9 : 137.3 c

.
U'I
:;!178.5 ~ 181.0 F183.9 2186.2 5190.2 :!:192.2 £195.1 c, 197.0 ::.200.6 i:2~, ..... iii209.0 2(21

e 88 .;,, "0 '

§ 87
7 ·~ Fr ~Ra :~; 2,
!<223) :(226) ... "' ~~I
..

~6
1,
0

Students Learni ng Outco~

i
• Describe the
After studying i;~pte~entswill be able to:
ms of • Explain that compounds are formed by
st~rrrc,~attero~·
particles (i.e., atoms ,~ole~ different types. of elements joining together
• Describe molecules a com~n of atoms chemically forming a new substance.
(e.g., H20, ~z). • Illustrate the formation of a compound with the
• mes and symbols for some help of a word equation.
Rec~e~gn
~·
com Ments (first 10 elements of the • Distinguish between elements and compounds.
Per ble) and recognize their physical • Explore the common elements and compounds
properti s. in our daily life (Carbon, Nitrogen, Hydrogen,
• Differentiate that some elements are made of Aluminum, Water, Common salt, Sugar).
atoms and some elements exist as molecules • Categorize elements into metals and
The smallest An atom or
non-
particle and havecombination
of matter different ofproperties to a single atom metals of first 1 O elements based on
whichtheir
takesof
pa the
rt element.
atoms which physical prope1ties.
in chemical can
VOCABULARY
reaction exist

/ Atom
0
/Molecule 0
/ Symbol 0
/ Formula 0
/ Element 0
/Compound0
An abbreviation of An abbreviation of
an atom of an a molecule or ion A pure substance A pure substance
 consisting two or
element representing a consisting of only
more different
representing a particular element one kind of atoms
y kinds of atoms
particular element or compound

0) (210) .:! (222)

Recall what you have learnt in previous classes
In class 5 as well as in chapter 5 of this book we have learnt about the particles of matter as under:
• Arrangement of particles in three states (solid, liquid and gas) of matter
• Distances and forces of attraction between the particles of solids, liquids and gases.
• Properties of solid, liquid and gaseous objects with regards to their shapes and volumes
(Figure 6.1 ).

gaseous object

. orrect the
t statement in the middle column Also c

t
Correct statemen

an object is called its

The massof an object pe r unit volume is called its

density.

All the particles of matter except that of solids are

always in motion.

In this chapter we will learn about

• Atoms and molecules (particles of pure matter)
• Elements and compounds
 Matter can be classified into two main categories, i.e., Pure matter and impure matter. Elements and compounds
are the examples of pure matter. Mixtures are the examples of impure matter. The term 'substance' is used for
pure matter (elements or compounds).

6.1 ELEMENT
All pure substances are either elements or compounds. The compounds are merely elements
chemically combined together in a definite proportion. But what are the nts themselves
made of? The answer is atoms.
An element is a substance which consists of only one kind of ato
matter. It cannot be broken down into further simper substances ainary chemical reactions.
There are 92 naturally occurring elements and many othe~re,t1ficially prepared. The names
and symbols of almost all the elements have been org~d ~a Table termed as Periodic Table
shown as a profile picture of this chapter. ~ V
Teacher Guide
Facilitate students:
• Conduct an interactive discussion on th
~
o ow;
~0
~(l;i.,; s w;th your classmates and the teacher
Hypoth
esis
l e
entative of an
ement"
• , i
i
Using library and intern~\ . ion with your classmates and teacher invest gate about

• the hypothes s mentione~~e

i
Prepare report an~~i t the
research on stu~chem s"llr"....,;
..
An ato
particular element are alike but they are different from the atoms of other
elements.
Structureof an
atom O Proton

The major part of an atom is empty. Its central part is called

O Neutron
nucleus. The central part nucleus. Modern research on
atom shows that it consists of a large number of further Electron

smaller particles, the most important of which are (Figure

6.2):
Figure 6.2 Structure of helium atom
• Proton • Electron • Neutron
(i) Proton
Protons are the positively charged particles present in the nucleus of an atom. A proton carries a
unit positive charge on it.

(ii) Electron
Electrons are the negatively charged particles revolving around the nucleus of an atom in different
orbits. An electron carries a unit negative charge on it.

(iii) Neutron

nucleus of an atom.
Protons, electrons and neutrons are known as the fundamental f2a,>lijiwes of an atom. The number
of protons present in the nucleus of an atom is equal to th r of electrons present around
the nucleus. It means that the number of positive charg equal the number of negative charges
icle.

Symbol
One or two letters from the English or Latin n e of an ~ent used to represent its one atom is
called symbo.l Usually the first capital let~f then ~he element is used as symbol. If

;
there are two letters in the symbol, the fir ig;ita e second is small. For example, H
is the symbol of hydrogen and Na is olt~um taken from its Latin name (Natrium).

Atomic number (Z) ._J

,
The number of protons of an element is called atomi c number of at element.
th . . ans that the
It is denoted as Z All ,.,..~t.;, ement have the same number of protons It
me

The total ber of protons plus neutrons present in an atom of an element is called mass
number of that element. It is denoted as A.

The symbol of an element is used to act as one atom of that element.

Atomic number given on the symbol of an element in the Periodic Table indicates the number of protons
present in one atom of that element.
The number of electrons present in an atom is equal to the number of protons there.
Table 6.1 given below shows the atomic number, symbol and physical property of each of the first
10 elements of the Periodic Table.
Table 6.1 First 10 Elements of the Periodic
Table

Hydrogen H Hydrogen is the lightest element.

2 Helium He Helium is a rare (noble) gas.

3 Lithium Li Lithium is a metal.

4 Beryllium Be

5 Boron B

6 Carbon c
7 Nitrogen N

8 Oxygen 0

9 Fluorine F

1 0 Neon Ne
eon is a rare (noble) gas.

6.1.2 Metals and Non-metals rJ

The elements mentioned in the s@IJi into three groups, depending upon
PeriodiciEbl~r~e
their physical and chemical properties. ain include metals and non-metals. The

,o
third small group is called metalloidX1 rop~ metalloids resemble with both the
metals and non-metals. Boron (B), si~c~~ir, arse c ~ and antimony (Sb) belong to this
group
(metalloids)ofelements. r~V
Metals ~J s,
Metals are typically sh 2i1ids ave moderate to high melting points. They are good
conductors of both he and e c city. Important examples of common metals are lithium,
beryllium, sodiu~nesium, iron, aluminum, copper, zinc, silver and gol_d_. _
Lithium '<J
Lithium , soft silver coloured, lightest, highly reactive and
flammable metal (Figure 6.3). It is stored in vacuum or inert
atmosphere, or inert liquid such as purified kerosene or mineral oil.
It
is used in batteries and alloys. Its alloys are used to make bicycle
Figure 6.3 Lithium
frames, parts of air crafts, etc.

Beryllium
Beryllium is a light weight and strong metal (Figure 6.4). Its colour is
steel-grey. It is a relatively rare element in the universe. Its alloys with
copper and nickel are used to make springs and parts of space crafts. Figure 6_4 Beryllium
®-----~ ~
In addition to lithium and beryllium, other metals which are widely used in daily life are as under
(Figure 6.5):

Figure 6.5 Me tals

Iron is used to make machines, military weapons a n are tools. Copper is wi used
for making electric wires, because, it is the best met c ductor of electricity after silver.
Both magnesium and aluminium form strong low d~ alloys. They are used in
manufacturing of automobiles, aircrafts and beverage cans. So · n of sil and gold in mercury
called amalgams are used by the dentists to fill teeth. Zinc a tin are allic solids having
low melting points. These are used as a protective coatingQer i revent rusting.
Sodium metal is used in sodium vapour lamps for street ~ig~~ ~
Non-metals
Non-metals are dull subst ~
~U
ha~
~~latively low melting points. They are often poor
icity. ~on examples of non-metals are hydrogen, helium ,neon,
carbon, nitrogen, oxyge , luorin e .
Hydrogen ~
Hydrogen i~~ urless and odourless gaseous non-metal used to make fertilizers, banaspati
ghee, gla~~t is also used to fill in weather balloons.
Helium and Neon 0
Helium and neon are non-reactive elements belonging
noble gases. Helium is filled in weather balloons. Neon is used
to
lbQWrn
STREAM
in neon-sign boards (Figure 6.6).
(Figure 6.6) Neon sign board
Carbon
Carbon is a solid non-metal. It is found in different forms, i.e., coal, graphite and diamond. Coal is a
black solid used as fuel (Figure 6.7). Graphite is shiny black and soft solid. It is used in making
pencils and paints, etc. (Figure 6.8).
Diamond is colourless, transparent and hardest solid. It is used in cutting glass and making
jewellery (Figure 6.9).

Figure 6.7 Carbon (Coal) Figure 6.8 Lead pencil

Nitrogen

makes 78% of the air in our surrounding. Nitrogen is ani nert

Oxygeni , l i i , i
Oxygen s a colourless
. odour
i ess gas. It is very react
i v i elps n burning. of things weld ng
and cutting of metals 21 % of a r is oxygen. Living(.}organ
Boron t while breathing

Boron is a metalloid having properties of ~t~ em~~ d non-metals. It is a bad conductor

of heat and electricity. It is used in eye drops ~ashin~ders.

6.1.3 Canatoms exist indepe tly? C6

not exist independently.

ble shown as profile of this chapter and record what you

l
...
-
r,~ ,.~~":..!'li....iP-1'111
'.lt•,01,,, :;;.;,.:,_
Look at the last G r
'L"ff11111uH.
Periodic
..... =·= =- ,.;,., ;,:; .. -a.

- ...
.".

-
fi r:11111·...J..1"1.1,...•.u· 1111:J11t;1 ,,_ J :.I il'i:'ffifol II fil ~ !l;lll 'J
....
-~"-
~

• Elements you listed above are kept in Group 18 of the Periodic Table. These elements are known as noble
gases or inert gases. Request your teacher make you learn why these elements are called noble gases or inert
gases?
 ~ " Scientific Investigation
Teacher Guide
Facilitatestudents:
Investigate and conduct a discussion to conclude about the inquiry as under:
Inquiry
• Why cannot atoms of al I the elements except noble gasesexist independently?
• Why do atoms of noble gasesexist independently?
What is electronic configuration?
• What is the role of electronic configuration in independent existenceof the atoms?
Hypothesis:

#
"The atoms whose electronic configuration is stable can exist i ntly."
Investigation and discussion:
./ In an atom electrons are found in different orbits and orbitals arou I cleus as shown in the atomic
structures of hydrogen, helium and lithium atoms given below: ~

Hydrogen atom Lithium atom

./ Distribution of electrons in different r · s arou'}! th cleusof an atom is called electronic configuration .
./ According the formula (2n\ :':\.._~rbi1trr'\~he nucleusof an atom can have maximum 2 electrons
to get it complete and second ~n have 'Mum
8 electrons for its completion.
,/
The elec~ronic~on_f~.it uJrh~fan a~ose outermost orbit/ orbital is completely filled is called
stable electronic conf1g~'(J ~ V
./ The electron~figuration o~omwhose outermost orbit I orbital is partially filled is called
unstable electronic c~~ation.
,/ The~~gunstable electronic configuration tend to get it stable either by losing electron (s) from
the out s rbit/orbital or by gaining electron(s) in its outermost orbit/orbital. They can do so by
donating electron s) to another atom or by gaining electron(s) from another atom or by sharing
electron(s) with
another atom. When do so, they get combination with them and losetheir independence.
./ Atoms whose electronic configuration is stable can exist independently.
./ Which of the above shown atoms (hydrogen, helium, lithium) can exist independently?
Conclusion:
6.1.4 Molecule
The atoms of noble gases can exist independently. The atoms other than that of noble gases
cannot exist independently, but combine with other atoms to form groups, which can exist
independently. The atoms of noble gases and the groups of two or more atoms which can exist
independently are called molecules. A molecule consisting of one atom only is called mono•
atomic molecule (Figure 6.10). A molecule consisting of two atoms is called di-atomic molecule
(Figure 6.11). A molecule consisting of three atoms is called tri-atomic mole Figure 6.12).

ure 6.12 Ozone (03)

Figure 6.10 Helium
(Mono-atomicmolecule)
Figure6.11 Oxygen(02)
(Di-atomic molecule) (2:l-l}, {Tri-atomicmolecule)
As we have learnt that symbol is used to express one atom~ element. e.g., 'H' is the symbol
of hydrogen and 'O' is the symbol of oxygen. The s~ 1 expression for a molecule is called
formula. e.g., '02' is the formula of oxygen whi esses one molecule of oxygen. Similarly,
'03' is the formula of ozone which expresses o ule of ozone.

6.2 COMPOUND ~ ~(2:,

When atoms of the same element conQe, t~ a molecule of that element. e.g., Two
hydrogen atoms (2H) combine/oJ~:rne h(dro~n molecule (H2) (Figure 6.13). When atoms
of different elements combin,.-~~~rnl ~"ule of a compound. e.g., one atom of hydrogen
(H) combines with one at~~f io · e ) to form one molecule of hydrogen iodide (HI)
(Figure 6.14). Two ato ~yd 2H) combine with one atom of oxygen (0) to form one
molecule of water (H20 igure . Similarly, one atom of carbon (C) combines with two atoms
of oxygen (20)Jlj~ m one molecule of carbon dioxide (C02) (Figure 6.16). Hydrogen iodide,
water and c ~oxide are the examples of compounds.

H-H
H-1 H- O=C=O
Figure 6.13 Figure 6.14 \ Figure 6.16
H
Moleculeof Moleculeof Moleculeof
hydrogeniodide(HI) Figure 6.15
hydrogenelement (H2) Carbondioxide(Co2)
Molecule of
water (H20)
A compound is a pure substance that contains two or more kinds of elements chemically
combined in a fixed proportion by weight. Ammonia (NH3), methane (CH4), sodium chloride
(common salt) (NaCl), and sugar (C12H22011) are also the examples of compounds. The word

®----~"" """l!"l'!~""~~;<J,li!
equations for the formation of said compounds are given below:
Nitrogen + Hydrogen Ammonia
Carbon + Hydrogen Methane
Sodium + Chlorine Sodium chloride
Carbon + Hydrogen + Oxygen Sugar
Scientific Investigation
Teacher Guide '-.. L
Facilitate students: ~,
• Find out the symbols and formulae of the elements used for the formation of k~pounds (ammonia,
methane, sodium chloride and sugar) as mentioned in the word equations giv-\~·
Replace the names of elements and compounds
formulae and write the symbolic equations:
used in above me'2l~~ord
Li equations with their

Example: N2 + 3H2 _ A ~3
(Nitrogen) + (Hydrogen) ~ ~mmonia)
"''-"""-""''-"""-""''-"""'-""''-"'""-""''-"'""-
""-"""-"

- ...... - ...... - ...... - ...... - ...... - ...... - ...... - _

. -- -- ----- -- -- -&
. ,- ...... ......

-- - -- -- -- -- -
- - - - - - - - - - - • oc::,. - o<--- - - - - - -- - -- -- - - - -
C:)~0 -

- - - - - - - - - ~~- ~~ - - - - - - - - - - - - - - - - - - -

. - - - - - - -~(q ~Q_. - - - - - - . - . - . - . - . - - - -

... - - ~ ~-~· ~ -~· ~ ·--~·

Investigate the quantity (number of molecules) of elements
proportions as per definition of compounds given above.
·-~ ·--~· --~ - ~· --~--· · ~··· ·-~·· · ·~··· ·-~·· · ·~· · -~·· · ·~· · ·~· · ·~· · ·~· · ·~· · ·~· · ·~· · · ~-·· ·~· · · ~-·· ·~·· · ·~
used for the formation of compounds in a fixed

Uses of compounds
Water
Water is a compound consisting of hydrogen and oxygen. It is used for drinking, washing,
making food by plants and for making solutions of other substances.
®_ ....... _
Carbon dioxide
Carbon dioxide is gaseous compound of carbon and oxygen. It is important part of the air and is
used by plants for making food.
Sodium chloride
Sodium chloride is a compound of sodium and chlorine known as common salt. It is an
important part of our food. People use it to preserve fish and pickles, etc.

Calcium carbonate .~

Q
It is compound of calcium, carbon and oxygen. Marble is calcium carbonate ~cally. It is used in
building homes and for many other purposes.

Sugar ..i§:'
Glucose, fructose, sucrose and many other sugars are the T~~~s of carbon, hydrogen

°
and
oxygen. Sugars are very important part of our food. "

Polythene
Polythene is a compound of carbon and hydrog~: L~ as plastic for making different items
used in daily life.
~
A
• All the material things are ma ~ffere Stypes of matter .
• All forms of matter are c~d 'lite~ts.

• An element is t~e\i'4 e~'r matter and it cannot be broken down into simpler
substances by or~ che a eans.

• t
~e of mi 11 ions and mil lions of sma II alike particles ca I led atoms .

• Exce gases, atoms of all the elements cannot exist independently .

• The smallest particle of a substance which can exist independently is called Molecule .

• Elements are represented by symbols .

• Depending upon their physical and chemical properties, elements found in this world are
classified into metals, non-metals and metalloids.

• A compound is a pure substance that contains two or more kind of elements combined
chemically in a fixed ratio.
 QUESTIONS
6.1 Encircle the
correctoption.
1. Which one of the following is a metallic element?
a. hydrogen b. helium c. lithium d. carbon
2. Which one of the following is a non-metallie element?
a. iron b. aluminium c. beryllium tL.xygen
3. Which one of the following is a metalloid element?
,,

4. a. gold
Choose an atom
b. boron
which can
c. silver
exist
0 0 nitrogen
independently at
r~mperature?
5. a. Cu b. Na c. 0 ~ d. Ne
How may hydrogen atoms are present in 1 1£.e of ammonia?
6. a. 1 b. 2
How many atoms are present in on~Mle
o of
d. 4

7. helium?
a. 1 b. 2
C c. 3 d. 4

iiJ\cJ
C6H1206 is the formula of gl~e. Howmny oxygen atoms are there in
one
8.
molecule of glucose? ~
a. 3 b. 0 (?.::j c. 9 d. 12
9. Which one of the fo I g is element?
a. 03 ~. c~O c. CH4 d.
10.
H20
Number of '<tJf.ifffnsi~ lium
11
atom:
a. 1 ~ \;;} C. 3 d. 4
12.
,.........,, This pictur indicates the structureof:
· ( j om b. an element c. a compound d. none of these

lter, carbon dioxide, ammonia and methane are examples of:

a. atoms b. elements c. compounds d. mixtures
Hydrogen, helium, carbon, nitrogen and oxygen are examples of:
a. atoms b. elements c. compounds d. mixtures

6.2 Write short answer.

1. Define element.
2. Write the names and symbols of any two metals.
3. Write the names and symbols of any four non-metals
 4. Write the names and symbols of any three noble gases.
5. Write the names and formulae of any five compounds.
6.3 Differentiate the followings:
1. Atom and molecule
2. Element and compound
3. Metal and non-metal
. i
4 Metallo d and noble gas
. l l
5 Monoatomic mo ecule and polyatomic molecu e
6.4 Constructed Response Questions.
1. molecules of
different

.
2

6.5

.
2
6.6
l i

~ Lab Activity 6.311'

Go to your school laboratory (Lab), wear lab coat and read the safety the measures given on the chart hanging on
the wall in laboratory.

Material Required
Small plastic bottle, balloon, baking powder, lemon juice
Procedure:
1. Uncap the plastic bottle and fill it one fourth with lemon juice.
2. Add some baking powder in the balloon.
3. Fix mouth opening of the balloon tightly over the mouth ofthe bottle.
4. Mix the baking powder in the balloon with the lemon juice in the plastic bottle and observe what happens.
5. Record your observations as under:

I'(~-~~"-~~., .•~_~.~~ ,.. , "' .·· • ··1 -·-. \. ,'. -- ,.. -· \ ·;;
11 •'Activli~\ Substancejinjthejbahoon ;substance ..in,the;bottle '

2.
 Can you define
pure and
impure
matter?

~7
1,
0

ii
e'~
StudentsLearningOutco~
After studying i;~pte~ents will be able to:

• Demonstrate~h e ~ when some other elements.

two or more nces ach other • Identify and explain examples of common
without t.*ma ion of an substance. mixtures from daily life.
• Identify A~nt types of mixtures. • Justify why air is considered as a mixture of
• ~~e difference between elements, gases.
nds, and mixtures. • Demonstrate ways of separating different
• tiate between pure substances and mixtures.
mixtures on the basis of their formation and • Demonstrate the process of solution
composition. formation (using water as universal solvent)
• Describe alloys as mixtures of metals and

VOCABULARY
Homogeneous Heterogeneous
/ Mixture / mixture / mixture / Filtration O ,/'Distillation
O O O
~hromatograph~ O

A method of
Physical gathering A method of A method of
Mixture whose Mixture whose separating insoluble
of two or more separating liquid separating coloured
composition is composition is solids from a
substances components from components from
uniform not uniform mixture found in
their mixture their mixture
liquid state
Recall what you have learnt in previous classes
In chapter 6 of th is book, we have learnt that:
• Matter is oftwo types, i.e., pure matter and impure matter.
• Elements and compounds are the examples of pure matter.
• Hydrogen and oxygen are gaseous elements whose chemical composition rs shown
below (Figure 7.1 ):

H-
H
Molecule of
hydrogen element
(H2)

~
i
Activity 7. I Ass0
i
c,•-~•
i
Write C aga nst the corre
wr te t in the

C/1 Correct statement

matter

Breadwe eat is chemically a pure matter.

The term substance is used for the matter like soil,

air and pond water.

In a solution of sugar in water, both sugar and water

moleculesarefound chemicallycombined with each
other.
 Teacher Guide
Facilitate students:
Conduct a discussion on the following hypothesis with your teacher and classmates:
Hypothesis
"Tea we take in the breakfast is mixture of many substances"
Investigate and prepare a list of a few substances found in the tea.
Request your teacher to examine the list you prepared and give you marks out of 10.
Evaluate your learning in science from the marks you obtain in the scientific inquiry yo cted.

In this chapterwewill learn about Q

• Mixtures • Types of mixtures ~eparating mixtures
• Difference between elements, compounds and mixtures (l)~
Try yourself! ~

.
Water you drink and the air you breathe are mixtures What a ponents of these mixtures?

7.1 MIXTURES
The things we see in our surroundings
don' with them. A sample of such things
is cal

7.1.1

Figure 7.3 Heterogeneous mixtures

®- ----~"
""""l!'l'!I~""~~;,;;,,;
7.1.2 Homogeneous Mixtures
A mixture having uniform composition and properties throughout the sample is called
homogeneous mixture. Homogeneous mixtures also called solutions. Air, sugar water,
rain water, vinegar, coffee, steel and other alloys of different metals with other metals or non-
metals are the examples of homogeneous mixtures or solution (Figure 7.4).

B c D
:
composition of the mixtures and record as under
Composition Type of mixture
Mixture
(uniform I not uniform) Homogeneous I Heterogeneous

A
B
c
D

What do you conclude from this activity?

7 .1.3
Solutions
When a teaspoon of sugar is added to a glass of water and stirred, sugar dissolves in water
producing a homogeneous mixture. A homogeneous mixture of two or more substances is called
a solution (Figure 7.5). A solution, which is prepared by mixing only two substances, is called a
binary solution.
Examples
Solution of salt in water, solution of sugar in water, solution of bromine in water,
etc.

Salt Sugar
Solution solution

Figure 7.5 Binary sol

Componentsof Solution
C
~
A binary solution consists of two components
• Solute ~ v». Solvent
(i) Solute ~ ~'~<.I
The solute is a substance that dissolves.1.Qina on, solute is that component of the solution
which is present in smaller quantity. e. 5% ~g lution in water, sugar is the solute.
(ii) Solvent ·,O <,(\"
The solvent is the substance · el~ich-U,~Yute or solutes dissolve and it forms the bulk of the
solution (Figure 7.6). I ~~ ary s~~,solvent is that component of the solution, which is
present in large quan · . ~¥ I ~gar solution in water, water is the solvent.

Solute Solvent Solution

Figure 7.6 Solute, solvent and solution.

Most common solvents are liquids like water, alcohol, petrol, carbon disulphide, mercury, etc.
A solution is named on the name of the solute. e.g. 5% sugar solution in water will be named
as sugar solution.
 Air is a homogeneous mixture (solution) of gases. The major gases involved in its composition are:

I Nitrogen= 78~ I Oxygen= 21~ ~rbon dioxide= 0.03o/J [.6ii other fractions= 0.07%]

What is solvent in this solution (air)?

In a solution, the component, which is present in large quantity, is called solvent. Thus, nitrogen is the
solvent in air as it is present in large quantity (78%).

AqueousSolutions ~
A solution in which water is used as a solvent is called aqueous solutio means water). ~)i;
Water is the most common and widely used solvent. It is known as an ex~nt solvent because it
can dissolve a large variety of substances in it due to its strong solv ion. However, there are
many substances like grease, paint and some inks, etc., which can ssolve in water. They can
dissolve in other types of solvents such as alcohol, petrol an~€, e, etc. That is why we cannot
wash off grease or paint stains with water. ~"
Types of Solutions ~~
The most common solutions are those in whicht1-5?~' a liquid or a gas is dissolved in a liquid
solvent. However, there are many other so~-~hich are formed by dissolving a solid in
another solid, a liquid in another liquid, a gas nother rn..
or by other combinations of the
three
physical states of matter. Table 7.1 shows s e e am~ ~ifferent types of
solutions.

ion (salt disso ved in

water) Solid l
m (tin, gold or copper d sso ved in mercury)
i l
L qu d
i i
Fizzy dr nks (carbon diox de dissolved in
water) Gas i i
Sea and r ver water (oxygen dissolved in water)
i
Gas Air (oxygen, carbon diox de noble gases d ssolved in nitrogen)
i , i
1 Brass (z nc dissolved in
copper) Solid . i
2 Bronze (t n dissolved in copper)
. i
el of Solutions

On dissolving in the solvent, the solute is broken down into tiny particles like atoms, molecules or
ions that are mixed completely and evenly with the particles of the solvent (Figure 7.7). That is why

e Solvent breaks e

.
down solute •

Figure 7.7 When a solute dissolves in the solvent

®_ ....... _
a solution is a homogeneous mixture. Its colour, density,
appearance and other physical and chemical properties
are the same in every part of the solution. Its
composition is uniform and tiny solute particles, which
are spread out evenly in the solvent are too small to
reflect or block any light passing through the solution.
Hence, if we shine a beam of light through a solution, the
light will pass through the solution (Figure 7.8).

0
..
_:_~~-i:_p:_-;er~_t__~:_:~;_~_I-a_~~-_~,~:-_-:t_:_~s__::__s:s_:l~qt_:l:_o~_~dt_r_d:_t_:_:d:_s::_ .
c"'V (/:~
temperature.) ~
... :~ _-=-a "'Jl'.§):::::=O
The solute particles dissolved in a solution are
als~~ small that they are passed through the filter
parr ';_~ no residue is left behind when we filter a soluti
•'-' ure 7.9 No residue is left behind
, ~ .. Fig when a solution is

Strengthor concentrationof soluti

~v filtered

upon the qu antity of solute dissolved in the

Take two glasse~ark them at e middle with a

marker. F i ll the gl ith water up to the mark. Add
l
half teaspoonfu f.L..._\~ n glass 1 and one teaspoonful
l
of sugar in g ass ~ -,,ei two so ut ons
l well and
.
record your observations
Glass 1 Glass 2

Which solution is sweeter? Solution in glass 2 is sweeter than solution in glass 1.

2 Which solution is stronger? The solution in glass 2 is stronger than the solution in glass 1.
3 Why is the solution of glass 2 stronger Because the solution in glass 2 has greater amount of sugar
than that of glass 1? dissolved in it than the solution in glass 1.
Dilute and concentratedsolutions
A solution, which contains relatively less amount of solute, dissolved in a large amount
of solvent is called a dilute solution or weak solution. For example, a solution of 1 g
sugar dissolved in 500cm3 water is a dilute solution than a solution of 20g sugar dissolved in
500cm3 water.
A solution,which containsrelatively large amount of solute dissolved in the same amount
of solvent, is called concentrated solution or strong solution. For examp~soel,ution
of 20g sugar dissolved in 500cm3 water is a concentrated solution than a solution of ar
dissolved in
500cm3 water.
The number of dissolved solute particles in a concentrated sol more than that in
a
dilute solution of equal volume.

How can you make a dilute solution more concentrated and ntrated
solution more dilute?
A dilute sol ution becomes more concentrated if more solu d into it. A ntrated solution becomes
Conce dilute if more solvent is added into it.

Activity and inquiry based learning

2
3
Becauseits composition is uniform,
4
showing a sing el phase .
l ating a salt solution
constl uents of this mixture? solution by heating it. On heating
water will evaporate leaving behind
the salt c stals.

7 .1.4
Alloys
Alloys are the homogeneous mixtures of some metals with other elements. Alloys are formed by
melting metals and other elements and mixing their molten forms which are then cooled and
solidified. Pure iron is soft metal. When it is mixed with carbon, it forms steel which is hard and
strong as compared to iron.
Steel
Steel is an alloy of iron containing 20% carbon. It is hard and
strong as compared to iron. Stainless steel is an alloy of iron,
chromium and nickel (Figure 7.10). It is very strong and do
not rust. It is used to make cooking pots, surgical tools,
bodies
of automobiles and many other usable things of daily life.
Figure 7 .10 Objects made of stainless steel
Bras
s
i I I i ,
Brass s an a loy of copper and zinc. t s used to make
l
pipes nozzles and jewellery. German silver is an al oy of
i
copper, zinc and n ckel (Figure 7.11).
I
Other examples of a
loys l
• Red gold (an alloy of go d and
copper)

Figure 7.11 Objects made of

brass and German
silver

3
.
d
4
.

from liqui
bottom of the container.
Pour the liquid component slowly and carefully from the container to another
~Sand
empty container as shown in the Figure.
This process is called decantation.
S-water

Filtration

Teacher Guide
Facilitate students conduct the activity as under:
Fold the filter paper twice.
 Open the folds in such a way that three layers come on one side and one on the
other side to have its cone like shape. OD l]
Take a glass funnel, wet its inner side and fitthefilter paper cone into it. Folding the filter paper
Set the apparatus as shown in the
Figure.
Pour the liquid mixture having insoluble solid carefully on the filter paper layer fitted
in the glass funnel with the help of a glass rod.
Place some empty flask or beaker below the stem of the funnel.
The liquid component of the mixture will pass through the filter paper into the empty
flask placed below the funnel. This liquid component received in the empty flask is
called filtrate.
The solid component of the mixture which will be left on the filter paper is called
Q
residue. Q
This process is called filtration.

Distillation o,
Distillation is a method used to separate a solvent from a s~ioMhis process needs heating the

~
solution in a flask. The solvent vaporizes and vapours ar~d~sed back into liquid and collected
in :epa rate container. The solute is left behind in the

hilt Activity 7.7

I.';"')y-J-----
Teacher Guide r, ..
Facilitate students conduct the activity as under: ~ . '-. '(/
• Add 50 cm' sodium chloride solution in A~ bF_;_'l>~
fitted with a condenser. V "'.,,,
• Set the apparatus as shown in the Fig .I
Heat the solution in the flask. • ""'
Water vapours will slowly pass.f'l'l~g the ser which are Pure
• water
cooled there and flowed int~~~tyffit_k.
The common salt will b ii@,"liind · t!f!:,""'tr!nd bottom flask.

Sublimation
Please see the p~ and activity in chapter 5 of this book.
Crystalliz-·,...
In this pro , the solvent is made to evaporate by heating slowly and the dissolved solid rs
crystallized out.

Teacher Guide
Facilitate students conduct the activity as under:
Take some salt (common salt) solution in a china d ish.
Heat the solution slowly.
Solvent will evaporate leaving behind the saturat ed salt solution.
Stop heating when you observe that almost all the solvent is evaporated.
Let the salt be crysta 11 i zed out.
Chromatography
Chromatography is a technique used for separation of coloured components of a mixture. In this
method different solutes are dissolved in the same solvent as components of the mixture. When,
the solution is made to move on chromatographic paper or some other stationary phase, the
dissolved components (solutes) move on the paper along with the solvent at different rates. In this
way, the coloured components become separated on the paper.
1f; Activity 7.9
Teacher Guide
Facilitate students conduct the activity as under:
• Take a chromatographic paper strip and put a drop of green ink at the middle
of one end of the paper strip.
• Hang the paper strip in a beakercontaining a little quantity of water in suc ~aw
that the edge of the paper strip having spot of green ink touches the
surfacein the beaker as shown in the Figure. ~
~
S
• Let the water move in the chromatographic paper upwards for 10 to 1r51'irutes.
• Remove the paper strip from the water and let it dry.
• You will see bandsof different colours on the paper strip. ~ ~
• This indicates that different coloured components mo rth~g different distances on the chromatographi
paper and get separated from eachother.

Physical and chemical c ges

Physical and chemi c ngesare associated with the structure of the substances.
A change duri ructure of the substancedoes not change is called physical
change. A changed · · h structure of the substance is changed is called chemical
change.
ctivity an quiry Based learning

~ Activity 7, 10

What is the structure of

water? What happens to water

on heating
 What is the structure of steam?

Whether the change of water into l

Physica
change. steam l is physica or
l chemica. change

What i s the structure of ice?

Whether the change of water i

l
nt is physica l
or chemica
change

i i.
l Water changes into its const tuents, e.,.

®( Power
sup
py
~8
hydrogen (H2) and oxygen (02) elements

Hydrog~n Oxygen

0
0
Hydrog•n
~ i
Bubbl!1
i l l .
.il
0 ::,;
~ l
0 O=O
0 Whether the change of water nto
Chemical change is also termed as chemical reaction.
7.2.1 Difference between a mixture and a compound
0 1
_.- Mixture j :compound:
1. A mixture is an impure matter. 1. A compound is a pure matter.
2. No chemical reaction occurs when a 2. A chemical reaction occurs when a
mixture is formed. compound is formed.
3. Its composition may not be uniform. 3. Its composition is uniform.
4. Its constituents are not chemically combined. 4. Its constituents are combined chemically.
5. Its constituents do not lose their original 5. Its constituents lose their original
properties. properties.
6. Its constituents can be separated by 6. Its constituents cannot be separated by
simple physical methods. physical methods.
7. Melting and boiling points are not sharp. 7. Melting and boiling points are sharp and
are the characteristics of a compound.

Scientific Investigation .
Teacher Guide
Facilitatestudents:
• Investigateand conduct a discussionto conclude about the inqui~ ul
Inquiry ~"'
• How are mixturesformed? ~
• How are compounds formed? ~- V
Hypotheses : ."
1. "A physicalchange is involved during the formation o am· ture."
2. "A chemical change is involved during the forma~ mpound."
Investigation and discussion
~ctivity and Inquiry BasedLearning
" 0 ~ ~

~Activity7.II. 0 C::jV
Take some sulphur powder and ~~~on<:::> sin a china dish .

,, . ~
.:$,,':~

l
e of su phu r powder and iron fillings.

A mixture is formed.
2 a pure substance? No, it is an impure substance.
3 What type of mixture is this? It is a heterogeneous mixture.
4 Why is it heterogeneous? Becauseits composition is not uniform. The
constituents are looking in separate phases.
Take a bar magnet and move it in the china dish having
How can we separate the the mixture. Iron fillings will be attracted and stuck to
5 constituents of this mixture?
the magnet leaving behind the sulphur particles in the
dish.
Conclusion
If more than one substancesare mixed in such a way that they do not lose their original properties and can
be separatedeasily, sucha gathering of substancesis called a mixture.
 Heat the mixture of sulphur and ron fillings strongly in
l
i china dish. It will ac hange into black mass. Let this mass
down and then gricoo ind t.
Observe
this po l powderclosestilly. Can you tell whether
wder
has i present in it? part cles of sulphur i
this separate
Move the bar mag andi ron .

net n it and observe

What happens
upon heating? to sulphur and iron
2 What is this bl
ls this the fillings ack mass?
3 sam sulphur? e mixture of iron fillings and
4 Is this a pure
Can we sepa substance?
i . constituents of a
5 i sulphur by m rate the ron fillings from r-!ff>.nA!'l'eparate the
substance? compound oving the bar magnet in this cal method
i
Do the sulp
i i l
6 individual pr hur and ron keep their
of iron sulphi opert es in th s b ack
mass de?
Conclusion:

• A mixture is an imp matt sisting of two or more pure substances not chemically
combined wit e h other.
• No chemi ! c ion takes place during the formation of a mixture.
• The s es in a mixture can be in any proportion by mass.
• Mixtures e of two types, i.e., heterogeneous mixture and homogeneous mixture.
• A mixture whose composition and properties are not uniform throughout the sample is called
heterogeneous mixture.
• A mixture having uniform composition and properties throughout the sample is called
homogeneous mixture.
• Homogeneous mixtures are also called solutions.
• Alloys are the solutions which occur in solid state.
• The components of a mixture can be separated by simple physical methods.
• Decantation, filtration, distillation, sublimation, crystallization, chromatography, etc., are
different techniques for separating mixtures.
7 .1 Encircle the correctoption.
1. Select the one that is different from the others.
a. ice b. water c. sodium d. steam
2. Which is true for a compound?
a. a substance consisting of two or more elements loosely mixed together in a fixed
ratio by mass. ~
b. a substance consisting of two or more elements chemicJJ...Gmbined in a fixed
ratio by mass. ""'
c. a substance consisting of two or more elements p~¥11y mixed in any ratio by
mass. o-:r
d. a substance consisting of two or more me~¥d in their molten form.
3. Which one of the following is not an el~t?
a. chlorine b. sulphur A 'M°ugar d. zinc
4. Which one of the following is norf!::J~I?
a. phosphorus b. alumi~ ~ c. copper d. magnesium
5. Which one of the followin~t\men~~e?
a. carbon, oxygen, hydro~nd
b. water is made up o~rog:r~~ygen.
r~ elements.

c. an element is a~ c,w1 can be decomposed

an<f by
d. gold is a ~(€:) ~
heating.
6. Which o"( ~ foll~ is matter?

7.
a.
W
he~ ~t
ne of the fo owing is mixture?
c. sound d. light

· b. water c. carbon dioxide d. oxygen

8. ich one of the following is a homogeneous mixture?
soil b. steel c. graphite d. iron
9. Which one of the following is a solution?
a. rock b. copper c. diamond d. brass
10. Technique used for separation of coloured components of their mixture:
a. distillation b. chromatography
c. sublimation d. crystallization
7 .2 Give short answers.
1. Define a solute. 2. Define a solution
3. Give five examples of heterogeneous mixture.

@ ----- "1'!1P!i~
 4. Give five examples of homogeneous mixture.
5. Give three examples of alloys.
7.3 Differentiate between:
1. Homogeneous mixture and heterogeneous mixture
2. Crystallization and chromatography
3. Compound and mixture
4. Solute and solvent
7.4 Const
ructed Response Questions
1.
Air is a mixture.
(a) Enli st the elements present in the i a r
(b) Enl ist the compounds present in the
air (c) Enlist the impurities (pollutants) of
2. the ai Briefly describe the importance of the I

following
3. Oxygen

4.

(a)
(b)
5.

7.5 Investigate w1 he h your teacher to learn about separation of immiscible

pa rating funnel.
7.6
Teac her
Facilitate students conduct a discussion on:
1. Safety measures in Science Laboratory
• While working in a chemistry laboratory for conducting experiments, we ought to take the
following safety measures.
(a) Wear a laboratory coat.
(b) Wear safety spectacles.
(c) Ensure the presence of a fire extinguisher, a shower and a first aid box in the
laboratory.
 (d) Always perform experiments in the presence of your science teacher.
(e) Never taste chemicals.
2. Fractional distillation of crude oil

Petroleum Gas

l
Gasoine

Naphtha

Paraffin

Crude oil
~e,n
(l
3. j. oluble in water

e Lab~~ to find out whether they a

res

6 Sodium carbonate
7 Sodium bicarbonate
8 Calcium oxide

11 Citric acid
12 Oil
13 Grease
 What
is
Energy
?

ll98
1

ii
0

After studying i;~pte~ents will be able to:

, Recognizeenergy•'!(_~•~~ , Co_mpare the Renewable Energy Sources

• Relate potential ~ and ki · nergy. (wind, water, Sun and plants) and Non-
• Demonstrat energy trans such as a Renewable Sources of energy (coal, natural
energy transfer diagram, gas, crude oil).
ene rgy (gravitational potential • Identify the advantages of using renewable
en stic potential energy), kinetic energy resources.
energ (motion, thermal, light, sound, • Assemble and demonstrate a solar panel to
electricity, etc.) operate a small fan. (STEAM)
• State the Law of Conservation of Energy and • Design and make a solar water heater.
explain how the law applies to different (STEAM)
situations.

VOCABULARY
Potential Energy
/ Energy /' engergy / co nv / Solar panel O
/Kineticenerg~
O ~ -- - -
0 e rte r A device that
Energy due to - - -o
position of an A device which converts solar
Energy due to energy into
Ability to do work object converts one form
motion of an object of energy into electricity
another
Recall what you have learnt in previous classes
The ability to do work is called energy. For doing every work, we need energy. What makes us
move? What makes the car run? What makes the food cook? What makes the plants prepare food?
What makes the bulb glow? What is produced from beating a drum? The answer to all these
questions is energy (Figure 8.1 ).

f energy, energy transfer, conservation

Heat, light, sound, electricity, mechanical energy, chemical energy, nuclear energy, etc., are
different forms of energy. All these forms of energy can be put into two main categories, i.e.,
Potential Energy (P.E.) and Kinetic Energy (K.E.).

8.1 POTENTIAL ENERGY (P.E.)

The energy stored in an object due to its position or some chemical or mechanical process is called
potential energy (P.E.). Examples of potential energy are as
under:
Gravitationalpotential energy
An object pl aced on ground cannot do any
i
work. When t is raised at certain ,height
i ., .e lifted
above ,
i i .
the ground work is done against the Earth's l This brick has
l the .
This brick does not potent al to fall
gravity which s stored in the object as energy
. have potentia energy It has potentia
energy
due to its position and is called gravitational
potential energy (Figure 8.2)
l
Elastic potential
i energyor
i strainenergy ·
Some materia s can i bei easily squashed,
, stretched or bent by
applyin come
. back nto their or ginal shape when the force acting
on them band stores energy n t. Similarly squashing or
stretching
(figure 8.3) Such a stored energy is called elastic potential ......-,.

•
i i
l

I~\ Spring unw nd ng

\ ~ oss in P.E.
, , , il , i i
stic potential energy or strain energy
.

od batteries biomass foss fuels, etc. is the result of chem cal processes and
s
mica I energy (Figure 8.4)

Cell/Batte Fuel Wood Food

Figure 8.4 Examples of stored chemical energy

® ....... _
8.2 KINETIC ENERGY {K.E.)
The energy possessed by an object due to its motion is called kinetic energy (K.E.). Any moving
object has kinetic energy (Figure 8.5).

~
....

Energy
i of a substance due to
movement of ts particles, is called
i
heat energy. When a substance is
i heated . its part cles move fasti and l its
hotness or temperature
i ncreases
l When
a substance decreases
temperature s coo e (Figure.a. . Figure 8.6 Heat energy of the objects

Lightenergy ~ ~ Informative
Lightisaformofenergy I ters"int mofraysandwaves.
::u\1 ~ Sound travels in waves and can be
Sound energy ~ sensed with our ears. It needs medium
Sound is a form of e ergy. It is pro ced by vibrating objects. to travel through. It cannot travel
ElectricaI ene through vacuum. It travels fast through
Flow of e~ harge is called electrical energy or solids and liquids as compared to air.
The speedof sound in water is almost 5
electricit . oduced by electric generators. times greater than in air and about 1 s
Mechanical energy times greater in solid objects than air.
Mechanical energy is the energy possessed by an object due to its motion as well as due to its
position. Therefore, it is the sum of kinetic energy and potential energy.
At hydropower stations, flowing water energy (K.E.) is used to produce electricity. In wind power
stations, energy (K.E.) of wind is used to produce electricity.

8.3 ENERGY AS A PHYSICAL QUANTITY

A physical quantity is the property of matter or value of a system that can be quantified
or measured. Energy is expressed as work done. It can be measured. It is therefore a physical
quantity.
In System International (SI), the standard unit used to measure energy is Joule(J).

®- ----~ . . . . . .~""~~;,;;,,;
 Teacher Guide
Facilitate students perform activity as under:
• Take four beakers or mugs and mark them as , 1 , 2 3 and
• Fill the beaker 1, 2, 3 with water and beak4. er 4 with
i
• Dip thermometer in each beaker. ce.
• Place beaker 1 on low heating burner, , (4)
• beak4beakers
After 3 andobserve
to 5 minutes, 4 on theand
table in your
record the er .2 in the sun
classTemperature
r of Temperature oom (1)

water in beaker 1 water in be temperature of water in different beakers a

.... .................. oc . . ......... ......... of Temperature of

aker 2 water in
Teacher Guide beaker 3
Facilitate students to perform activity as under: oc
1. Switch on the electric bulb, fan or any other l
2. Observe the reading scale on the electric l i or home.
3. Examine the electricity consumer bill serve l
4. Discuss how monthly consumed electricity i l ulated.
e ectric a
8.4 LAW OF CONSERVAT~r
meterfi asure the use of e ectr city in, your
'
After various experiments, sci ~~school
hav concluded that ,-1,,,/,, I , . . . , -,
"Energy db company ast month.
,,,' ! . , -,
an neither be creat yed, but, it can
c • act is known as
c. ! . s
be chang ... .--...---
ed from one for his Extreme'··... ••..... Extreme
the ..- position ·- ..• A position
law of cof nservation of xplainis law with Mean position
help of a sith mple pendu . . ) Figure 8.7 Conservation of energy
A in the motion of a simple
As shown in th re 8. 7, the pos
i r t on i the mean pendulum
position o lli . i aced from
posrtion nd left free to move to and fro from position
B to C and C to B by passing through A. During motion, its energy will be conserved as under:
• At positions Band C, it has maximum potential energy and no kinetic energy.
• During motion from B to A and from C to A, its potential energy keeps converting into
kinetic energy.
• At position A, it has maximum kinetic energy and no potential energy.
• During motion from A to Band then back from A to C, its kinetic energy keeps converting
into potential energy.
• During the process, energy is also consumed in the form of work done.
In this way, the energy keeps on changing its forms but not ceased.
@_ _
 Activity Energy Transfer (bouncing ball activity)

Teacher Guide
• Take a rubber ball and lift it up above the ground at certain height.
• Then leaveit and let it fall towards the ground.

The ball, after hitting the ground, will bounce back, go up into the air to a certain height and then again fall
towards the ground and go on repeating sameprocesses.

-
GPE-- + KE 2 KE----+ EPE

.-...
3 EPE----+ KE

.....
.. ...
- - --
Observe/ Think and notice as under:
Stage 1
• Theform of energy stored in the ball when you lift it u abo e the ground up to a certain height.
• During falling towards the ground, what form of ~y rs convj'j~ginto what form.
~~2 k ~
• When ball hits the ground and gets its shap<f!J)rgecy"';},,,,.~ of energy is converted into what.

,u,.
Stage 3 ~ .,,,.,..,.)
• When the ball retains its shape; "'h~...,_;f en~s converted into what.
Stage4 ~
• :~~n the ball bounce\b0,~sm~up into the air; what form of energy is converting into what

*GPE Gr~onalP ~ergy

*EPE :~ic Potential En
*KE : tic Energy
.. ~;~· otential Energy
Result ~~
Write what do you conclude from this activity?

Energy converters
It is our daily observation in our homes that electrical energy is converted into light, heat, sound
and many other forms of energy or works done. The devices which convert one form of energy
into another a re ca I led energy converters.
 -.,=· ...... .,,.. "<'I
I!
o11r:.1,, ~·,:-c,,r,11 ~il ... :.i-~
-.-
~
I ~_''.'_!1:.111):lf -1r.t1UL!:1-,1

Plants Convert light energy into chemical energy stored in food

Car engine Converts chemical energy stored in fuel into heat energy, sound energy, etc.
Electric drill Converts electrical energy into kinetic energy, sound energy, and heat
energy.
Washing machine Converts electrical energy into kinetic energy, sound energy, and heat energy.

i
M tochondr ai in
l Eectric fan i i s on i liv ng body
Telev Radio
cells

When energy is converted to a form of energ ef to us, many other forms of energy that
are not useful to us may be produced and s d out. · spreading out of energy into
different forms is called dissipation of en y. The~ ted forms of energy are wasted.
Hence, the dissipated is also called was~ner~O'

8.4 SOURCES ene~

plant,
'V e also produce energy from flowing water, wind,

OF~E

For example; when we switch on th~ctric bul'Jj"'~ht is useful to us, but the heat produced
by glowing bulb is wasted andJ:h(!)~lled ~- ated energy.
The Sun is the biggest so
coal, crude oil, natural g , ni~~eneed to overcome energy crises by efficient
utilization of energy resources.
8.4.1 Renewa ourcesof nergy
The sources f gy that will not go to end or that can be recovered are called renewable
sources of . Solar energy, flowing water, wind, plants, etc., are the renewable sources of
energy.
Solar Energy watches, etc., (Figure 8.8). Solar energy
The energy of the Sun which reaches on the Earth and is the everlasting source of energy. It is
other planets in the form of heat and light is called solar available for use free of cost all the
energy. We use solar energy in every walk of life. Plants
use it for making food. Solar cells use it in calculators,
time. It is pollution-free. It cannot go to end. It is thus
Photosynth
esis
called a renewable source of energy. Oxygen
out Li
ght
ene

f
rgy

Carbon dioxi i

de n

Figure 8.8 {a) Plants use light energy.

 i i I
into wafers applied Solar cells in
Sil con ngots ngots sliced Metal conductors
Figure 8.8 (b) Making of solar panels. final solar panel

l lo ar y is
So ar heating systems use solar energy to heat water in our homes (Figur
i l .
energ converted into electr ca energy by using solar panels (Figure 8.10)

l
free eectrons i
l through l the drect currenti
ayers of so ar cell (DC) to alternat
l i
ng producing current {AC)
e ectr c current.
.
Figure 8.10 Workingof solar panels

Teacher
Assembl Guide
e and de n rate a solar panel to operate a small fan

Materia-~ ~~~\r@J
Solar pa:~~att), electric wires, a small DC fan, electric switch or key, etc.
Procedure
• Take a piece of electric wire (1 meter long) i
with negative terminal of the solar panel a .
and connect ts one end
• Take two other pieces of electric wire (e
nd other with the fan
connect one end of each of these with the
ach half meter long)
• Now connect free end of one wire with t
and switch or key.
other wire with the solar panel.
he fan and free end of the
• Place the solar panel in the direct sunlight.
• Switch on/ turn the key on and observe w
• The fan will start working using the elec i i
hat happens.
panel.
tr c ty produced by solar
Flowingwater energy
Hydroelectric power stations convert energy of flowing water (kinetic energy) into electricity
(Figure 8.11 ). Flowing water is available free of cost. It is used to turn turbines which in turn
move electric generators for producing electricity. It is a recoverable source. Hydropower is
thus, a
renewable source of energy.
Dam
Reservoir
Gate

Generat
or
Screen

Afterbay

Inquiry 8.2

i l
mil s (Figure 8.12) which
in turn moves t i . s to run electric generators
for producin e ic ty Wind is. available free of
cost.
i It does not p duce any pollutionl It
cannot be fin shed . and is therefore a renewab

Biogas energy Figure 8.12 A wind farm

Biagas energy is the heat energy that is produced from decay of organic wastes or by burning
plant wood. It is used as fuel in homes. It is cheaper than other fuel and produces less pollution. It is
also a renewable source of energy.
8.4.2 Non-renewablesources of energy
 ~ ~ ~ ~ ~.. ~ ~ ~ -
Coal, natural gas, and crude oil, etc., are non-r enewab le s our ces o fe ne

-
rg y (Figure 8.13).

.....
 l mine
Coa i l
Su gas fie d in Pakistan
Figure 8.13 Non-renewable sources of energy

Non-renewable sources of energy are not recovered soon. They

t recovery. Permanent and extensive use of non-renewab l e
sources create a huge shortage of these resources. This will result
into ab'
our other needs of energy in terms of heat and light, etc"'
Advantages of using renewable energy so c~
Renewable energy sources are available free of c an they don't produce pollution while using
them for generating electricity. Solar energy · erlasting source of energy. Plants use it to
make food. It maintains the temperature o o plane ( arth) suitable for survival of life on it.
We can use it to generate electricity throu olar pa
Flowing water in rivers and wind in the c al a~~ free of cost sources of kinetic energy
that can be converted into electricity.usi t bine~i~ills and electric generators.

· · Scientific lnvestigati O

Un-jumble the followings to make meaningful words:

atoeptnil
l ( elvotinesi

wnaeleebr
J ( anailttvirgo

ceiktin ] ( silcate

lrsoa
J ( npuuemdl

@
 KEYPOINTS
.
• Ability to do work is called energy .

• Gravity is the force of attraction between any two objects .

• Size of gravitational force is related to mass of an object.

• Result of an action or a process is in fact the result of the energy transfer .
• A machine used to convert one form of energy into another is called energy converter .
• Energy is not destroyed. It changes into other forms or work. ~
• Some part of energy may also be is dissipated in surrounding durinsJ:}onversion .
• Solar energy, flowing water, wind and biogas, etc. are the ren ~urces of energy .
•

8.1 Encircle the correct option.

~
nV
QUESTI
1. Temperature of an object i9c~eas·--,,,_ of its particles:
a.
c.
gravitational potential ~)y
kinetic energy ~ .C.
0 strain energy
d. sound energy
2. When we drill a na ~t. which of the following forms of kinetic
energy is use~~ us?~

a. sou~0 ~o b. heat
d. mechanical energy
c. light '

b. chemical energy
d. electrical energy
4. An example of renewable energy sources:
a. coal b. natural gas c. wind d. petrol
5. During work done, energy is:
a. produced b. destroyed
c. wasted d. converted into other form
6. Which of the following is not an energy converter?
a. table b. radio c. fan d. room heater
 7. A fruit after its detachment from a tree-stalk begins to convert energy due to
its positioninto:
a. strain energy b. kinetic energy
c. chemical energy d. electrical energy
8. The mixture of gases formed by the decay of animals wastes:

a. greenhouse gas b. biogas

c. natural gas d. water gas ~
9. Engine of a vehicle starts working using: Q
a. electrical energy b. light ene~~o
c. heat energy d. sounds ~
10. During an energy conversion, the total am '0Penergy:
a. destroys b. decreases c. rnc ases d. remains the same

8.2 Give short answer. ~ «}

1. Name three forms of stored en::£J
2. Dissipated energy is also calle~s~ e~y. Why?
3. Define the law of conservai&.of ene~
4. Where does the energ~Q~ed ~'l{ynamo come from?

8.3 Constructed Response ioit, Q'\.

1. Fill in the foll~~colu~~
• :A\J;aiih!.. ~~fenergy used by the converter.
• '.Nith th~(s) of energy produced by the converter.

Catapult

Burner
Balloon while blowing up

Tree

2. Which main energy transfer takes place in the following examples?

(a) A child kicking a football.
(b) A person walking upstairs.
 (c) Water being boiled in a kettle.
(d) A glowing bulb.

3 A driver turns the key of a car engine, the engine sounds 'rrr rrr rrr', but does not start.
What can be the cause?

4 Imagine that you drop down a ball from a certain height. It makes a few bounces
from the ground, moves some distance on the ground and fina~c mIes to rest.
Your
friend says that the ball has lost all of its energy. How will you d your friend's
statement in the light of law of conservation of energy? Q
8.4 Investigate the examples of energy conversions on your ome from school by a
bicycle. ~

Teacher Guide
8.5
~«) "'°
CJ
Project
Facilitate students:
• Drop a metallic sphere from the heij~ll 5 cm, ix_m, 15 cm, and 20 cm respectively on
a uniform surface of sand. ~ ~'CJ
• Measure the diameter of the pits Oe o !Zturface by falling the metallic sphere from
above mentioned heights. ~ (
• Plot a graph betwee~1 ~~ re'sfc~ tlbe heights of 5 cm, 10 cm, 15 cm & 20 cm and
the works done appeare~ for of~ts of different diameters.
• Discuss the grap · you c er and classmates .
 0

~9 0
1 /

ii
Students Learning Outco~

After studying i;~pte~ents will be able to:

• Explain the phe"\rf!J '~~icity in parallecl ircuits.

everyday life.~ • Draw and construct a series and parallel
• Recogniz~ctric current s a flow of circuits.
charges.~ • Identify the use of series and parallel electric
• ~~imple circuit as a path for flow of circuits in daily life.
• Investigate the factors that affect the
• tiate between open and closed brightness of bulbs or speed of motors,
circuits. number of batteries, number of bulbs, type
• Draw and interpret simple circuit diagrams of wire, length of wire, thickness of wire.
(using symbols). • Assemble and operate a trip wire security
• Describe the characteristics of series and alarm system using simple items. (STEAM)

VOCABULARY
Electric Electric Electric Static
/ current 0 / circuit 0 / switch 0
/ Battery /electricity / Charge
O O 0

Flow of electric The path along A device used to

which electric open or close the A source of Electricity due to A basic property
charge electric charges charges at rest of matter
charge flows electric circuit
Recall what you have learnt in previous classes
Electricity is a form of energy. It is produced by the charge. Charge is the basic property of matter. It
is of two types, i.e., positive charge and negative charge. Positively charged protons and negatively
charged electrons are present in every atom of the matter (Figure 9.1 ).

O Proton

Neutron

Figure 9.1 Electrons, neutrons and pro atom

Properties of charge
1. Li ke charges repel each other.
2. O te charges attract each other (Figur
ppos
i

Opposite charge
s attract

nquiry 6.1
I
Guide •
Teacher
Facilitate students investigate and ~ta disc to conclude about the inquiry as under:

~
• Despite the presence of po~l~harge rotons and negatively charged electrons in an atom, it is known as
a neutral particle. Why? (c:,~
Investigation and dis n
• As for as, the umber of neg ively charged electrons remains equal to the total number of
positively charged pro n atom, the sum of negative charge cancels the effect of sum of the positive
charge. In this
t"'"' ....-"""Yl
Som e I objects, when rubbed with some other objects, lose or gain electrons. The object which
loses electrons acquires positive charge on it, as the number of positively charged protons increasesas
comparedto the number of electrons present there. On the other hand, the object which gains electrons,
acquires negative charge on it, as the number of negatively charged electrons increases as compared to the
number of protons present there.
When a positively charged object comes close to the negatively charged object, both objects attract
each other.
When similarly charged objects come closer, they repel
eachother.
Conclusion:
9.1 STATIC E ECTRICITV
The charge produced on an object remains there at rest.
When the charge at rest is gathered on an object, it is known
as static electricity. The word static means something
at rest. Charge is often created when things are
rubbed together.
Lightning (Figure 9.3) is an example of static electricity. Figure 9.3 Lightning
When clouds rub against the air, a huge charge is gathered on them. When"1tf?ositely charged
clouds approach or meet, a big spark is produced, which is called lightning. Q'
•. Activity 9. I Ill Q
.
• Place a few paper bits on the table
Pull a plastic comb through your dry hair twice or thrice in the same di e
• Bring the comb near the paper bits. Do the bits stick to it? Why
do the comb attract these paper bits?
• The reason forth is phenomenon is that the comb has acquir

Recall

•
•
•
•
•

•
and the cloth positive
charge.

i .

• Suspend inflated balloons w th the stands using thread

.
• Place them at a small distance from each other as shown in the
i i
Figure
• Br ng the balloons closer by mov ng the stands. Do
,
thethey
Do balloons
attractattract or repel
or repel each other?
each other?
• Now rub one balloon with woolen cloth and the other with a plastic comb or ruler.
• Bring the balloons closer. Do they attract or repel each other? What inference do you draw from your
o bservati on s?
• When balloons were rubbed with woolen cloth, both of them acquired negative charge. Due to which they
repelled each other.
 i l
i

l
l i i

Let us make a simpl e l e ectric circuit.

Activity 9.4

Battery
wires as shown in Figure. They together

As you see in the Figure (Activity 9.4), the battery, bulb and switch are connected through wires in
an electric circuit.
Bulb, battery or cell and switch are called the components of electric circuit.

Battery is a source of electric current. The switch is used to control the flow of current and
glowing bulb indicates that current is passing through it.
Open and Closed Circuits
You have learnt that on turning the switch ON, the circuit becomes complete or closed due to
 ~ ~ ~ ~.. - -
which the current starts flowing through it. On swi tch O F F, the circuit
• When one balloon was rubbed w th woolen cloth and the other with p astic
object they acquired oppos te charges. Hence, they attracted each other.

tu Point
rnin to gponder

~ ~~~
th e becomes
What makesthe balloon negatively charged when rubbed w th woolen cloth?

9.2 CURRENT
ELECTRICITY
When the positive terminal of battery is connected to its
negative termina through a metallic (copper) wire, charge
begins to flow through the wire. The e ectr city produced by the
flow of charge s called current electricity (Figure 9.4).

ElectricCirc
uit
Electric circuit is a path of flow

.....
incomplete or OPEN, so the current stops flowing through the circuit. It is called open circuit
(Figure 9.5).

Figure 9.5 Open and closed circuit

Componentsof Electric Circuit

Electric cell or battery, key (switch), conductors (wires), bulb a nri-.T""'aw devices which a re
used for making an electric circuit are called components of an electric it (Figure 9.6).

Electric cell Wire

Figure 9.6 Co on nts o ric circuit

A cell or battery is a device that stores ~1ca~~ and converts it into electrical energy. A

'Q
switch is a device which is used to ~ and cl~~n electric circuit. Wire is a conductor which
allows the current to pass llilt~-circu!l.A bulb is an electrical convertor which converts
electrical energy to light energ . ~
Circuit diagram ~ ~
O Wire

l
The diagram shown h.el~~sc io
an electric circuit. lt~us, ca
I
·
~~ 9.7)
Battery
x Light bulb

_J
Switch
Figure 9.7 Circuit diagram
9.2.2 Types of Electric Circuit
Based upon the ways the electric devices are connected in the circuit, electric circuits are of two
types, i.e., series circuit and parallel circuit.
Series circuit
In a series circuit, electric devices are connected one after the other across a source (cell or battery)
in a single lope (Figure 9.8). There is only one path for the electric current to flow. The current in
a series circuit is the same throughout the circuit. We cannot turn ON and OFF every
device
independent y.
l

Figure
9.8
Series
circuit
i , i
In a ser es circuit current is same in all the components connected in the c
i l i i
rc ncreases equa ly n all the components w th the number of batteries
connect Disadvantage of series circuits
i i i
Why ser es circu ts are not recommended for domest c or industrial
i l
wirings? The reason s that if a fau t happens at any part of
i t stops the flow of current in the who
th circuit, l >
e circuit Figure 9
Qj

i
devi ce will
nots dev ce
Parallel circul are used in electric wiring in our homes, automobiles, e.g., for wiring car
headlights. Parallel circuits are also used in computer hardware.
Factors that affect the brightnessof bulbsor speed of motors
Following are the factors that affect the brightness of bulbs or speed of motors:
Number of batteries
If the number of batteries connected in a series circuit is increased, the bulbs light up brighter or
the speed of motor increases.
Number of bulbs
If the number of bulbs connected in a series circuit is increased without increasing the number of
batteries, it makes the bulbs dimmer.
Lengthof wire
Short wires conduct electric current more easily than long wires. The increase in length of the wire
decreases the bulb's brightness. In case, electric motor is connected in the circuit, the increase in
length of the wire decreases the speed of the motor.
Thickness of wire
Thick wires carry more current as compared to thin wires. The Lights of a ship are connected
bulb glows brighter if the thin wire is replaced with thick wire. in a parallel circuit. If one light
goes
TripwireSecurityAlarm

Jl.. Activity 9.5 Assemble and operate a tripwire security

alarm
Material Required
Clothes clipper, electronic buzzer,lithium battery, two sided adhesive
?i!e~~~
pads, a twist tie, fishing line, copper tape, etc.
j
~ \
'~----~~----~~----~
Procedure ~ "
1. Squeeze the ends of a clothes clipper using the thread. "'
2. Wrap the copper tape around one open end of the cloth~

3. Stick a black wire to top of the copper tape. r

4. Attach a buzzer on the copper tape. rJ '-J 5
5. Place a sticky pad on inside end of the clotvs ~per a~0 the
blackwire on its top. "' ~ ~
6. Place lithium cell on the top of this black wWeepi~ative side
towards the black wire. ~ .I.
7. Take a 3 cm thin cardboard, mak~(. ~I in it~ir,~edle.
8. Tie a strong thread around H~~fthec~rd and place it inside

9.
clothes clipper's mouth. ~.,, s
Release the twist tie a~~c~Qthes clipper and attach
the threadtothewall. ~ '
10. Run the threa~ the doorway and make sure that it is tight but not
tighttopu ~Ycardboard. ~~~
,
When some rosses the thread, it pulls out the cardboard. The clothes ~-~--~
clipper will , completing the circuit and the buzzer will sound.

KEYPOINTS
.
• Electricity is a form of energy. It is produced by the charge.
• When the charge at rest is gathered on an object, electricity is known as static electricity.
• The electricity produced by the flow of charge is called current electricity.
• Charge is the basic property of matter. It is of two types, i.e., positive charge and negative
charge.
• Electric circuit is the path through which electric current flows.
• Cell or battery, electric wire, electric switch and the bulb, etc., are known as components of

~------~--- l'!ei~""~ill"l"l:j~~
 an electric circuit.
• Electric circuits are of two types, series circuit and parallel circuit.
• In a series circuit, electrical components are connected one after another in a single loop.
The same current flows through each component connected in a series circuit.
• In a parallel circuit, electrical components are connected in parallel branches. The current
flowing through each branch is less than the current flows out from the source (battery).
• In a series circuit, if some fault happens at any part, it stops the flow of current in the whole
circuit. ~
•
Q
In a parallel circuit, a break or fault at some branch or device will not s~)i; flow of
current through other branches or devices.
• Increasing the number of batteries in a series circuit, increases ~ghtness of the bulbs .

0-f
9.1 Encircle the correctoption.

C
~
1. A positivelycharged particle:
a. electron b. proto~ ~- neutron d. atom
2. A device that stores chemJkenerg
connected in a circuit: O' C: converts it into electric energy when

a. lb ~ c. cell d. metallicwire
electricswitc~~
•
3. A circuitthat pr m ·'1)paths to the current to flow:
a. series '!,;. b. rallel c. open d. short
4. Thety~eiu~ · domesticwiring:
a. ~s ~ parallel c. open d. short
5. ~u battery
used to open or close an electric circuit:
b. bulb c. switch d. wire
6. ncreasing the number of batteries in a series circuit:
a. increases the brightness of the bu I bs
b. decreases the brightness ofthe bulbs
c. converts the series circuit to parallel circuit
d. stops the flow of current through the circuit
7. The current has only one path to flow through:
a. series circuit b. parallel circuit c. open circuit d. close circuit
9.2 Give short answers.
1. What is static electricity?
2. Is series circuit preferably used in home wiring?
3. What is current electricity?
4. What types of charges repel each other?
5. Name a few components of an electric circuit.
9.3 Write answers in detail. ~
1. Describe the factors that affect the brightness of the bulbs in~ circuits.
2. Describe the characteristics of para I lel circuit. ~ 0-
3. What is charge? How does it produce electricity? ~
4. Explain the phenomenon of lightning. ~ <Z,
9.4 ConstructedResponse Questions ~ "'
1. The electricity due to charges at rest is ~~tic electricity.
(a) Is it being mostly used in dor,it[~irings?
(b) How can it be produced7r) '-'

(c) How can we make it u f~ dail

2. Electric circuit is the path al
(a) Sketch an open rt and id fferentiate between the
two. (b)

3.
4.
9.5
9.6

Facilitate students build a working model of simple alarm system by using simple easily available
items.
 What
are
maqnet
s?

1,

ii
StudentsLearningOutco~

• After studying
Recognizethat i;~pte~ents
"f_</j,rre t a~agnetic • will be able to:
Compare different types of magnets
field around i~ a ma pass. (permanent, temporary and electromagnets).
• Recogniz~at a freely- oving magnet • Recognize that there is a space around a
comes )JJ;,~t pointing in a North-South magnet where effect of magnetic force can
be
c!<)
observed.
'
• . how to magnetize a magnetic • Draw magnetic field of a bar magnet using
Describe how to de-magnetize a iron filings.
magnet. • Recognize Earth's magnetic field which
• Construct an electromagnet and identify its attracts a freely pivoted magnet to line up
application in daily life. with it.

VOCABULARY
Attractive Repulsive
/ Magnet /Magneticfiel~ fElectromagne~ force 0 / force 0
O
~/==P=o=l=e/=~o
A material or object A material that
that can attract the The area around a The force which
produces magnetic Part of the magnet The force which
objects made of magnet in which its repels the objects
force with the help with maximum attracts the objects
iron, nickel and magnetic force is away from each
of electric current magnetk force towards each other
cobalt experienced other
passing through it
Recall what you have learnt in previous classes
We have learnt: -~-~
• What are magnets?
• What are magneti c materi als?
• What are non-magnetic material s?
• Properties of magnets

Teacher Guide
i i i l
Facil tate students nvestigate and conduct discuss on to Modeing
clay
conclude about the hypothesis as under: ----- Magnet

Paper clip
l

De icate thread
l l

---Mode ing c ay

Conclusion

Recall the followin

a thread over it so that it can rotate freely as

shown in the Figure.
• Observe and note the direction of suspended
magnet when it comes to rest.
• Now remove the magnet placed on the table.
• Observe and note the direction along which the
suspended magnet come to rest. I I
• Why does it happen?
 Write 'C' against the correct and 'I' against the incorrect statement in the middle column. Also correct the
incorrect statement and write it in the next column.

Correct/Incorrect C/1 Correct statement

Materials which are attracted by the magnet are

called magnetic materials

Material s which are not attracted by the magnet

l. s
are called non-magnetic materia

A freel y suspended magnet l a ways points in the

North-South direction.
Like magnetic poles repel each other
whereas opposite magnetic poles attract .
eachother

l
The Earth behaves ike a huge magnet.

Bar magnet

Why does the freely suspended magnet always points in the north-south direction? The answer
to this question is a huge Earth's magnetism about which we already have learnt in class-5.
In this chapter we will learn:
• Magnetic field
• Making magnets and demagnetization
• Magnetic effect of electric current
• Electromagnets
 10.1 MAGNETIC FIELD
A magnet exerts a force on an
object (magnetici mater al) i which s brought '
i close to t. The region around a magneti
where t can iattract magneti c materials s
called magnetic field. Magnetic field can
i be detected
. using roni filings i The ltiny p eces
i
of ron ine lup n a magnetic . fie d (Figure
10.2)

i
l i .
• Take a bar magnet and lay a p ece of card over it.
• Sprink e the ron filings over the card and tap it gently
• What do you observe?

Natural y .

occurring l
i
permanent i i l, i
Figure 10.3 Permanent magnet
are also t pies of permanent magnet.
Temporarymagnets
The objects such as iron or steel pieces are
magnetized and converted into magnet in the
presence of magnetic field or by rubbing
permanent magnet on them. They lose their
magnetic properties gradually or when magnet
field is removed. Such magnets are called Iron bar to be magnetized
Figure 10.4 Temporary magnet
temporary magnets (Figure 10.4).
10.1.2 Magnetization (Making magnets)
Activity 10.4

• Takea bar magnet and an iron nail.

• Rub or stroke the bar magnet on the iron nail many times in the
same direction.
• The iron nail will become temporary magnet.
• Check it by bringing near paper clips or common pins.

• Take two bar magnets and an iron bar. ~

• Placethe magnets in the middle of the bar with their opposite ends togeth C...V.
• Rub the magnets on the bar in opposite directions.
• On reaching at the ends of iron bar, l ift the magnets and
l
put them again in the midd e of the bar.
• Repeatthe process many times.
• The iron bar will become temporary magnet.
• Test its magneti sm by bringing it near the paper clips
.

111

Figure 10.5 Demagnetization

When electric current an object, it becomes a magnet. Such a magnet is called
electromagnet. omagnet remains a magnet until electric current flows through it. When
~ s flowing through the object, rs demagnetized. Electromagnets are
it .
ets
• Take an iron nail, wind insulated copper wire around it and make a
coil.
• Connect one end of coil to one terminals of a cell or battery.
• Connect the other end of the coil to the other terminal of the cell
or batter through an electric switch/key.
• Turn the switch ON and bring the common pins or paper clips near
the tip of the nail.
• Observe what happens with the common pins or paper clips.
• Now turn the switch OFF and observe what happens to the common
pins or paper clips. Switch/Key
 • Design a simple electric circuit as shown in the Figure.
• Bring a compass needle near the wire when the switch is OFF.
• Note the direction of the magnetic needle on the compass.
Bulb
0
• Now turn the switch ON and observe the direction of
magnetic needle on the compass.
• Turn the switch OFF and observe the compass.
• What do you conclude from this activity?

An electromagnet works as a magnet only when electric i i

electric appliances, it can be switched ON and OFF. W current flows t __ t.
i, While fitted
magnet. When current stops flowing through it, it becomn hen current fl ugh t it works
as a es an ordin ceofmetal.
Factors affecting the strengthof electromag
Ot
nets a~ets:
The following are the factors that affect the strength of elect
Increasing number of loops ""'
Increasing the more turns or loops of wire increases ~gth of electromagnets.
Increase in current
The strength of an electromagnet increases if
r ti
r Wcur~t passes through
it.
Metal core ~ ~'GI
Electromagnets are stronger if they are0)e ~ng the wires around iron core. The iron
bearing materials are the best for ma~ electro~;ts.
Usesof Magnets • O",.
tC\'
Since a magnet can pick smal ~bj ct~ou may think that it is an ordinary thing to play
with.
In fact, there are many us es of magnets in our daily life. The electric bell that we
use in our homes w~r~ ~ · t.
When you enjoy ~' you ceive
sound through e kers. The magnet
plays an im o ole to produce sound
in the s A dynamo produces
electricity w: h the help of a magnet
(Figure 10.6). lectric bell

Piece of iron or iron filings mixed with Figure 10.6 Use of magnets

other materials can be separated with the l

help of a magnet as shown in Figure

10.7 (a). Figure 10.7 (b) shows a crane
lifting heavy
iron objects with the help of a big
magnet.
Figure 10.7 (a) Separating materials Figure 10.7 (b) Crane
@)
 KEYPOINTS
.
A magnet is a piece of metal that can attract the objects made of iron, nickel and
cobalt. Materials which are attracted by the magnet are called magnetic materials.
Materials which are not attracted by the magnet are called non-magnetic materials.
Ends of a magnet are called its magnetic poles.
A freely suspended magnet alwayspoints in the North-South direction.
Likemagnetic poles repel eachother whereasopposite magnetic poles attract eacho~t:.

The Earthbehaveslike a huge magnet. Q'

The magnetswhich don't losetheir magnetic property easily are called permane0agnets.
The magnets which lose their magnetic properties gradually or when ~ field is removed are
called temporary magnets. ~
When electric current flows through an object, it becomes a ma~.~ a magnet is called
electromagnet.. An electromagnet remains a magnet until electric current ~hr~h it.
When electric current stops flowing through the objec~~gnetized.

10.1

aluminum . d
silver

3.

. er
c. a speaker d a
le
ole
heat b. North pole repels
6. To increase the strength of an electromagnet,we
can:
a. change the direction of the current. b. insert a wooden core inside a coil.
c. increase the amount of current flowing
d. decrease the amount of current flowing.
7. The space around a magnet where it can attract magnetic materials:
a. electric field b. magnetic field c. magnetic pole d. magnetic core
 8. Which will not cause a magnet lose its magnetism?
a. heating it b. dropping it repeatedly
c. coating it with oil d. hitting it
9. Which will not increase the strength of an electromagnet?
a. adding an iron core b. adding a plastic core
c. coiling the wire d. increasing the current
10.2 Write short answers.
1.
2.
3.
What is a magnet?
What is the difference between a permanent magnet and te
Write strokes method of making a magnet. ~
*-
Orymagnet?

4. Define magnetic field. _~

5. Write names of five things which are made of ~r&naterial.
10.3 Give answers in detail. ~"'
1. Show with the help of an activity that ~~uspended bar magnet always points
north to south direction. ~
2. How can you prove that like p~
other? ~ 0
ep I each other while unlike poles attract each

3. Describe a few uses of mag ~

4. A, Band Care three simila s. ~Vmagnet, another iron bar and the third an
aluminum bar. How~~i ~unti"f(which one is which?
5. How can you dra~a~
the procedure{~ s, 1 1 Id of a bar magnet using iron filings. Write down

6. Descri~e <\'~io ~ctromagnets in daily life.

10.4 Constructed ~nse · ons
1. Yo~e a bar magnet without any indication of poles. How will you identify its
c0,
and south poles?
2. at causes the Earth's magnetic field?
3. How does metal core affect the strength of electromagnet?
4. How are electricity and magnetism related?
10.5 Investigate:
1. The metals which can be magnetized.
2. Do the other planets have magnetic field like the Earth?
10. 6 Project
Teacher Guide
Facilitate students to construct electromagnets of different strengths.
 a
better use of

solar energy?

11 1,

StudentsLearningOutco~

I After studying i;~pte~ents will be able to:

• Grow seasonal 'f..'0'~v ~d es in • Design a solar oven to convert

solar energy earthen pots ~emon effect of into heat energy.
use of fe~s on the gro of plants. • Assemble a circuit to demonstrate the
• PrepareA~ and cheese from milk to working of an electric
bell. de~~ethe beneficial microorganisms.

VOCAB~
/Agriculture ,,/" Fertilizers /Solar energy0 /Solaroven ?Electromagnets
O 0 O 0

Chemicals Materials which

An occupation A device which
related to growing consisting of become magnet
Energy coming makes use of
crops and rearing minerals and other until electricity is
nutrients used to solar from the Sun energy for
animals being passed
enhance soil cooking
through them
foods

Agriculture is an occupation of growing crops and rearing animals. Farming is a part of agriculture,
where crops are grown and animals reared on commercial scale by planning. In this unit, we will
learn about growing seasonal plants and rearing domesticated birds and animals.
11.1 GROWING SEASONAL PLANTS AND VEGETABLES
Seasonal plants are mainly divided into two types, summer plants and winter plants.
11.1.1 Summer Plants
Summer season vegetables and other plants are grown generally in February -March and
harvested in September-October.
Examples: Bitter gourd, Brinjal, Cucumber, Okra, Tomato, Pepper, etc.

11.1.2
Winter seaso bles and other plants are grown generally in September - October
i
and harvested ary- March.
Examples: rrot, Radish, Spinach, Cabbage, Turnip, Garlic
, etc.

Carrot Radish Spinach Cabbage Turnip Garlic

Figure 11.3 Winter
vegetables
Winter season flowering plants are grown in November - December which bloom as
beautiful flowers in March -April.
Examples: Candytuft, Calendula, Cosmos, Daisy, Dianthus, Petunia, etc.

Figure 11.4 Winter

vegetables
11.1.3 Gardening of seasonal plants/vegetable in eart
• I.~ Activity 11. 1 ~

·0~ ~
Fi 11 the three pots with the soil ~com fa~Q
Sowthe seeds1 to 2 inch ~inthe s~achof the earthen pots A, B, and C. Place the three pots on
sunny place. (0,. Q .
Sprinklewater regula ce ad e soil where seedssown in three
pots. Observethe g f the seedsso n in the three pots after a few days.
Recordyo r c9l tions in your workbook on daily basissincethe day you havesown seedsin earthen pot.
Discuss · w~teacherthe changesyou observed in the processof germination and growth of
seedduring a perio O ays.
Mix the soil with well rotten leaf manure and farmyard manure and prepare it for sowing seeds or seedlings in
it. Repeat the Activity11.1 by using the soil as prepared above and record your observations.

Repeat the Activity 11.2 by using chemical fertilizers in the soil instead of manure and record
your observations.

· Scientific Investigation

Teacher Guide
Facilitate students investi gate and conduct a discussion on the follow
i ng h','i

Hypothesis
"Fertilizers enhance the production
Data analysis and discussion:

Conclusion
 500 g = O.Sk g = 1/2 kg mixture of leaf manure and farmyard manure is generally used for making I ft2 land/soil
enriched with nutrients necessary for plant growth.
Nitrogen, phosphorus and potassium are the elements necessary for plant growth and healthy production.
• Chemical fertilizers like Urea, OAP (Di-Ammonium Phosphate) and Potash are generally used to add these
elements in the soil to make it fertile for plant growth.
• Vegetable plants like pumpkin, cucumber, muskmelon, pea, etc. are sown on soil beds.
• Vegetable plants like okra, green chili, tomato, brinjal, cabbage, cauliflower, carrot, ra~t, turnip, onion and
garlic, etc. are sown on the ridged-rows of soil made on land. ,~

Do you know?
Vegetable plants are attacked by insects, pets and diseases more in sum~ winter. In case of disease
attack on plants, ag ri cu !tu re expert sho u Id be contacted. I)> T in

Government of the Punjab launches special campaign for provi~ J· rand summer vegetable seeds
on subsidized rates to increase kitchen gardening in the Province . ., "

11.2 PREPARATION OF MILK PROD

11.2.1 How to Make Yogurt at Homen
2
Material required "
Milk, thermometer, one litre of raw milk ta l .
spoons of pre-made yogurt.
Procedure ~
C6
be (lj-
1. hs l
3 4
2. · l own
coo
d to around 115. °F
3. Add 2 tables of pre-made yogurt and stir it
lywith the warm milk.
4. il a cupboard or any other warm 5 6
k in
place where its temperature would remain
around 115 °F.
s. Let the yogurt incubate for at least 10-12 hours. '\ ---------------T
6. Get the yogurt ready for use. ..._ . _ ......... ~ ........ --~-·~

11.3 Preparationof Cheeseat Home Figure 11.1 Preparation of yogurt

Material Required
Raw milk (1 L), Lemon juice (1 table spoon), white vinegar (distilled), salt or herb (optional).
 Procedure 1 2
1. Heat this milk to boil till the bubbles form around
the edges of the pot.
2. Add one tablespoon of lemon juice or distilled
white vinegar.
3. Against the burner provide low heat. 3

4. Let the acid curdle the milk. The curds (chunks of

cheese) and whey (remaining liquid from the
milk) will separate out fully after 10-20 minutes.

,s
5. Separate the cheese from the whey.

11.3 HOW TO MAKE A SOLAR OVEN AND

11.3.1 Making of Solar Oven ~
M aterial required
C ardboard, pi ece of alumini um foil, pi ece of black c i on paper, plasti c wrap or ag, pencil
or b wooden i st, ck i sc ssors or knife, etc., food
i tem t ked
P rocedure
1. o · top .
2. Pastethe al umi in um foil oni nside of the el p of glue sti ck.
3. Paste bl ack construction pa per on the o ox as shown in the Figure.
4. Place the food i tem to be cooked ·

Figure 11.7 Solar oven

5.Cover the box with plastic wrap.
6. Use the pencil as skewer to keep the flap or lid of the box not to fall
down.
7. Solar oven is ready. Place it in the sun in such a way that light rays falling on aluminium foil
reflect into the box
Working of Solar
Oven
Shiny surfaces reflect the light falling on them. Black coloured objects are good absorbers of
sunlight. Aluminium foil reflects sunlight into the box, where black paper placed on bottom of
the solar oven absorbs it maximum and creates hot surrounding enough to make the food cook.
@
11.3.2 Assembling an Electric Bell
Material required
U-shaped piece of iron, soft iron strip supported by a spring as armature, metal plate as gong,
iron hammer, flexible steel strip, wire, battery, adjustable screw, etc.
Procedure
• Turn the metallic wire around the U-shaped piece of iron and make it coil of the electromagnet
and fix it on a board.
• Take a soft iron strip. Attach iron hammer on its one side, flexible steel strip · other side and
make it fix in such a way that it should remain in contact with the adjusta~..._s,. ew.
• Fix a metallic gong to the base of the iron hammer in such a way tha mer can strike on it.
• Connect one end of the coil of electromagnet with terminal T, o! \.~ tery through an electric
switch. ;,-
• Connect other end of the coli of electromagnet with the the soft iron strip.
• The spring is connected with terminal T2 of the batte~ug adjustable screw.
• Switch ON the circuit by pressing the button and ~~hat happens.

Working of the
bell
I
through the coi of electromagnet via cont romagnet is magnetized and
.
attracts the soft iron strip towards it. The hamm oft iron strip gives a strike on
i
the gong producing sound i ,
When SO
, i ft r On Strip S m..,,-.... utu
i , i
•
Spring
electromagnet t gets
detach
i l i .
th s way circu t
i
brea demagnetizes and
orig na pos tion
Switch l

The process s
KEY POINTS
• Plants are great blessings of Allah Almighty. They provide us food and oxygen.
• We grow seasonal plants and vegetables on large scale to meet our food needs.
• Use of fertilizers increases the soil fertility and gives us better yield of agricultural crops.
• Beneficial microorganisms (bacteria and yeast) turn the milk into yogurt and cheese.
• Electromagnets are used in electrical equipment. Electric bell works on the principle that
electric circuit is being closed and breaks repeatedly by an electromagnet.
• Solar ovens use sunlight energy to cook food.

@
 QUESTIONS
.
13.1 Encirclethe correct option.
1. Summer seasonvegetables are generally grown in:
a. November-December b. February-March
c. April- May d. July-August
2. Winter seasonvegetables are generally grown in:
a. January- February b. June-July

c. July-August d. September-a~~
3. Which of the following isa summer seasonvegetabl~
a. radish b. carrot c. garlic_~V d. brinjal
4. Which of the following isa winter seasonve~"lJ,l
a. turnip b. cucumber ~k~ d. tomato
V
6.

5.
Fertilizers provide the plants:
a. water b. air ,..,.G,.
~
light d. nutrients
Which of the following is not~ lTTlhe K~paration of yogurt?
a. raw mills b. pre~ ~hermometer d. red chilly
6. Which of the following is us~ing cheese at home?
a. milk • A~ar ~ c. salt (d) lemonjuice
13.2 Giveshortanswer. ~u xO
1. Write names;;f,~esu~~lants.
2. State n~Wome r plants.
3. ~r~mes of ele nts present in chemical fertilizers.
4. G~es of tools required for preparation of soil bed for vegetables.
5. me the ingredients required for preparation of yogurt.
6. tate the ingredients required for preparation of cheese.
11.3 Write notes on the following.
1. Fertilizers 2. Electric bell 3. Solar oven
11.4 Investigate
1. Importance and uses of technology in everyday life.
2. The ways technology can be helpful and harmful.
3. What are pesticides? How are they important?
4. Use of microorganisms in food industry.

@
 ---
--- --- ---
--- ------
What are stars i
ex stence of life

--- --- on -- and planets?

the planets other
than the Earth?

1,

ii
StudentsLearningOutco~

After studying i;~pte~ents will be able to:

• Differentiate be'\~ 'is::taf!J~cs of • Investigate how artificial satellites have
different pla~ improved our knowledge about space and
• Describ~ctharacteristic f asteroids, are used for space research
meteori comets. • Differentiate between planets and dwarf
• ~ e uses of various satellites in planets.
i.e., geostationary, weather, • Inquire into the sighting of Halley's
nication and Global Positioning Comet; describe what they would feel
if
System (GPS). they saw it.

VOCABULARY
/ Mercury O / GPS /Solar system / Pluto / Asteroids
0 O 0 O
Pieces of rocks
The planet The abbreviation The system of the
and metals, etc.
closest to the for global Sun and the A dwarf planet
which revolve
Sun positioning system planets revolving
around the Sun.
around it
The Sun and the planets are main parts of our solar system. The Sun has the central position in the
solar system while the planets and many other objects are revolving around the Sun. The Earth is
the only planet of the solar system on which life exists. This unit will give us a brief introduction of
the stars, planets and natural satellites.
12.1 STARSANDPLANETS
We see several stars shining in the sky at night Figure
12.1). The Sun is also a star. Have you ever thought what
these stars are? These are huge spheres of burning gases
which emit heat and light. In scientific terminology, a huge
object which emits its own heat and light is called a star. In
the universe, some stars are smaller than the Sun, whereas,
others are bigger than the Sun. Some objects which revolve Fig . Stars in the sky at
night
around the Sun are called planets. Planets are not stars bec~~f do not shine with their own
light. There are eight planets that revolve around the Sun. Our ~ti'isalso a planet.

12.2 SOLAR SYSTEM (THE SUN AN~ ETS)

The Sun and the planets, the satellites and the co · , ., which revolve around the Sun make our
solar system (Figure 12.2). The celestial object pl nets, dwarf planets and minor planets.

Figure 12.2 Solar System

The Su
Our Sun s a edium sized star emitting heat and light continuously. It is very big as compared to
the Earth. Its mass is 330,000 times more than that of the Earth. It is about 2 x 1030kg. Its diameter
is about 1,392,000 km, which is about 110 times bigger than that of the Earth. The temperature of
the outer surface of the Sun is about 6,000°(, whereas, the temperature of its central part
(core) is about 15,000,000°C. The Sun is composed of about 75% hydrogen and 25% helium by
mass. In the Sun's core, hydrogen is being converted into helium. This conversion produces heat,
sunlight and other radiations.
The Planets
The eight planets which revolve around the Sun at different distances from the Sun are briefly in
introduced as under:
Mercury
Mercury (Figure 12.3) is a planet closest to the Sun having almost no atmosphe re
and no water. It is the smallest planet of the solar system. Its outer layer consists Figure 12.3
Mercury
of rocks. Beneath the rocky layer, most of the planet comprises of i ran.
Venus
Venus (Figure 12.4) is similar to the Earth in size and mass. Its at mospher
primarily consists of carbon dioxide which traps heat (green house ef e fect)
makes it hotter than Mercury. and
Earth
Earth (Figure 12.5) is the third planet from the Sun. The central part oft
is solid iron core which creates magnetic field. It is surrounded by at
molten rocks called mantle. The surface of the Earth is made of~ , yer
solid ground. Its atmosphere consists of nitrogen, oxygen, rl(2, ~io of air

~Q-...
other gases. Mass of the Earth is about 6 x 1 Q24kg. The Earth the only planet Figure 12.5 Earth
where life exists.

Mars ~ "'~
Mars (Figure 12.6) is also called red planet due rt raaish colour. Its colour is
due to a layer of iron-rich dust. The planet hatci} al core of iron, surrounded
by a thick layer of rock. Mars has frozen ~~~king Scientists think that
Figure 12.6 Mars
many millions of years ago, there was Ear& cl~~
Jupiter ~
Jupiter (Figure 12.7) is the lar~e et in e solar system. It is a gas planet
mainly composed of hydrog~~ heli ses. It has no real surface. The
gaseous clouds create a sta r ~ath
r »: Q Figure 12.7

Jupiter
Saturn V
Saturn (Figure 12.8 rgest planet in the solar system.
Like Jupiter, it is up of gases a inly hydrogen and helium. Saturn
t
1
lD)t gs consisting of billions of snowballs. These rings
oh"km in diameter. Through a telescope the planet
Figure 12.8 Saturn
ul due to its rings.
if
Uranus
Uranus (Figure 12.9) is also a gas planet, but its composition is different
from other gas planets. It contains methane in addition to hydrogen and
Figure 12.9 Uranus
helium. Due to methane, it appears bluish-green in colour.
Neptune
Neptune (Figure 12.10) has a core of molten rock. Around the core,
there is very cold water layer. The top layer is made of hydrogen, helium
and small amount of methane. Methane gives it blue colour. Figure 12.10 Neptune
@ _
Some information about eight planets of solar system is summarized in Table 10.1.
Table 10.1 Some information about eight planets

Mercury 4,900 58 88 Earth days 56.8 Earth days

Venus 12, 100 110 225 Earth days 243 Earth days
Earth 12,800 150 365.25 Earth da s 24 hours
Mars 6,780 2
28 687 Earth days
Jupiter 142,900 7
80 11 86. Earth year ours
Saturn 120,800 1
430
Uranus 51,200 2
870 17 3 .hours
Neptune 49,500 4
500 16 hours

The Earth revolves anticlockwise around the Sun with t he

speed of about 109,000 km per hour.

Dwarf Planets
Pluto, Eris, Haumea, Ceres, and Makemake ~ he ob· moving around the
and look like the Planets, but their sizes d ot Sun qua] .
being planets
thus known as Dwarf planets. Pluto (Fig e .1 de up of rock and ice. Its size Figure 12.11
is almost 2/3 of the size of the Ea~oon. D1 ent parts of Pluto's surface are Pluto
covered with frozen water and diff ~ 9ff
nitrogen and methane, etc.

12.3 SATELLITES ~ ~
The heavenly bodies w~~ movi ound a
star or a planet are ca~~ I it · re 12.12).
Planets and their ons are the am pies of the
· a satel lite of the Sun and
.,,.,,...,-of the Earth.
Figure 12.12 Satellites

The planets, their moons and many other heavenly bodies which are found naturally in the space
are called natural satellites.
12.3.2 Asteroids
....
e- ..'. -.
•.. _.
Asteroids are the pieces of rocks, metals or both the
metals and rocks which revolve around the Sun. Most
of the asteroids live in the region between the orbits • ~
.. :_::A i. -
of the Mars and the Jupiter (Figure 12.13). They
make a belt between the Mars and the Jupiter which is
called asteroid belt.
-·
·- · ..
Figure 12.13 Asteroids
Asteroids have different shapes and sizes.'Ceres' and - Do you know?
'Vesta' are the two such asteroids which have been seen
Most of the asteroids complete their
with the help of telescope. Asteroids are also known as
revolution around the Sun in about 5
minor planets. Earth years

12.3.3 Comets
In addition to the planets and asteroids, there are also some
bodies revolving around the Sun and are called comets
(Figure 12.14). These are the lumps of frozen gases, rocks and
dust particles. The comets revolve with very low speed and
complete a revolution around the Sun in a long time. When
they come close to the Sun, their speed becomes fast. They are
only seen when they come close to the Sun. When a comet
comes close to the Sun during its motion, its frozen mat~ t
changes to cloud of gases and dust which spreads along •rts'(igure 12.14 Comet's long
shiningtail one end. This cloud of gases is called 'coma'. It forms a I ii which is illuminated by
the Sun. The tail of the coma points away from the Sun. This tail c · ions of kilometers long.

Comet halley
A comet which has been seen many times in
.
2
i .
seen n 1986 for the last time
i
People in the past had been s ghting

i .
Comet Halley s seen after every 76 years
When will it be seen next?

12.3.4
i , i
Bes des the comets there are a lot of small objects wh
. .
ch revolve around the Sun These are called
i
meteoroids Meteoro ds are the pieces of rocks or
i .
metals which orbit around the Sun on d fferent paths
.
Most of them are too small to be seen from the Earth
l
You might have seen scattering of fireballs in the sky.
InMany
fact, peop
it is not a star.
e call themIt is a meteoroid enters the Earth's Figure 12.15 Shootingstar
atmosphere and burns, it is called meteor. Meteors cannot reach the Earth's surface. They burn
completely and add dust in the atmosphere. Meteors burn up about 50-100 km above the Earth's
surface.
If a large meteoroid enters the
Earth's atmosphere and hits
Very long ago, a h uge meteorite
the Earth's surface without
struck the Earth 's surface
completely burning up, it made a crater 180 and metres
makes a crater on the ground. and 1200 metres . i
deep
Such a meteoroid is called crater is located i wide Th s
(America).
meteorite. n Arizona

12.4 Artificial Satellites

The Moon is the natural satellite of our Earth. A
satellites are man-made and are launched intolarge
orbiting the Earth. These man-made satellites numb
are the
satellites(Figure 12.16). Artificial satellites are p space
in making the human life standard better. rJ
The first artificial satellite was sent into~~ce b~ ia in Figure 12.16 Artificial satellite

1957. It was named Sputnik-I. Launching ut~!j · space opened new horizons of research
for the scientists. Afterwards, thousa o artific~ellites have been sent into the space.
Sputnik • Q ~
Russia launched the 1st ever ~n ma ellite "Sputnik-I" on
October 4, 1957 and it wa ~~gin of space age. The Sputnik
was put into orbit ar: u SS-6 Rocket. Sputnik was a
simple metal sph~Figure 12. containing radio transmitter. In
November 1 Sb~ch larger Sputnik -2 carrying a passenger,
Figure 12.17 Sputnik
(a dog) was ~d.
Explor er
It was an American response to Sputnik launched on January 31,
1958. It was a lighter satellite (Figure 12.18). Its weight was about
14 kg. The Van Allen Belts were discovered by the instruments on it.
It is a region in space carrying charged particles. It was the 1st
space
discovery made by James Van
Allen.
Figure 12.18 Explorer I
12.4.1 Geostationary Satellites
Geostationary satellites are the artificial satellites which revolve around the Earth at a height of
36000 km. The path on which geostationary satellites (Figure 12.19) move is called
~~~~~~~~"
""'l!'l'!~~-;,;;p~~
geostationary orbit. T
revolution around the i
taken by the Earth to
axis. It means that a ge i
one revolution around .
why a satellite moving
looks stationary. Geos i
communication purpo

12.4.4 Polar Orb

Polar orbiting satellites i
and South poles of the
during their motion.

- Do you know?
T study of the Earth from ii i
he
12.4.5 Low Earth-
Low Earth-orbit is an o
It is used for the Space , i
Hubble telescopes. T
Earth-orbit complete
Earth in 90 minutes. T i l
the Earth in six differe l l
Positioning System {G
helps a telephone rec ·
catch signals from thes
globe. The pass~s i
only to k~nw they are travelling but to select Figure 12.21 Global Positioning System
the best r their destination. The Earth satellites help us to take detailed photographs of the
Earth's su which are useful in research works in the fields of forestry, fisheries, mineral
exploration and environment, etc. An aeroplane pilot, sailor of the boat or a desert hiker can use
the GPS present in his mobile phone to find his position and get information about his
surrounding.
12.4.2 Landsat
The purpose of Landsat programme is tracking Earth resources. It is jointly managed by NASA
and US geological survey. It was started with the launch of Landsat-1 on July 23, 1972. So far
eight satellites have been launched. Landsat-7 and Landsat-8 are presently active. The
programme
provides the longest continuous space based record of Earth features and changes occurring over
time. It enables a user to inquire about satellite
hese satellites complete
one Earth in the same t me
~ ~ - - .. .
imager y o f th e Earth.

~~~~~ ~
o ve ra ny po that n
rtio is complete one spin
around its ostat onary
satellite completes the Earth
in 24 hours That is
on the geostationary
orbit tat onary satellites are
used for ses.

iting Satellites
move n the polar orbit around the North
Earth. These satellites scan the whole Earth

orb t ng satellites s known as rem Figure 12.20 Polar orbiting

satellite

OrbitSatellites and
rbit which is close tot
Shuttles Space St on
and he satellites mo n in
/ei
one revoluti around~
hese satall e vo v
und nt orb·
oba PS} (E"

.....
Landsat can take detailed photographs of the Earth surface which can help in agriculture,
forestry, fisheries, mineral exploration, environmental monitoring and land management.

12.4.3 CommunicationSatellites
These satellites help to transmit communication signals of Radio, T.V and mobile phones from
one place to another. There are over 200 Earth
stati based onsi for transm tting and receiving
i
thro informat on ugh these satellites.
l You
i can a so
p ck up the ls from the satellite using a dish
signa
your antenna on house. The largest system is
cou managed by 126 nties, International
Org Telecommunication
I . I Satellites anization (
sho NTELSAT). An NTELSAT VI satellite is
wn in (Figure 12.22)

Sat
The elliteRevolving i

me
Stations l
s stations on the
Earth
. wh ch

rec receive sages from the sate lites are

called sat iving stations (Figure 12.23)
12.
1gure 12.23 Satellite Receiving
1. , Centre

2. 5
3. October4 1957 l i

4.

tes aunches Explorer 1 to explore Van Allen radiat on

5. belt. i

6. May14,1973 United States launched its first experimental space station, the Sky Lab.

Launch of Viking 1, the first orbiter and lander sent to Mars, Viking 2 a few weeks
7. August 20, 1975 later. Both landed safely on Mars and for six years sent back the images and data
from the surface of Mars.

Launch of Voyager 2, one of a pair of spacecraft sent by NASA which was supposed to
be a five-year mission to study Jupiter and Saturn. Voyagers 1 and 2 continue to send
8. August 20, 1977
back pictures and data today, 40 years later from over 10 billion kilometers away.
 First major catastrophe for NASA, when space shuttle challenger explodes 73
9. January 28, 1986
seconds after take off with seven crew members aboard.

10. February 19, 1983 Soviet Union Mir Space Station was launched.

11. March 1994 Completion of "Global Positioning System" (GPS).

Pathfinder lands on Mars. The rover Sojourner explored the Martian surface for
12. July4, 1997
more than 80 days.
13. November 20, 1998 iF rst piece ofthe I nternational Space Station was launched.

14. August, 2012 Another launching of unmanned spacecraft of voyager to leave the sol
i
ar system and enter nterstellar space.

15. August 6, 2012

• The Sun and the planets, satellites, comets, etc., which revolve ~the Sun make our solar system.
• The eight planets which revolve around the Sun at differe~V.s are named as Mercury, Venus, Earth,

•
Mars, Jupiter, Saturn, Uranus and Neptune.
An object moving around some heavenly body is ca~\aJ,,lite.
r
• Asteroids are the pieces of rocks revolving aro~t~ubne~C2!,ars and Jupiter.
• Comet is a lump of frozen gases, rocks and du rbits t~
• Large number of rocky material enters Earth's osphC@;_~day. Most of them burn up while they enter Earth's
atmosphere causing a streak of lig~t.AQe kn~a:r1rfteors.
• Artificial Satellites are the objects p~rbi~t,i he Earth.
• Geostationary satellites keepi n the~rt~ complete one orbit in one day.
• Satellites are used for. vyi I purp~~ch as Communication, Navigation, TV display across the world
, Survey, Weather mo~ nd S~~~
• I ntem ationa I S pa~ti on rs a hu m~de huge la bo cat my orb iti ng in pace aro u nd the Earth.

~(lj QUESTIONS
12.1 Choosethe correctoption.
1. Which isthe largest planet?
a. b. Mars c. Jupiter d. Venus
Earth
2. Which isthe nearestplanet to the Sun?
a. Saturn b. Mercury c. Venus d. Earth
3. How long doesit take for a geostationary satellite to complete one orbit?

~
b. onewee d
a. oneday
~~ ~ ~
c. on e one year

.....
~ ~ ~-- ...
mo nth
 4. Which of the following emits its own light?
a. Moon b. Venus c. Sun d. Jupiter
5. Before which planet, does the Venus orbit?
a. Mercury b. Mars c. Earth d. Saturn
6. The system that locates the positionof an object on the Earth surface is:
a. GRS b. GMS c. GPS d. PGS
7. The 1st artificial satellite was sent into space in:
a. 1945 b. 1955 c. 1957 0~62
8. Tail of comet points:
a. towards the Sun b. away from.!l,'f,,
c. towards the Earth d. awa re@, e Earth

12.2 Differentiate between:

~«)
CJ
1. Stars and planets.
2. Planets and dwarf planets
3. Meteor and Meteorite O (2,
4. Natural satellites and artifici~~ites~

Q 0
o~
12.3 Briefly describe:
1. Characteristics of pl .
2. Characteristics~ roids~
5. Character"s~~ com s,
4. Charac i t~of es

12.4 Construe sponse Questions

1. ~/liit.1st (Astronomers) makes predictions about space and try to prove them. State
~~ predictions of the scientists about space.
2. Man is trying to travel to other planets. Which is the most likely planet, man intends
to travel.

12.5 Investigate:
1. How artificial satellites have improved our knowledge about space and research.
2. How satellites know where we are?
 DENGUE FEVER
INTRODUCTION
Dengue fever is a mosquito (Aedes) borne viral
disease in human beings. "Aedes" usually prefers to live
close to the human dwellings due to limited flight range. The
female mosquito lays eggs in stagnant clean water bodies,
tyres, used cans, flowerpots,jars, containers that are used to
provide water for animals , room air coolers, buckets and -~,
natural water holes in trees etc. CZ,r
~
This mosquito is dark brown in colour with white spots ~ands on the body that is why it
is also known as "Asian Tiger Mosquito". It bites bly in the early morning hours and
before dusk, as compared to malarial mosquito 1 mostly active at night.

DENGUE FEVER <)

(;
Dengue fever spreads by the bi ~nfeclJZ,
female Aedes mosquito that transfers Ii ir -~
human body while s ucking
caused within two to blo ®
mosquito. It is caused four
b virus has four types ,y d
DE DENV-4.
~ Nausea

SYMPTOM D
Sy1 f of the Dengue fever appear after the
bite of · female Aedes mosquito which include
high fever, severe headache, pain behind eye balls,
Vomiting
body pains particularly of joints, weakness and loss
of appetite etc. In this condition the patient should Rasl
.>cs
contact a doctor immediately. In some patients, red On
Tho
rashes appears on the skin and mild bleeding may Skl
n

occur from the membranes of nose and mouth. Symptoms

of Dengue
PREVENTIVE MEASURES AND
CONTROL
Following methods are very helpful to control mosquitoes:
Pain Behind
The Eyes

Severe Muscle And Joint Pains

• Use of bed nets, mosquito repellents, mosquito mats and
coils, screening of doors and windows
with fine wire net.
• Wearing of proper dress with long sleeved
shirts and long pants etc. are some of the
preventions that protect us from mosquito
bites.
• Use mosquito repellent lotion and coils .
• Remove stagnant clean water from the buckets, fl
ower po~~
coolers is mandatory.
~
• Insecticides can be sprayed in the houses to kill th ~itoes .
• ion of breeding sites of
Overall cleanliness of the enviromnent
• estruct mo quitoes is very important · in contrail· parks and breeding sites of
F egging and spraying of insecticid treets,
roads, mosquitoes is also helpful.
~0
~ to symptoms. Initially, bed
r anaged accordingng medicine is advised by
dest and . use of paracetam temperature loweri per rest makes most of
the
octors Adequate hydr S/freshjuices) and pro
patients feel better i . Some patients experience severe disease and require
hospitalization.

EXERCISE
~
1. different types of dengue virus?
2. Why is dengue mosquito known as Asian Tiger Mosquito?
3. How can we prevent ourselves from mosquito bite?
4. What is the peak time for Dengue mosquito bite?
5. What are the symptoms of Dengue fever in second phase of
disease?
 CORONA VIRUS
Corona virus can cause a disease called Covid -19.

Who can be more affected by Covid -19?

• Those people who have less immunity can get Corona virus .
• Senior citizen or those who are affected by some chronic disease .
• All health workers who are on fr ont line and taking care of corona
p
SYMPTOMS OF COVID -19
COVID-19 affects different people in d
ways. Most infected people will develo iffere
to moderate illness and recover wnt p
hospitalization. mild
Most common symptoms : ithout
Fever, cough, tiredness, loss of taste or s .
Less common symptoms :
Sore throat, headache, aches and m

n
ell
Diarrhoea, a rash on skin, or discoloura
Cough
ingers or toes red or irritated eyes. ~
Pf,n~
~::::l~sy:::::;n~ or shortrl&Qf bti
loss of speech or mobility, ~s~i ~f Shortness of breath Sore Throat Headache
pam.
PAT ENTM
0 M·Rllrl~0
• 1 e medical attention if you have serious symptoms. Always call before
octor r health facility.
• o ptoms who are otherwise healthy should manage their symptoms at
home.
• On average, it takes 5-6 days from when someone is infected with the virus for
symptom to show, however it can take up to 14 days.
 PRECAUTIONARY MEASURES
Take the following precautionary measures for corona before going to market :

Cover your face with Avoid to go

to market ly.
mask in market.
dai
zer
If you have cough Keep the se
saniti or fever then do not with. you
and u go to market. it
regularly and
use.
Avoid to go to
the
Wash the
fruits shops which are w hours
vegetable before
rushy. ight from
market.-

Activit

Reviewers: Prof Dr. Muhammad Ashraf Zia

Dr. Samia lqtadar, Robeela shabbir
Supervised by: Robeela Shabbir
Deputy Director (Graphics): Syeda Anjum Wasif
Designing & Illustration: Ayat Ullah
 Index'
A Evaporation: 61 p
Alimentary canal:45 F Palisade mesophyll: 11
Amino acids: 33 Fats: 34 Periodic Table: 65, 67
Artificial satellites: 139 Fertilization: 21 Phloem cells Guard cells :
Artificial vegetative 25 Food producers: 5 9Physicaldigestion: 44
propagation:
B Freezing point: 60 Plasma membrane: 5
Balanceddiet: 36 Fruit: 22 Plumule: 22
Battery, key (switch): 113 G Pollen
Bile: 47 Gametes: 20 tube:~
Boiling point 60 Geostationary orbit: 140 Pollinatio~
Potent~ergy (P.E): 97
Boiling: 60 Geostationary satellites: 139 f\t'("'\
Bone cells: 8 H ~Y: 22
~ulb: 113 ~aemoglobin: 8 ~ 'lJs blood cells: 8

Carbohydrates: 32
Cell organelles: 4 J
Iodine: 37
~.V
~ Saliva: 45
Salivary glands: 47
99 " Scion: 25
Chemical digestion: 44 JKoule (J):
:
Chlorophyll: 5 ~ Seed: 22
Chloroplasts: ~inetic ener . · Self-pollination: 21
,
5
Chromosomes: 5 ~ Shooting star: 138
Comets: 138 Layering: I"'),., ' Sperms: 20
Condensation: 61
Conductors: 113 ~
LMightn@1 1 r~
_...,I
Stock: 25
Stomata: 9
Cotyledon(s): 22 : 3 ~ Sublimation: 62
Cristae: 6 ;~ tt_er:t,~ Summer plants: 127
Cross-pollination: 21 .f._...J el~g~ : 60 Symbol: 68
Current electricity: 112 ~I'>~ ~MA.,60 Spongy mesophyll: 11
V ~hyll cells: 9 T
Cytop I : 5
asm alloid: 71 Tissue:
D ~ eteor: 139 10
Tri-atomic molecule:
Di-atomic molecuhV Meteoroids: 138 Triploid endosperm: 21
Digestion:
Digestive ~5
4k\" Mono-atomic molecule: 73
Muscle cells: 8 U
Tidal energy: 104

E N Unbalanced diet: 37
Eggsor ova: 20 Nerve cells or neurons: 8 V
Electric cell: 113 Neutral particle: 68 Vacuole:6
Element: 67 Nuclear membrane: 5 Vegetative propagation: 24
Embryo: 22 Nucleolus: 5 W
Energy:96 Nucleoplasm: 5 White blood cells: 8
Energyconverters: 101 0 Winter plants: 127
Enzymes: 44 Oral Cavity: 45 x
Epidermal cells: 9 Organ systems: 10, Xylem cells: 9
Epidermis: 11 14 z
Epithelial cells: 8 Organ: 10, 14 Zygote: 21
Organism: 10, 14