The City School

PAF Chapter

Prep Section

Science

2nd Term

Class – 8

Worksheets for Intervention Classes

 Science Class – 8
RESPIRATION AND CIRCULATION
Q1. What is respiration? What are the types of respiration?

Q2. Differentiate between aerobic and anaerobic respiration.

Q3. What is the chemical equation to summarize aerobic respiration?

Q4. What is the pathway of inhaled air?

Q5. State the three features of alveoli.

Q6. What happens to the diaphragm when one inhales and exhales air?

Q7. Differentiate between inhaled and exhaled air.

Q8. Define the mechanism of breathing?

Q9. What is the blood circulatory system made up of?

Q10. What are the three main kind of blood vessels which carry blood?

Q11. What is the blood made up of?

Q12. What is the function of the red blood cells in the body?

Q13. What is the function of pulmonary artery and pulmonary vein?

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 Ecology
Q1. What is a habitat?

Q2. What is a population?

Q3. What is a community?

Q4. What is an abiotic environment made up of? Describe any three factors.

Q5. What is hibernation?

Q6. What is migration?

Q7. What does aestivation mean?

Q8. Why do organisms need to compete with each other?

Q9. Why is co-operation important for organisms to survive?

Q10. How do organism camouflage themselves?

Q11. State and describe the kind of relationship that exists between

a. Flea and dog

b. Sea gull and turtle
c. Strangler fig and host tree

Q12. What is meant by the environment of an organism?

Q13. Why do organism use mimicry?

Q14. Define the following with examples

a. Symbiosis
b. Mutualism
c. Parasitism

Q15write down three ways in which the plants and animals in forest ecosystem interact with one another.

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 Food chains and Food webs
Q1. What do you understand when you look at a food chain?

Q2. Study the food chain below.

Grass→ Cow→ lion

(i) In which habitat will you find such a food chain?

(ii) Name the producer. Where does it get its energy from?
(iii) Name the prey and predator in the food chain.
(iv) What does the arrow in the food chain represent?

Q3. What is a food web?

Q4. What does a food web show?

Q5. Energy is being transferred in the form of food. Does the amount of energy transferred increase,
decrease or remain the same along afood chain?

Q6. What does the pyramid of number show?

Q7. What are decomposers?

Q8. What are the examples of decomposers?

Q9. How do decomposers help the environment?

Q10. What are producers and consumers?

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 Man’s impact on the ecosystem
Q1. State those human activities which can cause air pollution.

Q2. What are the bad effects caused by pollution?

Q3. What do you understand by global warming?

Q4. What can be the consequences of global warming?

Q5. There are different types of water pollutants. State the four types.

Q6. Define the following terms

(i) Acid rain

(ii) Green house effect
(iii) Global warming

Q7. How will global warming affect you personally? What can be done to reduce the effects of global
warming?

Q8. How will the damaged fur and feathers affect the survival of certain animals?

Q9. If litter is thrown in water, would that create problems for the marine animals? How ?

Q10. What can be done to reduce the amount of rubbish been thrown away?

Q11. If a new species is introduced in a habitat, would that create any problems? If so why would that
happen?

Q12. Define the following:

(a) Over-hunting
(b) Deforestation
(c) Excessive use of energy

Q13. What are the negative effects of deforestation?

Q14. How can energy be conserved?

Q15. How can we keep our environment clean and green?

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 MAGNETISM WORKSHEET – 1

1. How would you label pole 1?

2. How would you label pole 2? Why?
3. How would you label poles 5 and 6? Why?
4. How could you use iron filings to tell which of two bar magnets is stronger?
5. What generalization can you make about the reaction between like poles?
6. What generalization can you make about the reaction between unlike poles?
7. The magnetic field is strongest near (the poles/the center) of a bar magnet.
8. Materials that can become magnetized include steel and (copper/iron).
9. The needle of a compass lines up with Earth's magnetic field and points to (Earth's poles/Earth's
equator).
10. Magnetic field lines that curve toward each other show (repulsion/attraction).
Directions: Match the following terms with the correct descriptions below.
a) Compass b) electromagnet
c) magnetism d) magnetic field
12. imaginary lines of force around a magnet
13. a force created through a magnetic field
14. a magnetic needle that is free to turn
15. a current-carrying wire wrapped around an iron core

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Worksheet for Sound & Hearing
Internal Structure of the Human Ear
Pinna—the outer portion of the external ear: sound travels through the outer ear to the ear canal.
Auditory Canal—the open passage through which sound waves travel to the middle ear. Eardrum—a taut,
circular piece of skin that vibrates when hit by sound waves.
Malleus (Hammer), Incus (Anvil), Stapes (Stirrup)—tiny bones that vibrate to amplify sound waves. These
are the smallest bones in the body.
Eustachian Tube —the passageway that connects the ear to the back of the nose to maintain equal air
pressure on both sides of the eardrum.
Cochlea —coiled, fluid-filled structure of the inner ear that contains hair cells called cilia. Cilia sway in
response to sound waves, transmitting signals toward the brain.
Semicircular Canals —fluid-filled structures in the inner ear that detect movement and function as balance
organs.
Auditory Nerve —bundle of nerve cells that carry signals from the sensory fibers to the brain.
Read the above passage thoroughly and answer the following questions:
Q1. Where is the malleus found? (middle ear)
Q2 Where can cilia be found? (cochlea)
Q3 What's the most important part of the ear for maintaining balance? (semicircular canal)
Q4 What structures vibrate in response to sound waves? (eardrum, incus)
Q5 Our ears "pop" on airplanes because of pressure changes. What structure makes it possible for the
pressure inside our ears to return to normal? (eustachian tube)
Q6 What structure transmits sound signals to the brain? (auditory nerve)

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Starter activity for Sound & Hearing

#1 Demonstrate how the eardrum works with this simple activity. Have students stretch plastic wrap
tightly over the opening of a large bowl or pot and sprinkle a teaspoon of rice over the plastic. Ask
students to clap their hands close to the plastic wrap. They may also try to create louder noises
(such as banging a metal cookie sheet or pan). What happens to the rice?

#2 Explain that sounds travel in waves. Those waves make the plastic wrap vibrate, similar to the way
that your eardrum vibrates in response to sound. The rice "jumps" when the plastic wrap vibrates.
Like the rice, the tiny bones of the middle ear move in response to vibrations in the eardrum.

#3 Tell students that they will begin putting together their ear accordion models. The first step is
cutting the three pieces of paper along the black lines. Your students will then tape or glue the
pieces together to make one strip (III.#1). Afterward, the students should fold the paper like an
accordion along the dotted lines so that the outer ear is at the top.

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