6 - Science - All - Lesson Plan PDF

The
Science Hub
TEACHER’S MANUAL
Class 6
Gautam Bindal
MSc
(An imprint of New Saraswati House (India) Pvt. Ltd.)

New Delhi-110002 (INDIA)
R
(An imprint of New Saraswati House (India) Pvt. Ltd.)
First published 2016
ISBN: 978-93-5199-717-7
Preface
The purpose of The Science Hub series (1 to 8) teacher’s resource pack is to empower teachers to
make classroom teaching a holistic experience. It will enable teachers to explain the chapters in the
most effective way, which will not only impart knowledge, but also ignite interest in the minds of
young learners towards the subject. A wide array of resources complement these manuals, which
makes learning an interesting process instead of a routine chore.
Teacher’s Manual
Teacher’s Manual resources have been carefully prepared with an aim to make the process of
teaching and learning interesting and intriguing for the teachers and learners alike. It comprises
detailed lesson plans and answers to the coursebook along with solved worksheets and model test
papers. These have been prepared keeping in mind the explanation of the concepts and the level
appropriateness of the topics. Easily available teaching aids are used to make teaching and learning
an interactive and lucid process.
The lesson plans give a topic-wise explanation of each chapter. Its components are:
• Warm up section guides the teacher to start the topic in an interesting way.
• Specific learning objectives give the list of measurable aims of each chapter, which should be
achieved after teaching the chapter.
• Concept explanation gives a detailed method of explaining the important concepts of the
chapter using various teaching aids.
• Reinforce section allows the teacher to check the progress of the concepts learned by the
students with the help of textual questions and worksheets and allows them to revisit and
revise the concepts, if required.
• Explore section helps the learners to do various activities, often taking them beyond their
classroom learning.
Teacher’s CD
Teacher’s CD comprises animations, activities, flip book, detailed lesson plans and answers to the
coursebook along with solved worksheets and model test papers.
Web Support
The web support consists of worksheets, model test papers, and answers to worksheets and model
test papers. These would help teachers in assessing students on the concepts taught in the class.
Contents
S.No. Chapters Pages
1. Sources of Food 5
2. Components of Food 10
3. Fibre to Fabric 17
4. Grouping Materials 24
5. Separation of Substances 31
6. Changes Around Us 38
7. Living and Non-living Things 44
8. Plants and their Parts 51
9. Body Movements 58
10. Habitat and Adaptation 64
• Model Test Paper 1 75
11. Motion and Measurement 78
12. Light, Shadow and Reflection 85
13. Fun with Magnets 91
14. Electricity and Circuits 98
15. Water 105
16. Air 112
17. Garbage In, Garbage Out 118
• Model Test Paper 2 127

Chapter 1
Sources of Food
Specific Learning Objectives

After the completion of the chapter, students will be able to:
• Tell the diff erent sources of food
• Enumerate the importance of food in our body.
• Understand the diff erence between herbivores, carnivores and omnivores.
• List examples of diff erent edible parts of plants.
• Know the method of obtaining sprouts.
• Learn about food chains.
Warm Up
To make the class interactive, start by asking them questions like - What are the diff erent parts of a
plant? Why do we need food? What are the diff erent types of food that are eaten in diff erent parts
of the country? Ask the students to think and answer these questions and then do the Warm-up
section.
Concept Explanation
• Sources of food: Explain to the students that food can be obtained either from plant source
or animal source. List a variety of examples to justify this. Ask students to list examples from
their side also. Th e class should have a two-way interaction.
• Food habits: Students should already know about herbivores, carnivores and omnivores as
they must have learnt about them in their previous classes. You can start the topic by giving a
list of animals and ask the students to classify them on the basis of the type of food consumed
by the given animals. You can then cover the features of the diff erent categories one by one.
• Food chain: Explain to students that how organisms depend on each other for their food
requirements. Th ey should be told the importance of food chain in the environment and how
animals depend on plants directly and indirectly for their food requirements.
Reinforce
• Students should be asked to do the in-text exercises, activities and exercises given at the end
of the chapter on their own. Th
e teacher should then discuss these in the class. Help students
to acquire values and thinking abilities by doing the Life Skills and HOTS section given in the
chapter.
Explore
• Students can further extend their knowledge by completing the project given on
page 15. Debate given on page 15 under the Let’s Speak section can be used as a formative
assessment interdisciplinary activity (Science and English).
5
Worksheet 1
1. Match the given food items to the part of the plant to which they belong.
ROOT
STEM
LEAVES
FRUIT
2. Tick () the food items that are obtained from animals.
(a) Honey
(b) Eggs
(c) Mustard oil
(d) Milk
(e) Grains
(f) Cheese
3. Identify the types of animals on the basis of the given characteristics?

(a) Broad and blunt teeth. ______________
(b) Have diff erent types of teeth. ______________
(c) Have sharp and pointed beaks. ______________
(d) Can bring back the chewed food to again chew it properly. ______________
(e) Have sharp claws. ______________
(f) Can eat both plants and animals. ______________
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Worksheet 2
1. Give two examples of each of the following.
(a) Scavengers (b) Carnivores
(i) (i)
(ii) (ii)
(c) Decomposers (d) Edible Leaves
(i) (i)
(ii) (ii)
(e) Herbivores (f) Edible Flowers
(i) (i)
(ii) (ii)
2. Complete the following food chains.

(a)  Grasshopper  Lizard 
(b) Plants  Deer 
3. Fill in the blanks.

(a) Animal food is a rich source of and .
(b) Animals that can bring back the half chewed and swallowed food to chew it
properly are called .
(c) A sequence of one organism consuming other in a particular environment is
called a .
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Answers to Coursebook
A. 1. (a) (ii) (b) (iv) (c) (iii) (d) (iii) (e) (iii)
2. (a) False (b) True (c) False (d) False (e) True
B. 1. Green plants are called producers because they prepare their own food by the process of
photosynthesis.
2. Th
ree fl owers which are eaten as food are caulifl ower, broccoli and banana.
3. Animal products that we eat as food are milk and dairy products, animal fl esh, eggs and honey.
4. Examples of decomposers are microbes like bacteria and fungi.
5. Products made by using milk are called dairy products. For example: cheese, curd, butter and ghee.
6. We need food as it provides energy to perform various activities. It helps in growth, repair, and
development of our body and it protects us from various diseases.
C. 1.
Plant Parts Examples
Stem Potato and ginger
Leaf Cabbage and spinach
Root Carrot and turnip
2. (a) Nutrients: Components of food that provide energy and help organisms to perform various
activities are called nutrients. Examples of nutrients are proteins, carbohydrates, fats, vitamins,
etc. Th
ey help in growth and repair of our body. Th
ey also help us to fi ght against various
diseases.
(b) Omnivores: Animals that eat both the fl esh of other animals and plants are called omnivores.
For example: dog, crow, bear, etc.
(c) Consumers: Organisms that depend on plants for their food as they cannot make their own food
are called consumers. For example: animals, birds, human beings, etc.
(d) Food chain: Th e chain of eating and being eaten is called food chain. For example: rabbit eats
carrots; a snake eats the rabbit and an eagle eats the snake.
3. Types of animals based on their food habits:
(i) Herbivores
(ii) Carnivores
(iii) Omnivores
(iv) Scavengers
(v) Parasites
(vi) Decomposers
Herbivores: Animals that eat plants and plant products only are called herbivores. Examples of
herbivores are deer, rabbit, goats, etc.
Scavengers: Animals that eat the dead remains of other animals which are left behind aft er carnivores
have fed on them are called scavengers. For examples: vultures and hyenas.
4. We get honey from honey bees.
Honey has carbohydrates like glucose, fructose and sugars, vitamins and minerals.
8
5.
Teeth of Herbivores Teeth of Carnivores
Th
ey have broad and blunt teeth, Th ey have sharp and pointed teeth which are
which are suitable for pulling plants suitable for tearing the fl esh of other animals.
and chewing them.
D. A grasshopper eats grass; a rat eats the grasshopper; a snake eats the rat and an eagle eats the snake. When
the eagle is dead, its remains are broken down into nutrients by decomposers such as mushrooms (fungi).
In fact, mushrooms break down the dead remains of snake, rat, grasshopper and plants and turn them
into nutrients which are then released into the soil. Th is represents a food chain. In this chain, grass is the
producer while others are consumers.
E. 1. Carnivores such as lions, eagles hunt down other animals and eat their fl esh whereas scavengers
such as hyenas eat the dead remains of animals which are left behind aft er the carnivores have fed
on them. Scavengers help in cleaning the environment.
2. Green plants are called producers as they make their own food with the help of the process called
photosynthesis. Herbivores eat plants and their parts and carnivores eat herbivores. If plants were
not there, the whole food chain would have got disrupted. So, one can say that all animals are
dependent directly or indirectly on plants for their food.
3. Names of plants, of which buds are eaten as food are caulifl ower, broccoli, cloves, etc.
Answers to Worksheets
Worksheet 1
1. Root-Turnip, Stem- Potato, Leaves- Spinach, Fruit- Brinjal
2. (a), (b), (d) and (f)
3. (a) Herbivores (b) Omnivores
(c) Carnivores or omnivores (d) Ruminants
(e) Carnivores (f) Omnivores
Worksheet 2
1. (a) Hyenas and vultures (b) Lions and owls
(c) Bacteria and fungi (d) Spinach and basil
(e) Cows and butterfl y (f) Banana and caulifl ower
2. (a) Grass, Snake (b) Lion
3. (a) Proteins and fats (b) Ruminants
(c) Food chain
9
Chapter 2
Components of Food

• List the diff erent nutrients required by the body.
• Understand the importance of diff erent nutrients to maintain a healthy life.
• Understand the importance of a balanced diet.
• Tell some of the nutritional defi ciency diseases along with their symptoms.
• Perform some simple experiments to test the presence of a particular nutrient in the given
food item.
Materials Required
Teaching Aids: Th e following teaching aids can be used to explain the proposed chapter: Materials
required to test the presence of starch, sugar, fats and proteins in the given food item, pictures
showing diff erent defi ciency diseases.
Warm Up
Class can be made interactive by doing with the exercise of the Warm-up section. Students will be
asked to select the healthier diet for them among the two listed in the exercise. Students are then
asked the importance of a healthy diet and list some other food items apart from the ones given in
the picture that might be added to the healthy diet column.
Concept Explanation
• Nutrients: Explain to the students the meaning of the term nutrients and list the various
nutrients required by our body. Explain to them the importance of the fi ve nutrients along
with the role of water and roughage.
Class can be made more interesting by performing the experiments for nutrient test as listed
in the chapter on pages 17-20.
• Balanced Diet: List some food items that contain all the nutrients but not in a balanced
amount, for example, burger, that is a rich source of fats (fried part), carbohydrates (potato
and bread), vitamins and minerals (vegetables), proteins (cheese, meat). Ask the students to
comment on the consumption of burger as it contains all the nutrients. Aft er taking student's
view point, introduce the concept of balanced diet to them.
• Deficiency diseases: Explain to the students the need to take all the nutrients and the
diseases that can occur due to lack of intake of any particular nutrient for a long time. Also,
tell them about the symptoms of these diseases. Aft er discussing all the diseases given in the
chapter you can show students some pictures depicting the eff ect of these diseases and ask
the students to identify the disease and its concerned nutrients and symptoms.
10
Reinforce
• Ask the students to complete the activities given in the chapter on page 20 and the in-
text exercise given as ‘Breather’ on page 24. Help students to develop values and skills by
considering the task given under ‘Values’, ‘Innovator’s Corner’ and ‘Life Skills’ sections of the
chapter. Exercises given in the end will help in the recapitulation of the chapter.
Explore
• Ask the students to complete the project given at the end of the chapter.
11
Worksheet 1
1. Fill in the blanks to complete the test for proteins.
Take a small quantity of food sample to be tested and convert it into
form. Put it into a test tube and add a few drops of to it. Now
add two drops of solution and solution to
it. Shake the test tube well. A indicates the presence of proteins
in the given food item.
2. Match the following food items to the type of nutrient they are rich in.
FOOD ITEM NUTRIENT
(a) Carbohydrates
(b) Vitamins
(c) Proteins
(d) Fats
3. Write any two functions of water in human body.
4. Write the names of any two diseases caused due to the lack of protein and vitamins.
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Worksheet 2
1. Select the nutrient being referred to in the following sentences.
(a) I provide energy to the body.
(b) I can be synthesised by the skin in the presence of sunlight.
(c) I maintain water balance in the body.
(d) I am richly found in iodised salt and sea food.
(e) I am required by the body in small amounts.
(f) I am obtained from both plant and animal sources.
(g) I help in the repair of old and worn out cells.
(h) I help in blood clotting.
(i) I heal cuts and wounds and keep the gums healthy.
(j) I help in body growth.
2. Fill up the blanks to complete the test for sugars in a food item.
(a) Crush a small amount of food item and dissolve it in .
(b) Take the food item in the test tube and shake it well.
(c) Add a few drops of in the test tube and heat it on a
burner for a minute.
(d) Diff erent coloured precipitates confi rm the presence of sugars:
(i) Green colour refers to .
(ii) Yellow colour refers to .
(iii) Orange or brick red colour refers to .
3. Write any two functions of roughage in human body.
4. What occurs due to deficiency of water? How can we cure it?
13
A. 1. (a) balanced
(b) carbohydrates, proteins, fats, vitamins, minerals, roughage
(c) defi ciency diseases
(d) B complex, C
(e) obesity
(f) Obesity
(g) Milk, eggs
2. (a) False
(b) True
(c) True
(d) False
(e) True
3.
Mineral Function
Calcium It keeps bones and teeth healthy.
Iron It helps in the formation of haemoglobin present in red blood
cells which carries oxygen in the body.
Sodium and Potassium Th ey maintain the balance of water in the body.
4.
Constipation Dehydration
It is a condition in which diffi
culty is Excess loss of water from the body leads to a condition
faced by a person in emptying bowels. called dehydration.
5.
Sources Green leafy vegetables, kiwi fruit, parsley and soya bean oil
Importance It helps in clotting of blood.
Defi ciency disease It reduces blood clotting which results in excessive bleeding from the
wounds.
B. 1. ORS stands for Oral Rehydration Solution. It is made by mixing salt and sugar in water.
2. Roughage does not contain any nutrients but it keeps our digestive system healthy as it helps the
food to pass easily through the digestive system and thus helps in digestion.
4. Test for the presence of proteins in the food item
Material required: Food sample, water, copper sulphate solution, caustic soda solution, droppers
and test tubes.
Procedure: Take a small quantity of food sample and crush it into powdered form. Put the crushed
powder in the test tube and add a few drops of water to it. Now add 2 drops of copper sulphate
solution and caustic soda solution to it. Shake the test tube well. Formation of violet colour indicates
the presence of proteins in the tested food sample.
14
C. 1.
Nutrients Importance
Vitamin C It helps in quick healing of cuts and wounds and also keeps the gums healthy.
Iron It helps in the formation of haemoglobin present in red blood cells which
carries oxygen in the body.
Magnesium It regulates the functioning of nerves and muscles.
Iodine It promotes the physical and mental development in children.
Vitamin D It helps in absorbing calcium and phosphorus for strong bones and teeth.
2. Deficiency diseases: Diseases that occur in our body due to the lack of nutrients for a long period
of time are called deficiency diseases.
Deficiency disease Nutrient Symptoms
Marasmus Proteins Dry skin, fatigue, rapid weight loss, weak legs,
mental retardation and poor muscle development
Rickets Vitamin D Bones become soft and bend easily
Goitre Iodine Swollen neck and mental disability in children
3. Balanced diet: A diet which contains all the nutrients in the proper amount is called balanced diet.
Balanced diet chart for a week
Day Breakfast Lunch Dinner
1 Medium bowl 1 bowl dal + 1 small bowl 1 bowl dal + 1 small bowl
of milk with vegetable + 2-3 chapatis + 1 small vegetable + 2 chapatis + 1 small
wholegrain cereal bowl salad bowl salad + 1 medium fruit
2 Vegetable sandwich 1 bowl dal + 1 small bowl 1 bowl dal + 1 small bowl
and glass of milk vegetable + 1 bowl cooked rice + vegetable + 1 bowl cooked
1 small bowl salad rice + 1 small bowl salad+ 1
medium fruit
3 Omelette and 1 bowl dal + 1 small bowl 1 bowl dal + 1 small bowl
orange juice vegetable + 2-3 chapatis + 1 small vegetable + 2 chapatis + 1 small
bowl salad bowl salad+ 1 medium fruit
4 Medium bowl 1 bowl dal + 1 small bowl 1 bowl dal + 1 small bowl
of milk with vegetable + 1 bowl cooked rice+ 1 vegetable + 1 bowl cooked rice+
wholegrain cereal small bowl salad 1 small bowl salad+ 1 medium
fruit
5 Fruit salad and 1 bowl dal + 1 small bowl 1 bowl dal + 1 small bowl
glass of milk vegetable + 2-3 chapatis + 1 small vegetable + 2 chapatis + 1 small
6 Idli with chutney 1 bowl dal + 1 small bowl 1 bowl vegetable with gravy +
and sambhar vegetable + 1 bowl cooked rice + 1 bowl cooked rice + 1 small
1 small bowl salad bowl salad+ 1 medium fruit
7 Upma with mixed 1 bowl dal + 1 small bowl 1 bowl dal + 1 small bowl
vegetables vegetable + 2-3 chapatis + 1 small vegetable + 2 chapatis + 1 small
15
D. In the picture, contents of Oral Rehydration Solution (ORS) are shown. ORS is given to the patient in the
condition of dehydration. Its contents contains sodium and potassium salts which help in maintaining
the balance of water in our body. It also contains glucose which is a carbohydrate and its main function
is to provide energy to the body.
E. 1. It is necessary to include raw vegetables and fruits in our diet because
(a) they help the food to pass easily through the digestive system and thus help in digestion.
(b) they retain water and maintain healthy cholesterol and blood sugar level in the body.
(c) they prevent constipation.
(d) they also help in keeping us full.
2. (a) Citrus fruits keep the gums healthy.
(b) Citrus fruits contain vitamin C. Other sources of vitamin C are amla, papaya, broccoli,
berries, green leafy vegetables, tomatoes and capsicum.
Worksheet 1
1. Powdered, water, copper sulphate, Caustic soda, Violet colour
2. (a) Potato (b) Fruits
(c) Soyabean (d) Butter
3. Functions of water: It absorbs nutrients from the food. It helps to maintain constant body temperature.
4. Diseases caused due to defi ciency of proteins- Kwashiorkor and marasmus
Diseases caused due to defi ciency of vitamins- Night blindness and anaemia
Worksheet 2
1. (a) Fats (b) Vitamin D (c) Sodium and potassium
(d) Iodine (e) Trace mineral (f) Fat/Protein
(g) Protein (h) Vitamin K (i) Vitamin C
(j) Protein
2. (a) water (c) Benedict’s reagent
(d) (i) Low sugar content, (ii) Medium sugar content, (iii) High sugar content
3. It helps the food to pass through the digestive system and it also helps to keep us feeling full.
4. Dehydration occurs due to defi ciency of water. Oral rehydration solution (ORS) is given to the patient
who is suff ering from dehydration.
16
Chapter 3
Fibre to Fabric
• List the conditions required for the growth of cotton and jute plants.
• Tell about diff erent types of fi bres known along with their sources.
• Understand the process of obtaining fabric from fi bres.
• Distinguish between the two types of fi bres, i.e., natural and synthetic.
• Explain diff erent terms like ginning, weaving, knitting and spinning.
Materials Required
Teaching Aids: Diff erent fabrics like cotton, silk, jute, silk cotton, wool, coir and material to perform
burning test of fabrics.
Warm Up
You can start the topic with the Warm-up section given on page 30 of the book. Performing activity
1 of page 31 can be a good way to proceed further. For this, you can ask the students a day before to
bring some samples of fabrics from their home.
Concept Explanation
• Classification of fibres: Explain to the students that fi bres can be obtained from two diff erent
sources, one being plant and the other the animal source.
• Plant fibres: Cotton and jute can be taken as examples to explain plant fi bres. Ask students
to perform activity given on page 33 to obtain cotton yarn from cotton wool. Th e steps in the
processing of cotton can be explained by showing them pictures and if possible a video can be
used for the purpose. Same can be followed to show jute cultivation. At the end of the topic,
students can be asked to complete the in-text questions given as ‘Breather’ in the chapter.
• Animal Fibres: Explain to the students that fi bres can be obtained from animal sources also.
Wool and silk can be used as examples here. Students can be asked to fi nd out about diff erent
wool yielding animals from around the world apart from those listed in the chapter.
• Synthetic fibres: Introduce the term artifi cial or synthetic fi bres to the students. Th
e burning
test can be performed with the synthetic fi bres also and can be shown to the class. Ask the
students to identify the diff erence in the burning patterns of the two types of fi bres.
Reinforce
• A recapitulation of the chapter can be done by completing the exercise given at the end of the
chapter. Questions given under HOTS and picture-based activity can be used to make the
class interesting and develop thinking skills in the students. Make the students understand
17
the importance of animals and plants in obtaining fibres. This will develop values among
them. Teacher’s tip given on page 35 can be used in a question form to make the students
think about the reason behind it.
Explore
• The activities given in ‘Innovator’s Corner’ and ‘Project’ can be used to further extend the
learning process in the students. Students can be asked to find out more on the ‘History of
clothing’ and this can be used as a formative assessment interdisciplinary project (Science
and social science).
18
Worksheet 1
1. Give two examples for each of the following.
(a) Plant fi bres (b) Animal fi bres
(i) (i)
(ii) (ii)
(c) Synthetic fi bres (d) Wool-yielding animals
(i) (i)
(ii) (ii)
2. Arrange the following in proper order as they are followed in obtaining cotton
fabric.
(a) Ginning
(b) Growing cotton plant
(c) Weaving
(d) Collecting cotton bolls
(e) Spinning
3. Identify the fibre from the following statements.

(a) I burn without melting and give the smell of a burning paper.
(b) I melt on burning.
(c) I am made from the stem of the fl ax plant.
19
Worksheet 2
1. Match the instrument with the process in which it is used.
(a) Spinning Looms
(b) Weaving Needles
(c) Knitting Takli and Charkha
2. Identify the fibre from the following statements.

(a) I am manufactured using chemicals obtained from
petroleum products.
(b) I am obtained from the cocoon of a worm.
(c) I am obtained from the fl eece of certain animals.
(d) I am a white coloured fi bre obtained from a fruit.
(e) I am obtained from the outer shell of coconut.
(f) I am obtained from the stem of a plant.
(g) I am used in thermal and sound insulation.
3. List the states of India in which the following fibres are cultivated.
(a) Cotton
(b) Jute
(c) Silk
4. Write the conditions required for the cultivation of cotton and jute.
20
A. 1. (a) Sheep and yak (b) Wool and silk
(c) Rayon and nylon (d) Cotton and jute
(e) Hand spindle and spinning wheel (f) Knitting and weaving
2. (a) China (b) fabric
(c) Bark of trees, animal skin (d) ginning
(e) jute
B. 1.
Weaving Knitting
In this method, two distinct sets of yarns are interlaced at In this method, only a single yarn is
right angles to form a fabric. used to make a fabric.
2. Conditions necessary for cultivation of cotton are:

(a) High temperature between 21oC and 30oC (b) Annual rainfall of 50-100 cm
(c) Black soil or alluvial soil
3. Jute is majorly cultivated in Sunderbans Delta as jute crop requires hot and humid climate for
growth. Light sandy or clayey loam are best suited soils for growing jute.
4. Early men and women did not wear clothes. During the Stone Age, they used to cover their bodies
with the bark of trees, big sized leaves and animal skin or fur. Th en 6000 years ago, people started
using wool as fabric. Cotton came into use aft er the early man learnt about agriculture. Earlier
people used to wear unstitched clothes. Even today, people wear unstitched clothes such as dhoti,
lungi and saree.
5. Jute stem has thick bark and contains fi bres inside it. Jute fi bres are naturally glued together by
sticky substance. Th is sticky substance is removed by a process called retting in which jute stalks
are cut to the ground and tied into bundles. Th ese are then soaked in water for about 20 days. Aft er
retting, the fi bres are separated from the stem, washed, dried and tied into bundles. In this way, jute
fi bres are separated from jute stem.
6. Yarns are made up of fi bres. Processes by which yarns are turned into fabric are weaving and
knitting.
C. 1. (a) Spinning: Th e process of making thread or yarns from cotton fi bre is called spinning. It is done
with the help of a hand spindle or a spinning wheel.
(b) Retting: Th e process of separating jute fi bres from jute plants by rotting of stems of jute plants
in water to remove sticky substance is called retting.
(c) Weaving: Th e method in which two distinct sets of yarns are interlaced at right angles to form
a fabric is called weaving.
2. Two processes of making fabric from yarns are weaving and knitting.
Weaving is the oldest method of using yarn to make fabric in which threads are woven into clothes
21
on a loom. The looms are either hand operated called handloom or machine operated called
powerloom. The pattern in which two distinct sets of yarns are interlaced at right angles to form a
fabric is called a weave.
Second process of making fabric from yarns is knitting in which a single yarn is used to make a
fabric. This can be done either using knitting needles or machines. A series of interlocks or loops
are made in the yarn to form a fabric. The consecutive rows of loops in a knitted fabric is called
stitches.
3. Silk is obtained from the cocoon of the silkworms which are fed on the leaves of the mulberry plant.
4. Classification of fibres:
5.
Fibre Property
Cotton Absorbs water quickly
Flax Strong fibre and durable
Silk-cotton Fluffy and water repellent
Jute High tensile strength
Hemp High tensile strength
Coir Waterproof and resistant to damage
6.
Other plant fibres Importance
Coir Coir fibres are waterproof and resistant to damage. They are used to
make doormats, brushes, coir ropes, sacks, etc.
Silk-cotton Its fibres are fluffy and water repellent and it is used in filling mattresses
and life jackets. It is also used in thermal and sound insulation.
Hemp It has high tensile strength, so it is used in making ropes, carpets, nets
and clothes.
Flax Its fibres are strong and durable and it is used in making ropes and high
quality paper.
D. Sequence of obtaining fabric from plant
(c) Cultivation of cotton plant
(a) Ginning
(d) Spinning of cotton
(b) Weaving of cotton yarn into fabric
E. 1. Natural fibres such as cotton absorb water quickly while synthetic fibres such as nylon are water
resistant. So, umbrellas and raincoats are made from synthetic fibres.
2. Silk is a delicate fabric which gets wrinkles easily and is prone to damage by insects and on bleaching
whereas synthetic fibres are strong, wrinkle free, insect resistant and easy to dye.
3. India has the largest amount of land for cotton cultivation yet it is the second largest producer of
cotton. This is probably because of varying conditions of temperature and rainfall which do not
remain the same throughout the year. Moreover the type of soil needed for cultivation of cotton is
available in selected areas of India which limits the production of cotton.
22
Worksheet 1
1. (a) Cotton and Jute (b) Silk and wool
(c) Rayon and nylon (d) Sheep and camel
2. (b), (d), (a), (e), (c)
3. (a) Natural fi bre like cotton, (b) Synthetic fi bre like nylon, (c) Linen
Worksheet 1
1. (a) Takli and charkha (b) Looms (c) Needles
2. (a) Synthetic fi bre (b) Silk (c) Wool
(d) Cotton (e) Coir (f) Hemp
(g) Silk-cotton
3. (a) Punjab, Haryana, Gujarat and Rajasthan
(b) Bihar, Assam, Andhra Pradesh, Orissa and Meghalaya
(c) Karnataka, Andhra Pradesh, Tamil Nadu, West Bengal and Jammu and Kashmir
4. Cotton: It requires black or alluvial soil, high temperature between 21°C and 30°C and an annual rainfall
of 50-100 cm.
Jute: Hot and humid climate, high temperature, heavy rainfall and light sandy or clayey loam.
23
Chapter 4
Grouping Materials

• Know diff erent properties on the basis of which materials can be classifi ed.
• Understand the importance of classifi cation.
• Apply the knowledge gained in classifying a group of substances.
• List examples of lustrous and non-lustrous, transparent, translucent, opaque, miscible and
immiscible materials.
• Distinguish between conductors and insulators of electricity.
Warm Up
Th
e Warm up exercise given on page 39 is a good exercise to start the chapter. Ask the students
to classify the given list of objects into diff erent groups on the basis of common properties. Once
they classify all the objects, ask them to use some other property to classify the same objects. Th
is
will make them understand that the grouping of materials depends on the property chosen. For
example, a pencil, a sharpener and a book can be placed together as stationary items, but a pencil
and a book can be placed separately from a sharpener under materials obtained from natural things.
Concept Explanation
• Appearance, lustre, hardness and roughness: Explain these topics to the students by taking
examples from everyday life, which would appear familiar to the students.
• State: Explain to the students the arrangement of molecules in the three states of matter with
the help of diagrams. Students should be made familiar to the properties of solids, liquids
and gases by giving them a comparative account of the three.
• Solubility: Th e topic can be well explained to the students with the help of Experiment 1
given on page 43. Th is will help the students to understand the concept in a better way. Some
students can be asked to perform this activity to create interest in the class. Th is is a method
of learning by doing.
• Transparency: Students must be already familiar with this topic as they have covered this
in their previous classes. Th is topic can be started by asking them questions like; what is
the diff erence between glass sheet, butter paper and an iron object. Make the students
understand the diff erence between a glass and a mirror on the basis of transparency.
• Magnetism, conduction of heat and electricity: Th ese topics are new to the students but
they might be knowing a few things from their real life experiences. Explain to them the
importance of magnetic and non-magnetic substances, conductors and insulators of heat
and electricity in day to day life.
24
Reinforce
• Going through the definitions given under topic ‘Word Drop’ will help in a quick recapitulation
as many new definitions have been introduced in this chapter. Ask students to give examples
of different categories. Another method is to give them a list of objects and ask them to write
any 4-5 properties of these objects. This will help in developing thinking skills among them.
Complete the exercises given at the back of the chapter.
Explore
• Students can learn further in the chapter by extending Experiment 1 given on page 43.
Students can further extend their knowledge by completing the project given on page 47.
25
Worksheet 1
1. Identify the property on the basis of which the following materials have been kept
in two separate groups.
GROUP A GROUP B PROPERTY
(a) Gold, silver and iron Wood, clay and paper
(b) Iron Sponge
(c) Glass, water and air Frosted glass and
Oily patch on paper
(d) Kerosene, water Oxygen and hydrogen
and petrol
(e) Lemon juice Sand, clay and saw dust
and vinegar
2. Draw diagrams to show the arrangement of molecules in the given boxes.

Soap Cake Lemon Juice Oxygen gas
3. Identify the state of matter being mentioned in the following statements.

(a) I have a fi xed shape.
(b) I have a defi nite volume.
(c) My particles are not very closely packed.
(d) I am highly compressible.
(e) I cannot fl ow.
26
Worksheet 2
1. Give two examples of each of the following:
(a) Immiscible liquids (b) Translucent materials
(i) (i)
(ii) (ii)
(c) Materials that fl oat on water (d) Magnetic materials
(i) (i)
(ii) (ii)
(e) Insulators of heat (f) Conductors of electricity
(i) (i)
(ii) (ii)
2. Write any two properties of the following materials.

(a) Iron nail
(b) Water
(c) Plastics
(d) Sugar solution
(e) Air
27
A. 1. (a) Oil does not dissolve in water.
(b) Liquids have fi xed volume but do not have fi xed shape.
(c) Solids have fi xed shape and size so they cannot occupy whatever space is available to them.
(d) Paper boat will not sink in water.
(e) Translucent materials allow light to pass through them partially.
2. (a) Gold and silver (b) Iron and copper
(c) Dry leaves and paper (d) Stone and books
(e) Feather and cotton (f) Aluminium and copper
B. 1. Properties that materials have:
(a) Appearance
(b) Hardness
(c) Conduction of heat and electricity
(d) Solubility
(e) Flotation
(f) Transparency
(g) Attraction towards a magnet
(h) State
(i) Roughness
2. Grouping of substances helps in the study of their properties. Substances are grouped on the basis
of appearance, state, hardness, transparency, etc. Th is helps in the proper use of material on the
basis of its properties.
3. Th e particles in liquids are not closely packed due to which they do not have fi xed shape but they
have fi xed volume.
4. Oxygen dissolved in water is essential for the survival of aquatic organisms.
5. (a)
Miscible liquids Immiscible liquids
Liquids that dissolve in water are called Liquids that do not dissolve in water are called
miscible liquids. immiscible liquids.
For example: Vinegar, alcohol, etc. For example: Oil, petrol, etc.
(b)
Lustrous material Non-lustrous material
Materials which have shiny appearance Materials which do not have shiny appearance
are called lustrous materials. are called non-lustrous material.
For example: gold, silver, etc. For example: paper, plastic, etc.
(c)
Conductor Insulators
Materials that allow heat and electricity Materials that do not allow heat and electricity to
to pass through them are called pass through them are called insulators.
conductors. For example: plastic, glass, etc.
For example: Copper, iron, etc.
28
(d)
Transparent Translucent
Materials that allow light to pass Materials that allow light to pass through them
through them are called transparent partially are called translucent materials.
materials. For example: butter paper, frosted glass, etc.
For example: air, clean water, etc.
6. When oil is mixed with water, oil forms the upper layer because it is lighter than water.
C. 1. (a) Transparency: Property of materials that allows light to pass through them is called
transparency and the materials that shows this property are called transparent materials.
Example of transparent materials are air, clean water, etc.
(b) Immiscible substances: Substances such as liquids that do not dissolve in water are called
immiscible substances. For example: oil, petrol, etc.
(c) Magnetism: Materials that are attracted towards a magnet are called magnetic materials and
this property is called magnetism. Example of magnetic materials are iron and nickel.
(d) Solubility: The property of various substances to dissolve in water is called solubility. Example
of soluble substances are sugar, salt, alcohol, etc.
2.
Solids Liquids Gases
Compressibility Cannot be compressed Cannot be compressed easily Can be highly
compressed
Volume Definite Definite Not definite
Packing of particles Closely packed Not as closely packed as in Loosely packed
solids
3. Three properties on which materials can be classified:
Property Example
Hardness (i) Copper is hard, while cotton is soft.
(ii) Glass is hard while feather is soft.
Solubility (i) Oil is not soluble in water while, vinegar is soluble.
(ii) Sand does not dissolve in water, while sugar does.
Lustre (i) Gold is lustrous, while paper is not.
(ii) Silver is lustrous, while wood is not.
D. Property
1. State
2. Hardness
3. Solubility
E. 1. Liquid C will form the lowermost layer and liquid B will form the uppermost layer.
2. Sudden discharge of hot water from industries into waterbodies results in the death of aquatic
animals because concentration of dissolved oxygen decreases with the increase in temperature.
3. If ice cubes are added first in the water, the sugar will not dissolve properly in the water as solubility
decreases in cold water.
29
Worksheet 1
1. (a) Lustre (b) Hardness (c) Transparency
(d) Solubility and state (e) State and solubility
2.
Solid Liquid Gas
3. (a) Solid (b) Solid and liquid (c) Liquid

(d) Gas (e) Solid
Worksheet 2
1. (a) Kerosene and petrol (b) Frosted glass and butter paper
(c) Leaf and feather (d) Iron and nickel
(e) Plastic and wood (f) Iron and copper
2. (a) Conductor of electricity and will sink in water
(b) Liquid and conductor of heat and electricity (not pure water)
(c) Insulator of heat and electricity and translucent
(d) Liquid and transparent
(e) Gas and insulator of heat
30
Chapter 5
Separation of Substances

• List diff erent separation methods.
• Explain diff erent separation methods like handpicking, threshing, winnowing, sieving,
sedimentation and decantation, fi ltration, evaporation and condensation.
• Understand the importance of separation of substances.
• Understand the principle behind the separation methods.
• Acquire skills to perform experiments using suitable techniques in the lab.
• Identify the components in a mixture and separate them using suitable methods.
• Identify the solute and the solvent in a given solution.
Materials Required
Teaching Aids: Materials that can be used to explain this topic are the ones required to perform
experiments listed on pages 50-55 of the book.
Warm Up
Th
e class can be made interesting by asking the students questions like; how do you separate milk
and cream at home? What does your mother do before cooking rice? Th en start the topic with the
warm up section of page 48.
Concept Explanation
• Separating solids from solids: Explain to the students the diff erent methods covered under
this topic, i.e., handpicking, threshing, winnowing and sieving with the help of examples.
Th e experiments given on pages 50 and 51can be used to explain the topic in a better way.
• Sedimentation, decantation and filtration: Th e topic can be started with the help of
Experiment 3 given on page 52. Explain to the students the methods of sedimentation and
decantation. Explain to them that this process can be used only for insoluble solids. Th e
supernatant obtained in Experiment 3 can be further purifi ed in front of the students by
using the process of fi ltration. Take the students to the lab to show the process. Th is will
make the class interesting. Th ey can be given fi lter papers in groups to make a cone. Th is
simple activity will make the class interesting.
• Evaporation and condensation: Perform Experiments 5 and 6 in front of the students to
explain the topic.
• Solubility: Th e students already have an idea of the topic from their previous chapter.
Students can be asked questions like what are soluble and insoluble substances. Th ey can
be asked to list some examples of the two categories. Give them the concept of saturated
31
solution by explaining to them that in such a solution no more solute can be dissolved. The
factors affecting solubility can be shown to them with the help of an experiment.
Reinforce
• Thinking abilities and values can be developed in the students with the help of the ‘Life Skill’
and ‘Values’ sections of the chapter. ‘Science tip’ given on page 50 is also important for the
students to know. Such information helps in the development of scientific aptitude among
the students. The in-text exercise and the exercises at the end of the chapter will help them to
refresh the chapter. Discuss the new terms and their meanings given in the chapter.
Explore
• For extended learning, experiments given on page 59 of the chapter can also be performed in
front of the students. Students can further extend their knowledge by completing the project.
Information given in the Innovator’s Corner can be used to reinforce the learning process in
the students.
32
Worksheet 1
1. Identify the method of separation to be used to separate the following mixtures.
(a) Unwanted grains from rice.
(b) Salt from sea water.
(c) Stones from sand at construction site.
(d) Grains from stalks.
(e) Lighter chaff particles from heavier grains.
(f) Oil from water.
2. Label the following diagram.
(a) Also mention the name of the process.
3. Fill in the blanks to complete the process of obtaining salt from sea water.
Sea water is collected in and it gets evaporated
by leaving behind the salt. Salt is then collected,
and is made ready for consumption.
33
Worksheet 2
1. Arrange the following in proper order as they are followed during the removal of
impurities from a sample of rock salt.
(a) Filter the solution
(b) Mix it with water
(c) Pure salt is left in the beaker
(d) Crush the salt and convert it to a powder
(e) Allow sedimentation
(f) Heat the fi ltrate in a beaker and allow evaporation
2. Name two methods that can be used for each of the following:
• Separating solids from solids. ____________ ______________
• Separating solids from liquids. ____________ ______________
3. Identify the separation methods from the given pictures and name one mixture
that can be separated using each method.
(a)
(b)
34
A. 1. (a) fi ltration (b) Supernatant, sediments
(c) Residue (d) Solute
(e) increases
2 .
Column A Column B
Th
reshing Beating of crops to separate grains from stalks
Condensation Changing of vapours into liquid form
Evaporation Changing of water into vapours
Sedimentation Settling down of heavier components in a mixture
Decantation Transfer of clear liquid aft er sedimentation
B. 1. Separation of substances is done to separate useful component or to remove undesirable components
from useful material or to obtain pure sample of substance.
2. Salt is obtained from seawater by the process of evaporation.
3. Saturated solution into an unsaturated solution either by adding more solvent in the saturated
solution or heating of solution.
4. She uses handpicking method to remove undesirable components from rice.
5. No, it is not possible to separate a mixture of salt and powdered sugar by the process of winnowing
because one substance has to be lighter in weight to be carried away by wind.
6. Solubility: Th e ability of substance to dissolve in water is called solubility. In a solution of sugar and
water, sugar is a solute and water is a solvent.
7.
Mixture Process of separation
Sand and water Filtration
Oil and water Decantation
Salt from seawater Evaporation
Husk from grains Winnowing
Stones from rice Handpicking
Salt and water from their solution Condensation
C. 1. Many times one method is not enough to obtain a pure substance. For example: mixture of sand
and salt is separated by the method of fi ltration and evaporation. First water is added in the mixture
of sand and salt. Salt is dissolved in water while sand does not. Sand is separated from salt solution
by the method of fi ltration. Now, salt is separated from water by the method of evaporation. In this
way mixture of sand and salt can be separated.
2. (a) Handpicking: Th e process of removing unwanted materials by hand and separating them.
(b) Winnowing: Th e method of separating lighter particles from heavier particles with the help of
wind is called winnowing.
(c) Condensation: Th e process of conversion of vapours into liquid is called condensation.
3. Process of fi ltration:
In the fi ltration process, unwanted material is removed from solvent. On pouring the mixture
through funnel laced with fi lter paper, residue is collected in the fi lter paper, while fi ltrate is collected
in the beaker underneath the funnel.
35
Refer figure given in Experiment 4 on page 52
4. Saturated solution: Solution in which no more solute can be dissolved is called saturated solution.
Saturated solution of sugar can be prepared by adding sugar in water till it stops dissolving.
When such solution is heated it becomes unsaturated again.
5. Separation of wheat grains from wheat plants involves two processes.
Threshing: In this process, wheat grains are separated from the stalks. It is done either manually or
with the help of machines. Manual threshing is done by holding a pile of crop and beating on a hard
surface. This loosens and separates the grain from stalk. It is also done by crushing the harvested
stalks using bullocks.
Winnowing: In this process, lighter particles are separated from the heavier particles with the help
of wind. A mixture of grains and chaff is allowed to fall from a height. The grains being heavier fall
on the ground while chaff pieces being lighter are carried away with the help of wind.
D. First method is filtration which is used to separate the sand from salt water solution as salt is soluble in
water while sand is not. The mixture is passed through the funnel containing filter paper which allows the
salt solution to pass through it and sand is left behind as the residue on filter paper.
Second method is condensation. In this method salt solution is heated in a kettle. Steam is formed which
comes out from the spout of kettle, touches the metal plate, condenses and changes into water droplets.
These water droplets get collected in the beaker. In this way, salt is left behind in the kettle while water is
collected in the beaker.
E. 1. More sugar gets dissolved in the hot water because solubility increases with increasing temperature.
2. Separating the mixture of sand, sugar and iron filings:
First of all, magnet is used to separate iron filings from the mixture. After removing iron filings,
water is added in the remaining mixture of sand and sugar. On stirring the solution, sugar gets
dissolved while sand does not. Now by using a filter paper, sand is separated from the sugar solution
and finally, by the method of evaporation, sugar is separated from water.
3. Due to rainfall, tiny dust particles, smoke particles and other suspended pollutants get washed
down as a result of which visibility increases.
4. In a saturated salt solution, no more solute will dissolve because the solution is already saturated
with salt particles and there will be no room for any other solute to get dissolved.
36
Worksheet 1
1. (a) Handpicking (b) Evaporation (c) Sieving
(d) Winnowing (e) Winnowing (f) Decantation
2.
Mixture of
sand
and water
Filter paper
Funnel
Clear water
(a) Filtration
3. salt pans, sun’s heat, purifi ed
Worksheet 2
1. (d), (b), (e), (a), (f), (c)
2. Sedimentation and decantation, Filtration
Evaporation, Condensation
3. (a) Winnowing.
Separating husk from grains
(b) Sieving
Separating sand from gravel at construction sites
37
Chapter 6
Changes Around Us

• Know the properties of the diff erent types of changes.
• Give some other examples of the diff erent types of changes.
• Understand diff erent changes occurring around them.
• Able to classify these changes as physical and chemical.
• Analyse the term reversible and irreversible changes.
• Apply the knowledge gained in their day to day life.
Materials Required
Teaching Aids: Th
e proposed topic can be explained with the help of teaching aids like; burning
candle and rubber balloons.
Warm Up
A good way to start the chapter is by asking the students to list some changes that they see around
them. Students might be able to suggest changes like; day and night, growth of the body, evaporation,
burning of candle, etc. Now ask the students to complete the Warm up section and Activity 1.
Concept Explanation
• Reversible changes: Explain to the students that some of the changes that we see around us can
be brought back to their pre-change or previous state. Th ese are termed as reversible changes.
Again take the examples given by them in the warm up section and select the examples that
belong to this category. Students can be asked to read the other examples listed on page 62
and can be asked to explain the change occurring in their own words.
• Irreversible changes: Now go through the examples of irreversible changes (either from the
book or if a diff erent example is there that has been suggested by the students at the beginning
of the chapter) and explain to them that there are some changes that cannot be brought back
to their pre-change form. Th ese are termed as irreversible changes. Ask the students to do
Activity 2 with the knowledge gained by them so far.
• Expansion and contraction: List the examples from the three states of matter to explain
expansion and contraction to the students. A rubber balloon can be used to explain both the
processes. Water can also be used to explain the same (Experiment 2). Th is can be performed
in the science lab to make the topic more interesting.
• Physical and chemical changes: Explain to the students that changes can also be classifi ed as
physical and chemical changes based on the property of the formation of a new substance.
Many examples can be given to them for better explanation.
38
Reinforce
• Students can be given a list of changes and can be asked to classify them as reversible and
irreversible changes. Such an approach helps in ‘Learning by doing’. The question given under
‘Breather’ and at the end of the chapter will help in the recapitulation of the topic. Thinking
skills can be developed with the help of questions given under the ‘HOTS’ section.
Explore
• Students can learn more about the changes with the help of activities given under sections
‘Let’s speak’, ‘Innovator’s Corner’ and ‘Project’. These can be done as a group activity to develop
team work sense in them.
39
Worksheet 1
1. Identify the following changes as reversible and irreversible.
(a) Increase in the heartbeat rate aft er jogging.
(b) Preparation of food by plants.
(c) Cooking of food by your mother.
(d) Melting of chocolate.
(e) Burning of coal to give heat and light.
(f) Infl ating or defl ating a balloon.
(g) Digestion of food.
2. Give any two examples each where property of expansion and contraction in
substances is used.
3. Complete the table to differentiate between physical and chemical changes.

Physical Changes Chemical Changes
40
Worksheet 2
1. Write an example where physical and chemical changes occurs simultaneously.
Explain it.
2. Fill in the blanks to explain the process of fitting an iron tool over wooden handle
using the property of expansion and contraction of iron on heating and cooling
respectively.
First, we the iron blade so that it
and fi ts easily on the wooden handle. Th en the tool is dipped in cold water to
it so that it and fi ts tightly on the
wooden handle.
3. Tick () the requirements for rusting of iron objects.

(a) Oxygen
(b) Carbon dioxide
(c) Presence of salts in the atmosphere
(d) Water vapour or moisture
(e) Nitrogen
(f) A layer of oil on the iron object
41
A. 1. (a) Cutting of vegetables and tearing of paper
(b) Melting of ice cream and infl ation and defl ation of balloon
(c) Cooking of food and burning of paper
(d) Growing of plants and boiling of eggs
2. (a) In a physical change, no new substance is formed.
(b) Heating of a substance results in the increase in its size.
(d) We cannot get back the products in their previous form in an irreversible change.
(e) All physical changes are not irreversible.
B. 1. (a) Reversible change: Th e change which can be reversed is called reversible change.
(b) Irreversible change: Th e change which cannot be reversed is called irreversible change.
(c) Physical change: Th e change in which no new substance is formed is called physical change.
(d) Chemical change: Th e change in which new substance is formed is called chemical change.
2. Gases show the maximum contraction and maximum expansion.
3. Th e air particles contract on decreasing the temperature, thus, an infl ated balloon shrinks when
kept in a refrigerator.
4. Tearing of paper is a physical change as no new substance is formed while the growth of living being
is a chemical change as it is permanent and change in molecular structure of living being occurs.
5. (a) Gaps are left in between the railway tracks so that some space is available for the tracks to
expand during summer.
(b) Cooking of chapati from dough is a chemical change as it involves the formation of new
substance and it is irreversible in nature.
(c) Heat from hot water expands the bottle and when cold water is poured on it, due to sudden
contraction, bottle breaks.
C. 1. Refer table given on page 66
2. First, ironsmith heats the iron blade so that it expands and fi ts easily in the wooden handle. Th en it
is dipped in the cold water, so that it contracts and fi ts tightly onto the wooden handle.
3. Metal rim is made slightly smaller than the wheel. On heating, it expands and fi ts easily into the
wheel. Th en cold water is poured on the metal rim and it contracts and fi ts tightly on the wheel.
4. Th ree applications of expansion and contraction of material:
(i) Liquid mercury expands in thermometer and rises up in the tube when the bulb of
thermometer comes in contact with a hot object.
(ii) Iron blades fi tted on a wooden handle while making tools.
(iii) Rubber tyre is made slightly smaller in size than the wheel. Th e tyres are heated, they
expand and fi t easily on the wheel. Th en the tyre is allowed to cool down so it comes back
to its original size.
5. All physical changes are not reversible in nature. For example, tearing of paper into small pieces is
a physical change but not reversible as one cannot change pieces into paper.
6. During the conversion of ice into water, no change in the molecular structure is observed and no
new substance is formed. Hence, conversion of ice into water is not a chemical change.
D. Peeling an apple: Physical and irreversible change
Making a clay pot: Chemical and irreversible change
Burning of candle: Chemical, physical and irreversible change
42
E. 1. Heat produced from hot water forces the glass particles to expand due to which glass tumbler
breaks when hot water is added to it.
2. Dough is made by mixing water in fl our, so no change is observed in molecular structure. Hence,
it is a physical change. Cooking of chapati from dough is a chemical change as it involves the
formation of new substance and it is irreversible in nature.
3. Burning of candle involves both physical and chemical changes as on burning, wax melts which can
be solidifi ed again. Also burning wax converts into vapour state which continues to burn and give
heat and light. So burning of wax involves both physical and chemical changes.
4. Making of curd from milk is an irreversible change as curd is formed due to the action of yeast on
milk which cannot be reversed.
Worksheet 1
1. (a) Reversible change (b) Irreversible change (c) Irreversible change
(d) Reversible change (e) Irreversible change (f) Reversible change
(g) Irreversible change
2. Expansion: (i) Gaps are left between two railway tracks
(ii) Increase in the size of infl ated balloon when kept in the sun
Contraction: (i) Leaving the cable wires loose while laying them down in summers
(ii) Decrease in the size of balloon when kept in the refrigerator
3.
Physical change Chemical change
No new substance is formed. A new substance is formed.
Th
ese changes can be reversed easily. Most of the chemical changes are irreversible.
Th
is change is temporary. Th
is change is mostly permanent.
Th
ere is no change in the molecular structure of Th
e substance undergoes a change in its
the substance. molecular structure.
For example, breaking of a glass For example, cooking of food
Worksheet 2
1. Burning of candle involves both physical and chemical changes simultaneously. When we burn a candle,
the wax melts and this liquefi ed wax continues to burn further and converts into gaseous state. Th
us,
vaporized wax burns to give heat and light.
2. Heat, expands, cool, contracts
3. (a), (d)
43
Chapter 7
Living and Non-Living Things

• Distinguish between living and non living things and biotic and abiotic components
• Recognize diff erent features of living beings
• Describe these features in their own words
• Explain diff erent biotic and abiotic components of the environment
• Learn about hot and cold blooded animals
• Understand terms like biotic community, scavengers, decomposers, sensitivity and many
others
Warm Up
Th e students are aware of the fact that humans, animals and plants have features that are diff erent
from other things like table, water, soil, air around them. Hence, we classify humans, plants and
animals as living and others as non-living. Th ey might also be aware of some characteristics shown
by living things. On the basis of these ask them to complete the exercise given under ‘Warm up’
section.
Concept Explanation
• Living things are made up of cells: Explain to the students the diff erence between unicellular
and multicellular organisms. Th e cellular organisation should also be covered.
• Living things can move, grow, reproduce, excrete and respire: Th e diff erent characteristics
of the living organisms should be covered. Cover these topics with respect to plants also.
New terms like autotrophs, heterotrophs, reproduction, excretion, and respiration should be
explained to them. Th eir defi nitions should be discussed. Respiratory organs in some other
organisms may also be mentioned.
• Response to stimuli: Many examples shall be discussed to explain the topic to the students.
First give few examples and explain the response and stimuli in those examples to them. Th e
class can be made interactive by asking the students to identify stimuli and response in some
examples given by you.
• Biotic components: Th e diff erent biotic components based on the method of obtaining food
should be listed and explained to the class. Students must already be familiar with terms
like herbivores, carnivores, omnivores, scavengers and decomposers form their previous
chapters, so they should be asked to explain these terms. Th is will make the class fl ow in an
interactive and healthy way.
• Abiotic components: Diff erent abiotic components along with their importance to the biotic
world should be covered in the class. Explain to the students how these two components
interact with each other to result in a successful environment.
44
Reinforce
• The chapter introduces many new terms and these should be repeated with the help of the
‘Word Drop’ section. The chapter also includes few activities that will help to develop values
among the students. Ask the students to complete the exercises given in the chapter and
discuss the answers to the questions with them. Make the students understand the importance
of trees in our life. This will help in development of ‘Love towards the environment’.
Explore
• The activities mentioned under ‘Let’s speak’ and ‘Project’ sections can serve as a formative
assessment project. The experiment mentioned in the ‘Innovator’s corner’ can be performed
in the lab for better understanding among the students.
45
Worksheet 1
1. Give two examples for each of the following:
(a) Unicellular organisms (b) Egg laying animals
(i) (i)
(ii) (ii)
(c) Scavengers (d) Multicellular organisms
(i) (i)
(ii) (ii)
(e) Decomposers (f) Heterotrophs
(i) (i)
(ii) (ii)
2. Complete the following sequence for showing the level of organisation.

Cells    Organism
3. Write the requirements for photosynthesis. Also mention, why green plants are
called autotrophs?
46
Worksheet 2
1. Select the response and the stimuli from the following.
(a) Watering of mouth on seeing delicious food.
(b) Curling of leaves of ‘Touch-me-not’ plant on touching.
(c) Movement of plant root towards water.
(d) Cockroaches run away to their hiding places when light of the kitchen is switched
on at night.
(e) Stem of a plant grows towards light.
2. Tick () the abiotic components of the environment.

(a) Air
(b) Decomposers
(c) Trees in a forest
(d) Soil
(e) Water or humidity
(f) Sunlight
(g) Animals
3. (a) What are A and B?
(b) What processes are involved in releasing A and B?
Releases ‘A’ Humans and Other

Animals
Releases ‘B’
47
A. 1. (a) Hen and ant (b) Amoeba and bacteria
(c) Whales and human beings (d) Sunfl ower and Mimosa
(e) Animals and birds (f) Reptiles and fi shes
2. (a) unicellular organisms (b) response
(c) plants and animals (d) cold-blooded animals
B. 1. (a)
Living things Non-living things
Th
ey are made of cells. Th ey can move, Th ey are not made of cells. Th
ey do not move,
reproduce and grow. Th ey need food and air reproduce and grow. Th ey do not need food and
to stay alive. Th
ey excrete and have a lifespan. air to stay alive. Th ey do not excrete and do not
have a lifespan.
(b)
Autotrophs Heterotrophs
Autotrophs are those which can prepare their Heterotrophs are those which depend on
own food. autotrophs directly or indirectly for their food.
For example: plants For example: animals
(c)
Organ Organ system
A group of tissues performing a particular A group of organs interacting with one another
function in the body form an organ. to perform a process in the body form an organ
For example: Ear, eyes, etc. system.
For example: digestion, respiration, etc.
(d)
Biotic components Abiotic components
It is the living component of the environment. It is the non-living component of the environment.
For example: plants and animals For example: air, water, sun, etc.
(e)
Unicellular organisms Multicellular organisms
Organisms that are made up of only one cell Organisms that are made up of more than one
which performs all the functions. cell.
For example: Amoeba, bacteria, etc. For example: animals and plants
(f)
Cold-blooded animals Warm-blooded animals
Animals whose body temperature changes with temperature Animals whose body temperature
of their surroundings. remains constant and does not
change according to surroundings.
For example: insects, reptiles, etc. For example: mammals and birds
2. Th ere are no common characteristics that are observed in both living and non-living things.
3. Requirements for seed germination are presence of sunlight, moisture in the soil and air.
4. If waste is not expelled from the body, it creates problems in the body which create health issues.
48
5. Stomata helps in the removal of water vapour, carbon dioxide and oxygen.
6. Animals are dependent on plants for their food while plants depend on animals for carbon dioxide
which is used by the plants as one of the components for making their food.
C. 1. (a) Stimuli: Changes in the environment which make the organism respond to them are called
stimuli.
(b) Reproduction: The biological process in which an organism produces baby of its own kind is
called reproduction.
(c) Excretion: The process of removing waste from the body is called excretion.
(d) Respiration: The food eaten by the organism is broken down into simpler substances in the
presence of oxygen to release energy and carbon dioxide is called respiration.
(e) Species: The group of organisms having the same characteristics and features is called species.
They reproduce babies of their own kind and continue their species.
(f) Ecology: The study of the relationship between living things and their environment is called
ecology.
2. Animals show movement from one place to another because of the following reasons:
(i) In search of food and shelter
(ii) To protect themselves from their enemies and predators
(iii) To protect themselves from adverse climatic conditions
3. Characteristics of living beings
(i) Living things show growth as they increase in size and height.
(ii) Living things such as animals can move from one place to another.
(iii) Living things can reproduce.
(iv) Living things respire.
(v) Living things need food and air to stay alive.
(vi) Living things have a lifespan.
(vii) Living things show response to the changes in the environment.
(viii) Living things excrete out waste from their body.
4. Abiotic components of environment are air, water, sunlight, soil and temperature.
Sunlight: It is used by plants as one of the components to make their produce. It also increases the
temperature of the area. Life exists on the earth because it has suitable temperature range for all the
living beings.
Air: It is used by living things to survive. As animals used oxygen to respire while plants use carbon
dioxide to make their food. Moving air or wind also helps in pollination and dispersal of certain
fruits and seeds.
Water: Living things need water to drink. Plants absorb water through their roots which also absorb
minerals along with water. Also water is a major component of blood which transport materials in
the animal body.
5. Biotic components of environment are
(i) Plants: They are autotrophs, i.e., they make their own food by the process of photosynthesis.
They are also termed as producers.
(ii) Animals: They are heterotrophs, i.e., they depend directly or indirectly on plants for their food.
They are also called as consumers. On the basis of their feeding habots they are categorised into
herbivores, carnivores and omnivores.
(iii) Scavengers: They feed on the dead bodies of other animals. They help in keeping environment
clean.
49
(iv) Decomposers: Th ey are the microorganisms that act on the dead remains of plants and
animals and release the nutrients back into the soil. Th ey maintain the balance in the soil
by recycling the nutrients.
6.
Stimulus Response
Scent of fl owers Attraction
Sun Move
Moisture Move
Cold temperature Curling of leaves
D. (i) Respond to stimuli (ii) Excretion (iii) Growth
E. 1. Th
e process of photosynthesis requires sunlight, water, carbon dioxide and chlorophyll present in
green leaves. Although plants respire throughout the day but during the night time, sunlight is not
available which stops the process of photosynthesis in plants.
2. Besides growth, human beings show other characteristics such as respiration, reproduction,
response to stimuli, excretion, locomotion, etc. Th ese characteristics are not shown by building,
thus it is considered as non-living thing.
3. During the process of photosynthesis, plants take carbon dioxide present in air to make their food
and they give out oxygen as the by-product. So plants are considered as supplier of oxygen.
4.
Scavengers Decomposers
Animals that eat the dead remains of Microorganisms that act on the dead remains of plants
other animals which are left behind and animals and release the nutrients back into the
aft er carnivores have fed on them are soil. Th
ey maintain the balance in the soil by recycling
called scavengers. the nutrients.
For examples: vultures and hyenas. For example: bacteria and fungi
Worksheet 1
1. (a) Amoeba and Paramecium (b) Insects and fi sh (c) Hyena and vulture
(d) Humans and plants (e) Bacteria and fungi (f) Animals like lions and tigers
2. Tissue, Organ, Organ system
3. Requirements for photosynthesis: Sunlight, chlorophyll, carbon dioxide and water
Green plants can prepare their own food by the process of photosynthesis, so they are called autotrophs.
Worksheet 2
1. (a) Response- Watering of mouth, Stimuli- Delicious food
(b) Response- Curling of leaves, Stimuli- Touch
(c) Response- Movement, Stimuli- Water
(d) Response- Run away, Stimuli- Light
(e) Response- Grow, Stimuli- Light
2. (a), (d), (e) and (f)
3. (a) A- Oxygen and B- Carbon dioxide (b) A- Photosynthesis and B- Respiration and Industries
50
Chapter 8
Plant and their Parts

• Know the functions of diff erent parts of a plant.
• Tell diff erence between the two types of roots and type of leaf venation.
• Identify diff erent parts of a leaf and a fl ower.
• Demonstrate some of the functions of diff erent parts of a plant like stem conduction,
photosynthesis and transpiration.
• Analyse diff erent terms like venation, pollination and reproduction.
Materials Required
Teaching Aids: A number of teaching aids can be used for the proposed chapter like plant specimens
to show- diff erent types of roots, root modifi cations, stem modifi cations, leaf modifi cations, a
typical leaf to study its structure, a fl ower, seeds to show cotyledons. Apart from this, materials
required to demonstrate Experiments 1-4 mentioned in the chapter.
Warm Up
Students are already familiar with diff erent parts of the plant and the main function of these parts.
Th
ey also have knowledge of pollination from their previous classes. So the Warm up section of
page 83 will help in recapitulation.
Concept Explanation
• The root system: Explain to the students the basic structure of a root and how a tap root
diff ers from a fi brous one. A comparative account of the two can also be given in a tabular
form. Function of the root can be demonstrated with the help of Experiment 1. Diff erent
root modifi cations with their functions should also be covered.
• Stem: Experiment 2 should be set in front of the class a day before starting the mentioned
topic. Students should be shown the result of the experiment and functions of the stem
should be discussed with them. Diff erent stem modifi cations with their functions should
also be taught.
• Leaves: Students should be explained the two types of leaf venation and the structure of the
leaf with the help of leaf specimens. Each student can be asked to bring his/her own material
to study a leaf and also to show the process of transpiration in the plants. Th is can be covered
as a group activity also to inculcate team work skills in students. A temporary mount of
stomata can be shown to them in the science lab.
• Flower: Specimen of fl owers like China rose, tulips, rose, etc. can be used to study parts of
a fl ower. Students should be asked to bring their own specimen. Th is will develop interest
in them. Tell students about the fl owers that they should avoid to study parts of a fl ower
51
(sunflower, marigold). The terms like pollination, reproduction and cotyledons should be
explained to them.
Reinforce
• Students should be asked not to pluck flowers or destroy the plants. Activities mentioned
under topic ‘life skills’ and ‘values’ could be helpful in imparting ‘value education’ to the
students. Ask the students to complete the in text and back questions and discuss the answers
with them. HOTS questions will help in developing thinking skills in them.
Explore
• Students can easily perform some of the activities mentioned in the chapter at home, like stem
conduction. Ask them to study parts of a flower from any three different types of flowers.
The activities mentioned under ‘Innovator’s corner’ and ‘Project’ can be used as formative
assessment activities.
52
Worksheet 1
1. Mention any two of the following.
(a) Leaf venation
(b) Plant systems
(c) Roots
(d) Pollination
2. Match the Columns:
COLUMN A COLUMN B
Root Transpiration through stomata
Stem Reproduction in plants
Leaves Conduction of water and minerals
Flowers Absorbing water and minerals
(a) Storage roots (b) Storage stem
(i) (i)
(ii) (ii)
(c) Insectivorous plants (d) Reproductive roots
(i) (i)
(ii) (ii)
53
Worksheet 2
1. Name the part of the flower being mentioned in the following statements.
(a) It contains the pollen grains.
(b) Female reproductive part.
(c) Attracts insect for pollination.
(d) Bead-like structures in the ovary.
(e) Topmost part of the carpel that receives the pollens.
(f) Stalk of the fl ower.
(g) Protects the bud.
2. Label the marked parts in the leaf.
3. Name the part of the plant that is modified in the following plants.
(a) Th
orns in rose plant
(b) Additional support in banyan tree
(c) Tendrils in a pea plant
(d) Tendrils in grapevines
54
A. 1. (a) Ovules (b) Parallel venation
(c) Dahlia (d) Pea
(e) leaves
2. (a) Neem and carrot (b) Sweet potato and turnip
(c) Wheat and rice (d) Potato and ginger
(e) Wheat and maize (f) Bryophyllum and cactus
(g) Rose and mango (h) Venus fl ytrap and pitcher plant
B. 1. A plant is categorised into root system and shoot system.
2. Such root is called the tap root which has one thick main root that grows deep in the ground. It is
diff erent from the roots of grasses which have fi brous roots. Fibrous roots have many thin fi bre-like
roots that grow from the base of the stem and spread under soil horizontally. Fibrous root has bushy
appearance and has no single main root.
3. Desert plants have spines instead of leaves so that the loss of water through leaves is minimised as
there is scarcity of water in the desert area.
4. Advantages of transpiration:
(i) It cools down the plants and protects them from heat injury.
(ii) Loss of water makes the roots to absorb more water along with nutrients from the soil.
(iii) It also plays an important role in water cycle.
Disadvantage of transpiration:
As transpiration is a loss of water from the plant through leaves, it is not suitable for the plants in
desert areas where there is a scarcity of water.
5. Importance of flower: It is the most attractive as well as the reproductive part of plant. Ovary of the
fl ower turns into fruit while ovules change into seeds.
6. (a) Th e additional support to a banyan tree is provided by its roots.
(b) Stem gives support to the plant.
(c) Ovule is the innermost part of the fl ower.
(d) Th e loss of water from the stomata is called transpiration.
(e) Th
e edible part of the potato is the stem.
(f) Petals are the colourful part of the plant.
(g) Carpel of a fl ower consists of stigma, style and ovary.
7. (a)
Parallel venation Reticulate venation
Th e veins run parallel to each other from Th e veins are arranged in a net-like pattern
the base to the tip of the leaf. surrounding the midrib.
It is usually found in plants with fi brous It is usually found in plants with tap roots.
roots. It is found in leaves of radish, carrot, rose, etc.
It is found in leaves of wheat, maize, rice,
etc.
55
(b)
Stamen Pistil
It is the male reproductive part of the plant. It is the female reproductive part of the
plant. It is also known as carpel.
It consists of filament and anther. It consists of stigma, style and ovary.
C. 1. (a) Functions of roots:
(i) It absorbs water and other nutrients from soil for the growth of the plant.
(ii) It anchors the plant.
(b) Functions of stem:
(i) It supports the plant and keeps it upright.
(ii) It helps in transporting water and other nutrients from roots to all the parts of the plant.
(c) Functions of leaves:
(i) They prepare food by the process called photosynthesis
(ii) They lose water from the leaves by the process of transpiration.
2. (a) Transpiration: The process of loss of water from the plants through leaves is called transpiration.
(b) Photosynthesis: The process by which plants make their food with the help of sunlight, air,
water, chlorophyll present in leaves and nutrients present in soil is called photosynthesis.
(c) Venation: The arrangement of veins in a leaf is called venation.
(d) Pollination: The process of transferring pollen grains from anther to stigma of either the same
flower or of another flower of the same kind is called pollination.
3. Two types of venation found in plants are:
(i) Parallel venation: The veins run parallel to each other from the base to the tip of the leaf.
It is found in leaves of wheat, maize, rice, etc. It is usually found in plants with fibrous roots
(ii) Reticulate venation: The veins are arranged in a net-like pattern surrounding the midrib.
It is found in leaves of radish, carrot, rose, etc. It is usually found in plants with tap roots
4. Three types of root modification:
(i) Roots of plants such as mangroves rise above the ground for breathing.
(ii) Roots of plants such as Cuscuta absorbs nutrients from the host plant.
(iii) Roots of plants such as dahlia can develop into a new plant.
5. Two examples of stem modification:
(i) Stems of certain plants can be used to grow new plants. For example: rose and jasmine.
(ii) In some plants, stem becomes fleshy to store water. For example: cactus.
6. (a) To test the presence of starch in the leaves.
First we need to boil the leaf for 10 minutes. After that leaf is taken out and placed in a test tube
containing alcohol. Then water is taken in the beaker and test tube containing leaf is put in the
beaker. Now beaker is heated till the leaf decolourises. After this, leaf is taken out and washed
with water. Now 2-3 drops of iodine solution are put on leaf which gives blue black colour to it.
This indicates the presence of starch in the leaf.
(b) To test the role of roots in absorption of water:
For this we take 2 plants and roots of one plant is cut with the scissors. Now both the plants are
planted in two separate pots filled with soil. Plants are watered regularly for about a week and
after a week we will find that the plant with roots looks healthy while the plant without roots
looks pale. This shows that roots absorbs water from the soil.
56
7. Structure of leaf:
Midrib: Th ick and the longest vein present in the middle of the leaf. It is not present in grasses.
Vein: It helps in the transportation of food, water and minerals within the leaf.
Lamina: It is also known as leaf blade. It is the fl at, broad, green part of the leaf.
Petiole: It is the thin structure that connects the leaf to the stem.
Refer Figure 8.15 from page 88
D. Refer Figure 8.20 from page 92
E. 1. If the leaves have parallel veins then the plant has fi brous roots and if the leaves have net-like
structured veins then the plant has tap root.
2. In case the rate of transpiration is higher than rate of water absorption by roots then due to excess
loss of water plant will die.
3.
Fruit Vegetable
It is the matured ovary of a fl ower. It is the edible part of the plant.
It has seeds which plays an important role in It may or may not have seeds.
reproduction.
4. Stomata helps in the respiration process of the plant and also water is lost through it. If there are
more stomata on the surface of leaf than the underside then due to direct contact with sun, loss of
water will take place rapidly which would cause dehydration in plant.
5. When a steel plate and a potted plant are kept in the sunlight for a few hours, steel plate becomes
hot while plant does not. Th is is because of the process of transpiration which helps in keeping the
plant cool and protects it from the heat injury.
Worksheet 1
1. (a) Parallel and reticulate (b) Root system and shoot system
(c) Tap and fi brous (d) Self and cross
2. Root—Absorbing water and minerals, Stem—Conduction of water and minerals, Leaves—Transpiration
through stomata, Flowers—Reproduction in plants
3. (a) Carrot and radish (b) Potato and ginger
(c) Flytrap and pitcher plant (d) Dahlia and Asparagus
Worksheet 2
1. (a) Anther (b) Carpel or pistil (c) Petal (d) Ovules
(e) Stigma (f) Pedicel (g) Sepal
2. Leaf blade/lamina
Midrib
Veins
Petiole
3. (a) Leaves (b) Roots (c) Leaves (d) Stems
57
Chapter 9
Body Movements
• Understand the diff erence between vertebrates and invertebrates, exoskeleton and
endoskeleton.
• Appreciate the importance of skeletal system in our body.
• Give information about some parts of the skeletal system in human body.
• Understand the locomotion in diff erent animals.
• Gain knowledge on how muscles and bones work together to bring about movement in
body.
• List diff erent types of joints in human body.
Materials Required
Teaching Aids: A human skeleton if available in school science lab can be used to study diff erent
topics mentioned in the chapter.
Warm Up
To make the class interactive, start the topic by asking questions like what do you mean by movement
or locomotion? What helps in the movement of our body? Is the movement in diff erent organisms
same? If no, suggest some examples of diff erent animal movements. Discuss the answers to these
questions in the class. Now, ask the students to complete the Warm up section.
Concept Explanation
• Skeleton: Explain the diff erence between the vertebrates and the invertebrates to the students.
Also explain to them how exoskeleton and endoskeleton diff er from each other. Let them
answer the importance of skeleton in human body and discuss the answers given by them in
the class. Let there be a two way interaction in the class.
• Parts of the skeleton: Diff erent bones like skull, ribcage, limbs, vertebral column should be
discussed with students. Remain confi ned to the knowledge that should be imparted to them
at this level.
• Joints: Movement of the joints can be shown to the students in the form of a video if available.
Th
is will help in the development of ‘Learning by seeing’; otherwise, simple body movements
will also help them to understand diff erent body joints.
• Movement in different animals: Movement in diff erent animals mentioned in the chapter
should be discussed in the class. Explain to the class how these movements diff er from each
other and what specifi c feature in the organism helps it to bring about these movements. Try
to give students a comparative account of these diff erent movements.
58
Reinforce
• The activities mentioned under the section 'Values' and 'Life skills' will help to impart value
education and love for nature among students. The one given in the Life Skill section on page
104 can be used as a formative assessment topic. This can be used as an interdisciplinary
activity along with social science. The questions mentioned in the chapter should be discussed
with the students. This chapter includes many points that will help the students to understand
the importance of exercises, yoga and balanced diet in maintaining a good health.
Explore
• Students can be asked to name the joint present in different parts of the body apart from
the examples given in the book. They can be asked to judge themselves that which body
part shows maximum movement and which one shows movement in one direction only. A
human skeleton can be used for this activity.
59
Worksheet 1
1. Match the Columns.
COLUMN A COLUMN B
Skull Protects heart and lungs
Rib Cage Made up of many small bones
Backbone It has only one moveable bone, i.e., lower jaw
2. Identify the joint pesent in the parts of the skeleton marked in the diagram.
(a) ______________
(b) ______________
(c) ______________
3. Differentiate between upstroke and downstroke movements in birds.
60
Worksheet 2
(a) Invertebrates (b) Animals with endoskeleton
(i) (i)
(ii) (ii)
(c) Animals with exoskeleton (d) Vertebrates
(i) (i)
(ii) (ii)
2. Identify the type of joint present in the following body parts.

(a) Knee joint
(b) Elbow Joint
(c) Shoulder Joint
(d) Wrist Joints
3. Match the organism with its feature.
COLUMN A COLUMN B
Birds Limbless vertebrates
Snakes Segmented body
Snails Streamlined body
Fishes Hollow and light bones
Earthworms Have an exoskeleton
61
A. 1. (a) Endoskeleton (b) Invertebrates
(c) Hinge joint (d) Earthworm
(e) Ribcage
2. (a) (i) (b) (i) (c) (iv) (d) (iii) (e) (ii)
B. 1. Disclaimer: Locations and examples are same.
Different types of joint Location/Example
Ball-and-socket joint Joint at the hip and shoulder
Hinge joint Knee, elbow and fi nger joint
Pivot joint Neck is joined with the head
Gliding joint Joints in ankle and wrist
2. Th e fi xed joints such as skull in our body do not allow any movement as they provide protection.
3. Two features of bird that help them to fl y are:
(i) Hollow and light bones reduce their body weight.
(ii) Breastbones of birds are strong and enlarge which provide a surface for attachment of fl ight
muscles which enables them to fl y.
4. Th e lower body part of the earthworm has hair-like structures that help it to fi x itself on the ground
during the movement.
5. Th e body of the snail produces slime that makes the surface slippery and helps snail in its movement.
6. Earthworm has liquid skeleton system. It is invertebrate and has no bones.
C. 1. Functions performed by skeleton:
(i) It provides support to the body and gives it a proper shape.
(ii) It helps in the blood cell formation.
(iii) It helps in the movement of diff erent body parts.
(iv) It acts as a storehouse for calcium and phosphorus.
(v) It provides a surface for the attachment of muscles.
(vi) It protects the delicate organs of the body, such as lungs, heart and brains from damage.
2. Various types of joints and their role:
(i) Ball-and-socket joint: In this type of joint, the rounded head of one bone fi ts into the hollow,
cup-shaped socket of another bone. Th is allows maximum movement of the body parts.
(ii) Hinge joint: Th is joint provides back and forth movement similar to the hinge of a door.
(iii) Pivot joint: In this joint, a cylindrical bone rotates inside a ring-shaped bone.
(iv) Gliding joint: Th is joint allows the bones to glide over each other and facilitates movement in
all directions.
3. (a) Skull: Skull is the fi xed joint or immovable joint which provides protection.
(b) Backbone: Th e long bony structure at the back is called backbone which is attached to the
base of the skull and extends the entire length at the back. It is also known as spine or vertebral
column. It is made up of 33 small bones called the vertebrae. Th e backbone protects the spinal
cord.
(c) Rib cage: Ribs form a cage-like structure in the chest region of body called the rib cage. It
protects the heart and lungs.
62
4. Bones cannot move on their own. Th ey need alternate contraction and relaxation of muscles. When
a muscle contracts, it becomes shorter and thicker, thus moving the bone to which it is attached.
When it relaxes, the muscle becomes larger and thinner, again moving the bone. For example: arm
moves with the help of pair of muscles called biceps and triceps.
5. Movement in snakes: Snakes are limbless. Th ey use their muscles to move and scales to reduce
friction. Th ey also have fl exible backbone with hundreds of small sized vertebrae which help in
their movement. Th e snake’s body moves such that in the body curves and makes loops to push it
forward.
Movement in fishes: Fishes have streamlined body which help them to cut down the resistance from
water. Th e ability to move comes from the fi ns and the coordination between the muscles around
the skeleton of fi sh and its fi ns. Th ey also have fl exible backbone which helps them in swimming.
Th e tail fi n helps the body to bend on either side alternatively and to push itself forward. Besides
that they also have air bladder that helps them to move up and down in water.
D. Joint between the neck and head is the pivot joint.
Joint in the hip is the called ball-and-socket joint.
Joint in the knee is hinge joint.
E. 1. Underwater divers wear fl ippers as it help them to move easily under water.
2. If our backbone was made up of single large bone then we would not have been able to bend. Our
skeleton system would have become stiff .
3. Wrist has gliding joint that allows the bones to glide over each other and facilitates movement in all
directions.
4. Some joints are immovable as they provide protection. For example: Skull
Worksheet 1
1. Skull —It has only one moveable bone, i.e., lower jaw, Rib Cage—Protects heart and lungs,
Backbone—Made up of many small bones
2. (a) Hinge joint (b) Ball-and-socket joint (c) Gliding joint
3. Upstroke movement: Movement of wings in upwards and backwards directions.
Downstroke movement: Movement of wings in downwards and forwards directions.
Worksheet 2
1. (a) Snail and earthworm (b) Humans and lions (c) Snails and cockroaches
(d) Fish and humans
2. (a) Hinge joint (b) Hinge joint (c) Ball-and-socket joint
(d) Gliding joint
3. Birds—Hollow and light bones
Snakes—Limbless vertebrates
Snails—Have an exoskeleton
Fishes—Streamlined Body
Earthworms—Segmented body
63
Chapter 10
Habitat and Adaptations
• List diff erent types of habitats along with examples of few organisms found in these habitats.
• Learn why some organisms are found in a particular type of environment only.
• Know diff erent adaptations found in organisms.
• Appreciate the importance of these adaptations.
• Learn the importance of habitat to an organism.
Materials Required
Teaching Aids: Th e teaching aids that can be used in this chapter are specimens of some plants like
Cactus, Hydrilla, Pine leaves and lotus stem.
Warm Up
Students have already studied about some of the adaptations present in camel, in their previous
classes. Th
ey are also familiar with diff erent parts of a plant.
Introduction to this chapter can be started by asking the students to complete the exercise given in
Warm up section. Students can easily identify some of these habitats, though they are not familiar
with the term habitat, but can suggest the name of few organisms found at these places.
Concept Explanation
• Habitat and its types: To understand the chapter, the students should fi rst be made familiar
with the term ‘Habitat’. Th ey should be explained the meaning of this term and the factors
aff ecting the habitat of a place. Th ey should be told about the diff erence between the term
habitat and the environment. Diff erent types of habitat should be listed to them along with
examples from both fl ora and fauna of that habitat. Diff erent abiotic factors of each habitat
should be covered.
• Adaptations: Th e term should be explained to them along with the ways in which an animal
can show adaptations.
• Desert: Specimen of cactus might be used to explain the students the adaptive features
of desert plants. Roots of a potted cactus can also be shown to them aft er uprooting the
plant for better understanding. Students are familiar with some of the adaptive features of
camel, so class can be made interesting by asking the students what they already know and
then adding information from your side. Th is will let the information fl ow as a two way
interaction.
• Polar Regions: Diff erent adaptive features of cold regions should be explained to the
students. Th e importance of these adaptive features to the organism should be explained to
the students. Th e chapter includes diff erent adaptive features of diff erent animals, which will
give a variety to the chapter and a wide knowledge to the class.
64
• Grasslands: Students should be given a comparative account of the adaptive features of deer
and lion for better understanding.
• Forests: Different adaptive features of organisms in three different types of forests should be
explained to the class. Later the students should be asked to compare the adaptive features of
the three types of forests themselves and discuss them in the class. Terms like: drip tips and
camouflage are new to the students and should be explained to them.
• Aquatic habitat: Specimens oh Hydrilla and any floating plant can be used to explain the topic
with a comparative account between the two. This will help in ‘Learning by seeing’ and will
help to impart the knowledge in a better way. Explain to them the different adaptive features
present in a fish and other aquatic animals along with the importance of each adaptation.
Reinforce
• Questions given under the ‘Values’ section and ‘HOTS’ section of the chapter will help
in developing Thinking skills among them. The ‘Teacher’s tip’ given on page 116 and ‘Life
skill’ on page 119 will help in developing ‘Love for nature’ among them. In-text exercise and
exercises given in the end should be discussed in class for recapitulation of the chapter.
Explore
• An interesting activity can be conducted in the class, by dividing the class into two equal
groups. Ask the member of first team to name any animal or plant and let the members of the
second team identify the habitat in which that organism is present. Let them name organisms
apart from the chapter for better and deep knowledge. This will help to develop Team work
skill, thinking skill and love for science in them.
The activities given under ‘Let’s speak’ and ‘Project’ can be used as a school activity (e.g,
interhouse activity). The experiment mentioned under the ‘Innovator’s corner’ section can
also be covered in class.
65
Worksheet 1
1. Give names of any two organisms that are found in the following habitats.
(a) Marine (b) Polar regions
(i) (i)
(ii) (ii)
(c) Coral regions (d) Deserts

(i) (i)
(ii) (ii)
2. Match the two columns.
COLUMN A COLUMN B
Cactus Flexible, long and hollow stem
Lotus Tropical Rainforest
Grasslands Stem performs the photosynthesis
Pines Strong and well developed root system
Drip Tips Needle shaped leaves
3. Write the advantage of the following adaptive features for the organism.
(a) Feathers on the body of duck are covered with an oily layer.
(b) Camels have thick leathery lips.
(c) Frogs undergo hibernation.
(d) Deer have strong, fl at and broad teeth.
66
Worksheet 2
1. Given below is a picture of a fish with some of the body parts marked. Give the
significance of marked body parts in the survival of fish in an aquatic habitat.
Scales
Tail Fin
Gills
Streamlined Body Fins
2. Tell the habitat in which the following organisms are found.

(a) Kangaroo rats
(b) Spruce, pines and conifers
(c) Hydrilla
(d) Reindeer and polar bear
(a) Hibernating animals (b) Aquatic plants

(i) (i)
(ii) (ii)
(c) Animals that show camoufl age (d) Xerophytes

(i) (i)
(ii) (ii)
67
A. 1. (a) Cactus and Opuntia (b) Water lily and lotus
(c) Polar beer and penguin (d) Pines and ferns
(e) Maple and oak (f) Fish and whales
2.
Column A Column B
Dry and hot area Desert habitat
Mostly grasses grow here and tall trees are absent Grassland habitat
Low temperature, harsh winds and rocky surface Mountain habitat
Close to poles and covered with snow Polar habitats
Dense growth of trees Forest habitat
B. 1. Types of aquatic habitats are marine, freshwater and coast.
2. Types of terrestrial habitats are grassland, desert, polar region, mountain and forest.
3. If animals do not adapt, i.e., if they cannot change their behaviour or structure according to their
surroundings, they cannot survive. For example: fi sh lives in waterbodies but it cannot survive on
land because it does not develop particular structural modifi cation which enables it to live on land.
4. Some animals undergo a deep sleep throughout the winter. Th is is known as hibernation. In
this state, animal has low body temperature, low rate of breathing and low heart rate. It helps in
conserving energy. Animals like polar bear, frogs, goldfi sh, etc. undergo hibernation.
5. Camouflage: It is the technique used by animals to protect themselves from their predators and
also helps them to catch their prey. For example: leaf tailed gecko, stick insect, etc. show camoufl age.
6. Adaptations by polar bear:
(i) It undergoes hibernation which helps it to conserve energy.
(ii) Th ey are good swimmers and while swimming they close their nostrils to avoid cold water
from entering their nose.
7. (a) Habitat: Th e place where an organism lives naturally is called habitat.
(b) Adaptive features: Th e modifi cation in structure or behaviour of an organism which enables
it to live in a particular kind of environment is called adaptation and such features are called
adaptive features.
(c) Drip tips: Some leaves have special tips which help rainwater to slide off from their surface and
protect the leaves from rotting. Such tips are called drip tips.
(d) Estuary: Th e region where a river meets the sea is called estuary.
8. (a) In tropical rainforest, rate of rainfall is high and drip tips help rainwater to slide off from the
surface of leaves and protect them from rotting.
(b) Th e cone shape of trees helps in sliding down of the snow and does not allow snow to collect
on the surface of the leaves.
(c) Animals in mountain region have thick fur on their body as it provides warmth to the body.
(d) In submerged plants, leaves are fi nely dissected to withstand with water currents without
getting damaged.
(e) Dolphins and whales do not have gills to breathe in oxygen. Th ey have lungs. Th
ey have
blowholes located on the upper part of their head. Th ey have to come to the water surface to
breathe in air through the blowholes. Th is allows them to stay under water for a long time.
68
(f) Boreal forest tress are found in mountain regions. The soil of mountain regions does not have
nutrients. Trees in these region save their energy by not shedding their leaves.
9. Coral reefs are the rock-like structures made from calcium carbonate secreted by corals. They are
also known as rainforests of the sea and are found in aquatic habitat.
C. 1. (a)
Predator Prey
The animals that kill other animals for food are The animals which are killed by other
called predators. animals for food are called prey.
For example: lion, tiger, etc. For example: deer, rabbit, etc.
(b)
Adaptation Acclimatisation
Certain features that help an organism The phenomenon in which an organism adjusts
to survive well in its environment is to the changing environment through changes
called adaptation. that occur in it for a short period of time is called
acclimatisation.
2. Fishes have gills to breathe under water. Their streamlined body shape reduces resistance to water
and helps in easy movement through water. The scales on their body protect them and make their
movement easy. Also the tail and the fins of fish help them to move, change direction and maintain
balance in water.
3. Lotus is a floating plant. Its leaves are large in size and have waxy coating that makes their surface
waterproof and prevents them from rotting. The stomata are located on the upper surface of the
leaves. Lotus stem is soft, flexible and hollow from inside. Such stem does not let a plant to be
carried away by water currents. The air spaces in the stem allow water to flow through the stem
without breaking it and also enable the lotus to float in water.
4. Adaptations of desert plants:
(i) Desert plants have spines which protect the plant from excess loss of water and also from
grazing animals.
(ii) Stems are green in colour which perform photosynthesis. Stem is covered with thick waxy layer
to prevent the loss of water.
(iii) Roots in desert plants have extensive root hair. These roots can go deep inside the soil in search
of water.
Adaptations of mountain plants:
(i) Trees do not shed their leaves to save their energy.
(ii) The leaves are needle shaped and cone shape of trees helps in sliding down of the snow and
does not allow snow to collect on the surface of the leaves.
(iii) Plants grows close to the ground so that these cannot get uprooted by string winds.
5. Adaptations shown by tropical forest plants:
(i) Trees are tall and do not allow enough sunlight to reach the base of the forest.
(ii) Plants have broad leaves to absorb maximum sunlight.
(iii) Stomata are present on both sides of the leaves.
(iv) Leaves have drip tips which help rainwater to slide off from the surface of leaves and protect
them from rotting.
69
Adaptations shown by tropical forest animals:
Animals use a special method called camoufl age which protects them from their predators and also
helps them to catch their prey. For example: leaf tailed gecko, stick insect, etc., show camoufl age.
Adaptations shown by temperate forest plants:
(i) Plants have thin, broad leaves that allow them to capture sunlight easily for making food.
(ii) Trees shed their leaves during winter as the broad leaves are not able to bear the freeing winter.
Adaptations shown by temperate forest animals:
Many animals hibernate or migrate to warmer regions during winter. Animals collect and store
food for winter, when food become scarce.
D.
Ears are covered with hairs,
Fat-filled even from inside to protect
hump ears from sand or dust Long eyelashes
and bushy
eyebrows
Thick leathery lips

help eating the thorny
desert plant
Two-toed feet with

thick leathery pads
E. 1. Broad leaves encourage more loss of water from the surface of leaves which is not suited for the
desert region as the availability of water is very low in that region.
2. In submerged plants, root system is poorly developed but its leaves are fi nely dissected which
withstand with water currents without getting damaged.
3. An animal can be both predator and a prey. For example: a snake preys on rabbit and an eagle preys
on snake.
4. Hibernating animals eat a lot before going into hibernation as they accumulate fats which serve as
the energy provider in the harsh conditions of polar region.
70
Worksheet 1
1. (a) Whale and shark (b) Reindeer and musk ox
(c) Sea anemones and octopus (d) Camel and rat
2. Cactus— Stem performs the photosynthesis
Lotus— Flexible, long and hollow stem
Grasslands — Strong and well-developed root system
Pines— Needle shaped leaves
Drip Tips— Tropical rainforest
3. (a) To make their body waterproof
(b) So that they can eat thorny desert plants without feeling the pain.
(c) To survive and to conserve energy in low temperatures
(d) To chew the hard grass
Worksheet 2
1. Scales: Protect them and make their movement easy
Tail fin: Help them to move, change direction and maintain balance in water
Gills: To breathe under water
Streamlined body: Reduces resistance to water and helps in easy movement in water
Fin: helps them to move
2. (a) Desert (b) Polar and mountain region
(c) Aquatic (d) Polar region
3. (a) Hedgehogs and wasps
(b) Lotus and Hydrilla
(c) Leaf-tailed gecko and stick insects
(d) Opuntia and cactus
71
Answers to Summative Assessment 1
A. 1. (d)
2. (c)
3. (c)
4. (c)
5. (b)
B. 1. acclimatisation
2. chemical
3. venus fl ytrap
4. drip tips
5. evaporation
C. 1. Ruminants
2. Marasmus
3. Camoufl age
4. Species
5. Chitin
6. Venation
7. Estuary
D. 1. (a) Retting: Th e process of separating jute fi bres from jute plants by rotting of stems of jute plants
in water to remove sticky substance is called retting.
(b) Solubility: Th e property of various substances to dissolve in water is called solubility. Examples
of soluble substances are sugar, salt, alcohol, etc.
(c) Cold-blooded animals: Animals whose body temperature changes with temperature of their
surroundings are called cold-blooded animals. For example: insects, reptiles, etc.
2. Tearing of paper does not create a new substance as no change in the molecular structure is
observed, so it is a physical change. But burning of paper results in the formation of ash which is a
new substance, so it is a chemical change.
3. Organisms adapt to their habitat by the following ways:
(i) Changes in body structure
(ii) Changes in behaviour
(iii) Changes in location
4. Features of bird that help them to fl y are as follows.
(i) Hollow and light bones reduce their body weight.
(ii) Breastbones of birds are strong and large that provide a surface for attachment of fl ight muscles
which enables them to fl y.
(iii) Streamlined body also helps to reduce the resistance of air while fl ying.
(iv) Powerful chest muscles help them fl ap their wings during fl ight.
5. (a) Hip: Ball-and-socket joint
(b) Finger: Hinge joint
(c) Ankle: Gliding joint
72
E. 1. Bones cannot move on their own. They need alternate contraction and relaxation of muscles. When
a muscle contracts, it becomes shorter and thicker, thus moving the bone to which it is attached.
When it relaxes, the muscle becomes larger and thinner, again moving the bone. Arm moves with
the help of pair of muscles called biceps and triceps.
2. Modifications in leaves:
(i) In some plants like pea, leaves are modified into a shape of tendrils which are slender,
spring-like structures and helps plant to attach themselves to support.
(ii) In some plants, the petioler end of the leaf gives rise to the new plant.
(iii) In plants like cactus, leaves are reduced to spines to prevent the loss of water by transpiration.
(iv) In some plants, leafs are modified into special shapes for catching insects to fulfil the nitrogen
requirement of the plant.
Modification in stems:
(i) Stems of certain plants can be used to grow new plants. For example: rose and jasmine.
(ii) In some plants, stem becomes fleshy to store water. For example: cactus.
(iii) Some modified stems that grow underground and store food. For example: ginger.
(iv) In some plants, stem is modified into sharp, woody and pointed structures. For example: rose.
(v) Stems of climbers such as grapevine, are modified to form thread-like and coiled structure that
provide support to the plant.
3. (a)
Reversible change Irreversible change
The change which can be reversed is called The change which cannot be reversed is
reversible change. called irreversible change.
For example: inflation and deflation of balloon For example: Cutting of fruits
(b)
Conductor Insulators
Materials that allow heat and electricity to pass Materials that do not allow heat and
through them are called conductors. electricity to pass through them are called
For example: Copper, iron, etc. insulators.
For example: plastic, glass, etc.
4. Processing of jute fibres: Jute stem has a thick bark and contains fibres inside it. Jute fibres are

naturally glued together by sticky substance. This sticky substance is removed by a process called
retting in which jute stalks are cut to the ground and tied into bundles. These are then soaked into
water for about 20 days. After retting, the fibres are separated from the stem, washed, dried and tied
into bundles. In this way jute fibres are separated from jute stem
Processing of cotton fibres: Steps involved are as follows.
(i) Ginning: Seeds are removed from cotton fibres by combing. In this process, strong air currents
are used.
(ii) Spinning: In this process, thread or yarns are made from cotton fibre. It is done with the help
of a hand spindle or a spinning wheel.
(iii) Weaving or knitting: Weaving is the oldest method of using yarn to make fabric in which
threads are woven into clothes on a loom. The looms are either hand operated called handloom
or machine operated called powerloom. The pattern in which two distinct sets of yarns are
interlaced at right angles to form a fabric is called a weave.
73
While in knitting, a single yarn is used to make a fabric. This can be done either using knitting
needles or machines. A series of interlocks or loops are made in the yarn to form a fabric. The
consecutive rows of loops in a knitted fabric are called stitches.
5. Adaptations shown by plants in terrestrial habitat are as follows.
(i) In desert area, plants have spines and thick stem to minimise the loss of water. They have
extensive root hair which can go deep in the soil to absorb water.
(ii) In boreal forest, trees have cone shape and needle-shaped leaves which are never shed. Plants
grows closer to the ground so that these cannot get uprooted by strong winds.
(iii) In grassland habitats, plants have flexible stem, narrow leaves and strong root system which fix
the plant to the soil.
(iv) In tropical rainforest, trees are very tall and plants at the base level have broad leaves to absorb
more sunlight.
(v) In temperate forest, trees have thin and broad leaves to capture sunlight. They shed their leaves
during winter.
Adaptations shown by plants in aquatic habitat are as follows.
(i) Roots are reduced in size and their main function is to hold the plant in its place. Root hair are
absent.
(ii) Stem of aquatic plants is soft, flexible and hollow from inside which does not let a plant to be
carried away by water currents.
(iii) Leaves are large in size and have waxy coating that make their surface waterproof and prevents
them from rotting. The stomata is located on the upper surface of leaves.
(iv) In case of submerged plants, leaves are finely dissected and ribbon-like to withstand water
currents without getting damaged.
F. 1. Animals undergo deep sleep to conserve their energy.
2. Polar bear, wasps, hedgehogs, ground squirrels, fat-tailed lemurs and goldfish undergo winter sleep.
3. Hibernation may last for several days, weeks or months depending on the animals and the
temperature of the surroundings.
G. 1. Rahul needs more energy as compared to Suresh as Rahul does more physical work than Suresh. So,
Rahul needs more carbohydrates in his diet.
2. In winter, pipes contract due to which they crack.
74
Model Test Paper 1 100 marks
A. Tick () the correct option. 6×1=6

1. Which of the following happens due to the defi ciency of water?
(a) Protein (b) Vitamin (c) Water (d) Fat
2. Which of the following fi bres melts on burning?
(a) Cotton (b) Jute (c) Wool (d) Rayon
3. What make the graphite diff erent from other non-metals?
(a) State (b) Lustre (c) Solubility (d) Flotation
4. Which of the following methods is used to separate sand from water?
(a) Evaporation (b) Condensation (c) Filtration (d) Sieving
5. Which of the following is a warm-blooded animal?
(a) Fish (b) Insects (c) Mammals (d) Reptiles
6. Which of the following plants have ribbon-like leaves?
(a) Lotus (b) Hydrilla (c) Water lily (d) Duckweed
B. Fill in the blanks. 8×1=8
1. In wheat, _____________ venation is found.
2. Th
e exoskeleton of cockroaches is made up of ________________.
3. Th
e animals that hunts and kills other animals are called _______________.
4. Peeling of an apple is a ___________ change.
5. A solute dissolves ______________ when the solution is stirred.
6. Defi ciency of proteins along with carbohydrates results in _________________.
7. Plants present in deserts are called ____________________.
8. X-rays were discovered by the _____________________________.
C. Define the following. 8 × 2 =16
1. Parasites 2. Retting of jute 3. Flotation
4. Desalination 5. Sensitivity 6. Cartilage
7. Drip tips 8. Liquid skeletal system
75
D. Answer the following briefly. 10 × 3 =30
1. Write any 2 adaptations each of dolphin and squid.
2. How do cockroaches move?
3. Write any 3 functions of leaf.
4. What is the diff erence between cold-blooded and warm-blooded animals?
5. Explain the concept of expansion in solids, liquids and gases.
6. Explain the properties of copper being a metal.
7. How is jute cultivated?
8. What are soluble and insoluble roughage? Give examples also.
9. What are gliding and hinge joints? Explain with the help of examples.
10. How does a leaf do the following functions?
(a) Supporting the plant (b) Reducing transpiration (c) Protecting the plant
E. Answer the following in detail. 5 × 5 = 25
1. What is pollination? Explain its types with the help of a diagram.
2. What are biotic and abiotic components? Explain the interaction between these two.
3. How common salt is separated from salt solution? Explain it with the help of an
experiment.
4. What are the adaptations of animals in grassland habitat?
5. Explain the movement in birds.
F. Look at the given picture and answer the following questions.
1. 2+2+3=7
76
(a) What type of change is shown by burning of coal?
(b) What type of change is shown by burning of candle?
(c) How do the given pictures diff er from each other?
2. 2+2+4=8
Beaker
Salt solution
Wire gauze
Stand
Burner
(a) What is being depicted in the given pictures?

(b) How are these pictures related?
(c) Give an example in which both processes can be shown.
77
Chapter 11
Motion and Measurement
• Learn about how means of transport developed from ancient to modern day times.
• Diff erentiate between motion and rest.
• Understand diff erent types of motion.
• Tell the SI units of diff erent quantities.
• Represent measurements in proper manner.
• Identify the type of motion shown by a moving object.
• Convert one unit of measurement of length into another.
Warm Up
To proceed well in this chapter the students should have a previous knowledge of multiplication and
division. Th
e class can be started by performing the activity given under the Warm up section of
page 125. Th e students should do this activity individually to obtain diff erent answers.
Concept Explanation
• History of transport: Th is is an easy topic to start with. Th
e students might be knowing
something about the development of transport from ancient to present day.
• Types of motion: Diff erent types of motions with their sub types should be discussed in class.
Th ese should be explained to the students with the help of many examples. Th ese motions
are new for the students to understand so a lot of practice should be given to the students
with the help of examples so that they can identify the type of motion shown by a particular
moving object. Th ey should also be explained that a particular object can even show more
than one motion at a time.
• Measurement: Diff erent non-standard units should be explained to the units. Th e students
should also be explained the standard units of measurement and also about the SI system of
units. Th e importance of standard units of measurement over non standard ones should be
covered in the class.
• Conversions: Lot of practice should be given to the students on quick conversion of one
unit of length to another. Conversion at both decreasing and increasing levels should be
taught in the class. Th is will help them a lot in their day-to-day activities. Th is will help in the
development of the skill of ‘learning by doing’.
• Measurement of length: Proper use of a ruler and a divider should be taught in the class.
Th
is topic should be given as a practical approach, i.e. explaining this by using a ruler and a
divider. Also the measurement of a curved line using a thread can be shown to the student in
the class.
78
Reinforce
• Many examples of different types of motion can be given to the class and students might be
asked to identify the type of motion. Definitions of these different types of motion can be
repeated from the ‘Word drop’ section. The exercises given in between the text and also at the
end of the chapter should be discussed in the class.
Explore
• Students can be given a set of questionnaire on conversion from one unit to another and
can be asked to solve this individually. This can even serve as an inter-disciplinary formative
assessment activity (Science and Maths). Students can be asked to perform the activity given
under the ‘Let’s speak’ and ‘Project’ sections. The results of these activities might be discussed
in the class if the time permits.
79
Worksheet 1
1. Identify the type of motion in the following.
(a) Opening a drawer.
(b) To and fro motion of a pendulum of a clock.
(c) A moving drill machine.
(d) Earth rotating on its axis.
(e) A car moving on a road.
2. Complete the following.

(a) 1.1 km = m
(b) 2.1 cm = dm
(c) 1m = cm
3. Convert the following.

(a) 98.065 cm to m
(b) 26,950 m to km
(c) 950 cm to m
80
Worksheet 2
1. Complete the following table.
Quantity SI Unit
Length
Second (s)
Kilogram (kg)
Temperature
2. Give two examples for the following types of motions.

(a) Non-periodic motion:
(b) Rotational motion:
(c) Circular motion:
3. Which types of motions can be seen in the following?

(a) Motion of a car on the road
(b) A moving drill machine
81
A. 1. (a) non-standard (b) International system of units
(d) metre (m) (e) circular, periodic
2. (a) When a body moves in a straight line, it is said to be in a rectilinear motion.
(b) Th
e SI unit for length is metre.
(c) We always express our measurement in non-standard units.
(d) In rotational motion, all the parts of the moving object do not cover the equal distance.
(e) Cubit is a non-standard unit of length.
B. 1. In the ancient time, people used to walk on foot to cover distance as there were no means of transport.
To cover large distances, they used to ride on animals. To travel across rivers, raft s and boats made
from wood, were used. Invention of wheel brought about a change in the mode of transport and in
1781, invention of steam engine by James Watt, brought the revolution in transport. In the modern
times, transport system includes aeroplanes, high speed trains, motorised boats and ships which
made the transportation easy and quick.
2. (a) Motion: When an object changes its position with time with respect to another object, it is said
to be in motion.
(b) SI units: Th
e fi xed unit of measurement used by everyone to get a uniform result is called SI
unit.
(c) Measurement: Th e comparison of an unknown quantity with a known fi xed quantity of the
same kind is called measurement.
3. Hands of a clock show both periodic and circular motions at the same time.
4. (a) 20 m to cm
1 m = 100 cm
20 m = 100 × 20 = 2000 cm
(b) 1000 km to m
1 km = 1000 m
1000 km = 1000 × 1000 = 1000000 m
(c) 10 m to dm
1 m = 10 dm
10 m = 10 × 10 = 100 dm
(d) 30 cm to mm
1 cm = 10 mm
30 cm = 10 × 30 = 300 mm
5. When object does not change its position with time, it is said to be at rest.
6. Initial point- 3.5 cm
Final point- 22.5 cm
Actual length of line segment = Final point – Initial point
= 22.5 cm – 3.5 cm
= 19 cm
82
7.
Periodic motion Non-periodic motion
The motion that is repeated after a regular The motion that is repetitive but occurs at a
interval of time is called periodic motion. regular interval of time is called non-periodic
For example: Motion of pendulum of clock motion.
For example: Children playing in a park
8. (a) Arrow released from bow
(b) Rotation of earth
(c) Hands of a clock
(d) Birds flying in the sky
(e) Motion of blades of a fan
C. 1. Types of motion:
(i) Translatory motion: When all the parts of an object move the same distance in an interval of
time, then motion is called translatory motion. It is of two types:
(a) Rectilinear motion: When an object moves in a straight line, it is said to be in the
rectilinear motion. For example: Opening of a drawer and apple falling from a tree.
(b) Circular motion: When an object moves in a circular manner, it is said to be circular
motion. For example: Hands of clock and moving wheel of a bicycle.
(ii) Periodic motion: The motion that is repeated after a regular interval of time is called periodic
motion. For example: Motion of the pendulum of clock and motion of Earth around the sun.
(iii) Non-periodic motion: The motion that is repetitive but occurs at a regular interval of time is
called non-periodic motion. For example: Children playing in a park and birds flying in the
sky.
(iv) Rotational motion: When an object moves around an axis and all of its parts do not cover the
same distance in a given time is called rotational motion. For example: motion of blades of
windmill and rotation of earth on its axis.
2. (i) Cubit: It is the distance from the tip of the middle finger to the elbow.
(ii) Handspan: It is the length of the stretched out hand.
(iii) Footstep: It is the length of the one footstep.
3. Benefits of having a common system of measurement is that it gives units that are more accurate
and reliable and can be used by everyone to get the same results. Also they do not vary from person
to person and place to place.
4. Steps to be kept in mind while using a ruler to measure length:
(i) Object should be placed such that the 0-point of the ruler coincides with the starting point of
the object.
(ii) The ruler should be placed exactly along the length of the object which is to be measured.
(iii) Do not use the ruler, the edges of which are broken or marking have been erased due to overuse.
(iv) Your eyes should be exactly in the front of the reading while noting the result.
D. (a) Rectilinear motion
(b) Non-periodic motion
(c) Circular motion
E. 1. The Earth is rotating and revolving around the sun constantly. So trees, buildings, humans, animals,
etc., also move along with the Earth. Thus, we can say that everything is in constant motion.
83
2. To measure the thickness of one rupee coin, we fi rst take 15 one-rupee coin and the length of stack
is measured by using a ruler.
Let the length of stack of 15 one-rupee coin= x
Now, the thickness of 1 one-rupee coin = x/15
3. Th e unit to measure the distances covered by an aeroplane and ship is nautical mile.
4. Urvashi bought only 4 m of the cloth that means 400 cm of the cloth but she needed 500 cm of the
cloth. She would not be able to get her outfi t stitched.
Worksheet 1
1. (a) Rectilinear motion (b) Periodic motion (c) Rectilinear and rotational motion
(d) Rectilinear and circular motion
2. (a) 1100 m (b) 0.21 dm (d) 100 cm
3. (a) 1 cm = 1/100 m
So, 98.065 cm = 98.065/100 = 0.98065 m
(b) 1 m = 1/1000 km
So, 26950 m = 26950/1000 = 26.950 km
(c) 1 cm = 1/100 m
So, 950 cm = 950/100 = 9.50 m
Worksheet 2
1. Metre (m), Time, Mass and Kelvin (K)
2. (a) A car moving on a road and a bird fl ying in the sky
(b) Rotation of earth on its axis and motion of the blades of windmill
(c) Hands of a clock and a moving wheel of a moving car
3. (a) Rectilinear and circular motion
(b) Rectilinear and rotational motion
84
Chapter-12
Light, Shadows and Reflection

• Tell some properties of light.
• Enumerate diff erences between luminous and non-luminous objects and uniform and
diff used refl ection.
• Classify diff erent objects as transparent, translucent and opaque.
• Demonstrate diff erent shapes that create same shadows.
• Perform simple experiments to show some properties of light.
• List characteristics of a shadow.
Materials Required
Teaching Aids: Th
e diff erent teaching aids that can be used in the chapter are the one required to
perform Experiments 1-3 and the activity given under the ‘Innovator’s corner’.
Warm Up
Students have knowledge of classifying objects on the basis of transparency as they have already
done this in their previous chapters. Th ey can even perform the activity given under the ‘Warm up’
section. Th
is will be a good exercise to start begin the chapter.
Concept Explanation
• Luminous and non-luminous objects: Students should be explained the meaning of these two
terms along with the examples.
• Transparency: Students are already familiar with the terms transparent, translucent and
opaque objects. Th ey can also give examples of such objects. Th is topic can thus be covered
as a student guided class where some students can explain the topic to other students.
• Rectilinear propagation of light: Th is can be explained to the students with the help of
Experiment 1 to facilitate ‘Learning by seeing’. Th e concept of ray and beam should also be
covered in the class.
• Shadows: Students must be familiar with the term shadow, but they cannot list the
characteristics of a shadow. Th e teacher should explain these to the students. For this objects
of diff erent shape can be used (as suggested in Activity 3 of page 140). At diff erent points
during the activity, the teacher can change the distance between the light source and the
object or between the object and the screen and can ask the students to note down their
observations.
• Reflection: Activity 4 or Experiment 2 will help in explaining the concept of refl ection to the
students. Students must have observed such phenomenon in their daily lives, so the job of
the teacher is to link their day-to-day observation to their understanding. Th is will help in
the development of Thinking Skills and scientific aptitude among them.
85
• Pinhole camera: Model of this camera can be used to explain a pinhole camera to the students.
This camera is very easy to prepare and the model of this camera can be given as an activity
to the class either individually or as a team work.
Reinforce
• The questions mentioned under ‘Values’, ‘Life skills’ and ‘HOTS’ will help in developing
Thinking and reasoning skills among the students. These should be discussed in the class. The
in text and back questions will help in recapitulation of the chapter.
Explore
• Students can further gain a deep insight of the topic by performing the activities mentioned
under ‘Teacher’s tip’ given on page 141 and the ‘Innovator’s corner’ given on page 146.
86
Worksheet 1
1. Complete the given table:
Object Luminosity (luminous/ Non-Luminous)

(a) Lighted candle
(b) Red hot iron
(c) Wax
(d) Stars
(e) Lamp
(f) Lighted bulb
(g) Plastics
(h) Glow worms
(i) Switches
(j) Earth
(k) Firefl y
(l) Torch
2. Write the requirements for the formation of a shadow.
3. Identify which picture represents the uniform reflection and which one represents
the diffused reflection.
__________________________ __________________________
87
Worksheet 2
1. Complete the given table.
Object Transparency ( Transparent/ Translucent/ Opaque)

(a) Clear water
(b) Air
(c) Glass
(d) Cellophane Sheet
(e) Tracing paper
(f) Mirror
(g) Moon
(h) Sun
(i) Wire Gauze
(j) Frosted glass
2. Tick () the one/s that is/are a feature of a shadow.

(a) It could be of diff erent colours depending on the object.
(b) It gives an exact idea about the shape and size of the object.
(c) Th
e shape of the shadow depends on the shape of the object.
(d) Th
e shape of the shadow depends on the position of the light source also.
(e) Th
e size of the shadow decreases if we decrease the distance between the
object and the light source.
3. Tick () the principle behind the working of a pinhole camera.

(a) Rectilinear propagation of light
(b) Splitting of light
(c) Shadow Formation
(d) Refl ection of light
88
A. 1. (a) True (b) False (c) True (d) False (e) True
2. (a) natural, man-made (b) pinhole
(c) shadow (d) opaque, translucent
(e) star, tubelight
B. 1. Th e rectilinear propagation of light can be explained by rays and beam of light. Light cannot bend
or change its direction if there is an obstruction. For example: In cinema halls, light come from a
projector and travels in a straight line.
2.
Ray Beam of light
It is represented by a line with an arrow head drawn It is broader and is a collection of several
to show the direction of propagation of the light. parallel rays moving in an organised
manner.
3. If we increase the distance between the object and the light source, the size of the shadow will
decrease.
4. Such objects refl ect the light of the luminous objects and thus appear to be visible. For example:
Moon is a non-luminous object which refl ects the light of sun and thus, visible at night.
5. Source of energy in stars: Fusion reaction
Source of energy in torch: chemical reaction takes place in the batteries
6. (a) Luminous objects: Th e objects that have light of their own are called luminous objects. For
example: stars, tubelight, sun, etc.
(b) Reflection of light: Th e phenomenon of change in the direction of light when it strikes the
body or a surface is called refl ection of light.
C. 1. To make a simple pinhole camera, we require medium size cardboard with one side open, tracing
paper, adhesive tape, a pair of scissors, black paint and rubber bands. Now follow the given steps:
(i) Paint the cardboard in black from all the sides.
(ii) Make a small hole with a needle on the side of the box that is opposite to the open side.
(iii) Cover the open side of the box with a tracing paper using adhesive tapes and rubber bands.
Th
is side forms the screen of the camera.
(iv) Pinhole camera is ready to use.
2.
Transparent object Opaque object
(i) Th
e object that allows light to pass through it. (i) Th e object that does not allow the
light to pass through it.
(ii) It does not form shadow when light falls on it.
(ii) It forms shadow when light falls on it.
(iii) For example: Plain glass, clear plastic sheet, etc.
(iii) For example: Book, ball, cardboard,
etc.
3. (a) To show the rectilinear motion of light, we need three same size of rectangular pieces of
cardboard, table, wooden supports, iron nails and a lighted candle. Now the following steps are
taken:
(i) Lighted candle was taken and fi xed it on the table.
(ii) Small hole was made at the centre of each of the three cardboards and made sure that the
holes were at the same level in the three cardboards.
89
(iii) Cardboards were arranged on the wooden supports in such a way that the three holes and
the candle were in a straight line and the candle fl ame was visible through the three holes.
(iv) Now on slightly displacing of any of the cardboard, we observe that fl ame is not visible.
Th is proves that light travels in a straight line.
(b) To show the refl ection of light, we require thermocol sheet, small-sized plane mirror, comb,
white paper and a torch. Now the following steps are to be taken:
(i) Mirror is fi xed on one side of the thermocol sheet and comb on the other side of the sheet
in such a way that refl ecting surface of mirror faced the comb.
(ii) Now white sheet was spread between comb and the mirror.
(iii) Light from the torch was thrown on the comb so that it reached the mirror.
(iv) Now we observe a net-like pattern of the comb.
Th is is because the light rays pass through the comb and strike the mirror and aft er striking the
mirror, the rays get refl ected and a net-like pattern is formed on the white paper sheet.
D. Clear and inverted image of boy will be obtained on the screen by the pinhole camera.
E. 1. Sometimes multiple shadows of an object are observed. Th is is due to the presence of more than
one light source which when fall on object from diff erent angles can cast the diff erent shadows. Also
when one light source throws the light on the object from diff erent positions, multiple shadows are
formed.
2. Opaque white sheet can be turned into translucent by rubbing some oil on it.
3. At noon, the distance between the sun and the object is less, so long shadow will form. In the
morning and evening time, the distance between the sun and the object is large, so small shadow
will form.
Worksheet 1
1. (a) Luminous (b) Luminous (c) Non-luminous (d) Luminous
(e) Luminous (f) Luminous (g) Non-luminous (h) Luminous
(i) Non-luminous (j) Non-luminous (k) Luminous (l) Luminous
2. A source of light, an opaque object and a screen or surface behind the object
3. (a) Uniform refl ection (b) Diff used refl ection
Worksheet 2
1. (a) Transparent (b) Transparent (c) Transparent (d) Transparent
(e) Translucent (f) Opaque (g) Opaque (h) Opaque
(i) Opaque (j) Translucent
2. (b), (c) and (d)
3. Rectilinear propagation of light
90
Chapter 13
Fun With Magnets
• Locate diff erent poles of a magnet.
• Learn about the properties of a magnet.
• Make use of a magnetic compass to fi nd directions.
• Make their own temporary magnet and magnetic compass.
• Analyse the diff erence between magnetic and non-magnetic materials and apply this as a
method of separation between them.
• Judge diff erent methods for proper storage of magnets.
Materials Required
Teaching Aids: Th is chapter includes a lot of experiments and activities and these will be helpful
in developing skills among the students. Many teaching aids can be used that are required for
completing these various experiments and activities.
Warm Up
To make the class interesting, the teacher can start the topic by asking questions like: What are
magnets? Where are they used in our daily life? Discuss them in the class and then ask the students
to complete the activity given under the Warm up section. Th e story on the discovery of magnets
will make the class interesting.
Concept Explanation
• Magnets: Magnetic and non magnetic materials and types of magnets should be discussed
with the students. Students should be asked to complete Activity 1 and discuss the activity
in the class.
• Poles of a magnet: Diff erent shapes of a magnet can be used to explain the poles of a magnet
and many other properties related to magnetic poles, like; a magnet is dipolar, magnetism is
maximum at poles and property of attraction and repulsion. Poles of donut shaped magnet,
circular magnet, horse shoe shaped magnet can be shown to the students by using the
attraction of a magnet towards iron fi llings as the activity. Earth’s magnetic poles should also
be taught in the class.
• Making your own magnet: Experiment 3 should be performed in the class to explain
this topic. Students should be told that only a magnetic material can be converted into a
temporary magnet.
• Magnetic compass: A magnetic compass should be shown to the students and its working
and construction should be taught. A temporary magnetic compass can also be prepared
in the class. Science fact on magnetic compass, given on page 154, can also be told to the
students as information.
91
• Uses and taking care of magnets: Students should be explained that magnets are used in many
fields and should be stored properly so that their magnetism is retained for a longer period.
The term demagnetisation should be explained to them.
Reinforce
• The in-text and the back exercise questions will help the students to retain the knowledge
gained. This will help them in better understanding and the answers to these should be
discussed in the class. Students can have a look at different magnets and magnetic compass
on their own and they should be given a chance to use them in finding directions and to study
the properties of a magnet. This will help in developing Thinking skills and learning by doing
among them.
Explore
• The activity given under the ‘Life skill’ section and ‘Innovator’s Corner’ on page 158 will
help the students to get a better insight on the chapter. This can also be given as a formative
assessment activity to them.
92
Worksheet-1
1. Tick (√) the magnetic materials in the following.
(a) Nickel
(b) Gold
(c) Cobalt
(d) Iron
(e) Copper
(f) Stainless steel
(g) Plastics
2. Select the one that shows the right method of storing bar magnets.
MAGNETS N S
N N
S N
S S KEEPERS
(a) (b)
3. Write two uses of magnets.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
93
Worksheet-2
1. Tick () the characteristics of a magnet.
(a) Magnetic poles can be separated.
(b) Magnet can also attract an alloy of iron.
(c) Like poles of a magnet repel each other.
(d) Magnetism is equal throughout the length of a bar magnet.
(e) A freely suspended magnet aligns in north-south direction.
2. Identify the given device and write one use of this device.
_______________________________________________________________
3. Fill in the blanks to complete the process of preparing a temporary magnet.
(a) Take an iron needle and keep it on a table.
(b) Now take a bar magnet and
_______________________________________________________________
(c) When you reach the other end of the needle lift the magnet and
_______________________________________________________________
(d) Repeat this process for about 30-40 times with the same pole of the bar magnet.
(e) Test your magnet (needle) by
_______________________________________________________________
(f) If it attracts the clips then your needle has become a temporary magnet, otherwise
_______________________________________________________________.
(g) Th
e iron needle has become a temporary magnet.
94
A. 1. (a) Earth (b) heated, hammered (c) North, south
(d) compass (e) South
2. (a) False (b) False (c) True (d) True (e) False
B. 1. It is believed that a shepherd named Magnes discovered the magnet in the area called Magnesia
that lies in the Northern Greece. It is said that while herding his sheep, the metal end of his stick
got stuck to a large, black coloured rock. Th is rock was later named as Magnetite and is said to be a
natural magnet.
2. Magnets are classifi ed into
(i) Permanent magnet: Magnets that retain their magnetic properties for a longer period of time.
(ii) Temporary magnet: Magnets that retain their magnetic properties for a short period of time.
3. Bar magnets are stored in pairs with their unlike poles alongside each other and separated by a
piece of wood. Pieces of iron, called keepers, should be kept at the poles.
4. A freely suspended bar magnet always aligns in the North-South direction.
Yes, the result would be diff erent if we keep an iron needle close to such a magnet as it will attract
the needle towards itself causing its direction to change.
5. Th e mixture of iron fi lings and sand can be separated by using a magnet as it attracts the iron fi lings
from the mixture.
6. (a) Magnet: Th e substance that has the property of attracting objects made up of certain substances
like iron, cobalt and nickel is called a magnet.
(b) Magnetism: Th e property of a magnet to attract iron and nickle is called magnetism.
(c) Poles of a magnet: Th e two ends of a magnet where the magnetism is maximum are called the
poles of a magnet.
(d) Self-demagnetisation: Bar magnets are stored in pairs with their unlike poles alongside each
other and separated by a piece of wood. Pieces of iron, called keepers, are also kept at the poles.
Th is is called self-demagnetisation.
7. (a) Magnetic materials: Iron and nickle
(b) Non-magnetic materials: Rubber and plastic
8. (a) Magnetic keeper are used to store magnets as they protect the magnets from losing their
magnetic properties.
(b) Two magnets should not be rubbed against each other as they can lose their magnetic
properties.
9. Properties of a magnet:
(i) A magnet attracts magnetic materials, such as iron, nickel and cobalt.
(ii) A magnet always has two poles and they cannot be separated.
(iii) Unlike poles of a magnet attract each other and like poles of a magnet repel each other.
(iv) A freely suspended magnet always aligns in the North-South direction.
(v) Th e magnetic forces are maximum at the poles and minimum at the centre of the magnet.
C. 1. To demonstrate the attraction and repulsion between magnets, we need two magnets, thread and a
stand.
95
Now, tie one bar magnet with a thread and hang it on the stand. When it comes to rest, take the
North pole of another magnet near the North pole of the suspended magnet and we observe that
they repel each other. Now, take the South pole of another magnet near the South pole of suspended
magnet and we observe that they attract each other.
This shows that like poles repel each other and unlike poles attract each other.
2. To show that freely suspended bar magnet always aligns along the North-South direction, we need
a stand, bar magnet and thread.
Now, hang a bar magnet on the stand with the help of thread and rotate it. When the magnet comes
to rest, we observe that it rests in the North-South direction. When we again rotate the magnet, it
will come to rest at North-South position only.
This shows that freely suspended bar magnet always aligns along the North-South direction.
3. Construction of Magnetic compass:
Materials required: Iron needle, cork, bowl filled with water and a bar magnet.
Procedure:
(i) Magnetise the iron needle by using a bar magnet.
(ii) Now, insert the magnetised iron needle into the cork and put the cork in the water where it
floats freely.
(iii) When the cork comes to rest, we observe that the needle points towards the North-South
direction.
Working of compass:
Working of compass is based on the principle that the earth itself behaves like a magnet and a
magnetic object will tend to align itself with the earth’s magnetic field. In magnetic compass,
magnetised needle at the centre rotates freely and always aligns in the North-South direction.
4. Reasons behind the demagnetisation of magnet:
(i) Exposure to heat
(ii) Kept in sunlight
(iii) Hammered
(iv) Dropped from a height
5. Uses of magnets:
(i) The magnetic compass is used to find directions.
(ii) They are widely used for treatment in magnetic pain relief therapy.
(iii) They are used to separate magnetic materials from non-magnetic ones.
(iv) They are also used in debit cards, credit cards, etc.
6. To make an iron bar, a magnet, we need an iron bar, a bar magnet, iron clips and table and the given
procedure is followed:
(i) Keep the iron bar on the table.
(ii) Take the magnet and rub one of its poles along the length of the iron bar.
(iii) When you reach the other end of the iron bar lift the magnet and bring it back to the starting
point of the iron bar and again rub it along the length of the iron bar.
(iv) Repeat this process for about 30-40 times with the same pole of the bar magnet and the iron
bar has now become a magnet.
96
In this process, iron bar becomes a temporary magnet.
7. Taking care of magnets:
(i) Bar magnets are stored in pairs with their unlike poles alongside each other and separated by a
piece of wood. Pieces of iron, called keepers, should be kept at the poles.
(ii) For a horseshoe-shaped magnet, only one keeper is required.
(iii) Magnets should be heated, hammered, kept in sun or dropped from a height. All these activities
lead to demagnetisation of magnet.
(iv) Magnets should be kept away from cell phones, televisions, radios, computers and CDs
D. Refer fi gure given in Experiment 2
E. 1. If we increase the number of strokes, the strength of the temporary magnet will increase.
2. If a magnet falls down, it will lose its magnetic properties.
3. No, there will not be any eff ect on the body parts when a magnet is brought near the body. Th is is
because iron is present in the very small quantity and moreover it is not in its metallic form due to
which magnet cannot attract the iron present in our body.
Worksheet 1
1. (a), (d) and (f)
2. (b)
3. Th
e magnetic compass is used to fi nd directions and magnets are widely used in the treatment in
magnetic pain relief therapy.
Worksheet 2
1. (b), (c) and (e)
2. Th
e given device is a magnetic compass which is used to fi nd directions.
3. Rub one of its poles along the length of the needle.
Bring it back to the starting point of the needle and again rub it along the length of the needle.
Bringing some iron clips close to it.
Repeat the process.
97
Chapter 14
Electricity and Circuits
• Know about the basics of electricity.
• Tell the diff erent parts of a dry cell.
• Understand about the characteristics of conductors and insulators.
• Understand the importance of conductors and insulators.
• Comment on the construction and working of an electric bulb.
• Prepare a simple electric circuit on their own.
• Identify diff erent materials as conductors and insulators.
Materials Required
Teaching Aids: Th ere are many teaching aids that can be used for the explanation of this chapter.
Wires, bulb, switch, cells or battery, cardboard, electrical tape, scissors, blade and many other things
are required for performing Experiments 1-4.
Warm Up
Th
e activity mentioned under the Warm up section will give an idea to the students about the
chapter. So, the students can be asked to complete this section on page 159 on their own. Th
e
answers should then be discussed in the class.
Concept Explanation
• Electric cell: A dry cell can be used to show diff erent parts of a cell to the students. Th e cell
should be opened by the teacher as its contents might harm the students. Th e cell can be
shown to the class in 3-4 groups so that everyone gets a glimpse of its construction. Th e
diff erence between a primary cell and a secondary cell should be explained to the students.
• Electric bulb: Th e construction of an electric bulb can be shown to the class both with the
help of a diagram and by using a simple torch bulb. Students might be asked to fi nd out the
inert gas that can be used to fi ll the bulb.
• Electric circuit: Th
is topic has to be explained with the help of an electric circuit prepared as
mentioned in Experiment 1 of the chapter. Aft er explaining the circuit to the students they
might be asked to prepare a simple electric circuit themselves under adult supervision. Th is
can also be taken as a formative assessment activity. Th is will help develop psychomotor skills
among the students. Various components of an electric circuit should be taught in the class.
Th
e students shall also be told about the diff erence between an open and a closed electric
circuit.
• Electric switch: Another interesting activity in this chapter is the making of an electric switch.
Th
umb pins and a safety pin can be used very effi ciently to make an electric switch and to
98
show its working in an electrical circuit. Again, students might be asked to prepare a simple
electric circuit with a switch themselves under adult supervision. This can also be taken as a
formative assessment activity.
• Conductors and insulators: Experiments 3 and 4 can be used to explain this topic to the
students wherein the students can be shown to identify the given material as a conductor or as
an insulator, using a conduction tester. Importance of both conductors and insulators should
be explained to them. The information mentioned as ‘Teacher’s tip’ on page 166 should also
be discussed in the class.
• Safe use of electricity: Since this is an experiment-based chapter where students work with
electricity, precautions related to handling the electrical appliances should be taken and
instruction to safely used the electricity should be clearly given to the students. Activity
mentioned under the section ‘Values’ on page 166 can be taken as an example for this.
Reinforce
• A concern for the environment can be developed in the students by doing the activity
mentioned under the ‘Life skills’ section on page 167. In-text exercises and questions given
at the end should be discussed in the class as they help students in memorizing the chapter.
The questions asked under ‘HOTS’ and ‘Picture based question’ will develop thinking and
reasoning abilities in the students.
Explore
• Students can be asked to do the ‘Project’ and ‘Let’s speak’ activity on their own to get a better
knowledge of the chapter.
99
Worksheet-1
1. Identify the various parts of a bulb.
(a) ___________
(b) ___________
(c) ___________
(d) ___________
(e) ___________

(a) Conductors (b) Insulators
____________________ ____________________
____________________ ____________________
(c) Secondary cells (d) Devices that uses solar cells

____________________ ____________________
____________________ ____________________
3. List the different components of an electric circuit.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
100
Worksheet-2
1. The figures given below show a cell connected to a bulb in different ways. Identify
in which of the arrangements the bulb will not glow and mention the reason.
(a) (b)
______________________________________________________________
2. Mention two points on the safe use of electricity.

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Identify the components of electric circuit being mentioned in the following

statements.
(a) It controls the fl ow of current in the circuit. ______________________
(b) It is the source of electric current. __________________________
(c) It uses electrical energy. _________________________
(d) It transfers the electrical energy from one component to the other. __________
101
A. 1. (a) Alessandro Volta (b) poor (c) electric cell (d) closed (e) switch
2. Column A Column B
Filament of a bulb Tungsten
Conductor Iron, copper, silver
Insulator Plastics, glass, wood
Combination of cells Battery
Path of current fl ow Electric circuit
Rechargeable cells Secondary cells
Non-rechargeable cells Primary cells
3. (a) Plastics (b) Wood (c) Switch (d) Tungsten
B. 1. In an electric cell, the metal cap on one side of the cell is the positive terminal, while the metal disc
at the other side is the negative terminal of the cell. Th ey are marked as ‘+’ and ‘–’, respectively.
2. Two types of cells:
(i) Primary cells: Th ey cannot be used again, that is, they cannot be recharged. Th ese are single use
cell. For example: Dry cell
(ii) Secondary cells: Th ey can be recharged and can be used again. Th
ese are also known as
rechargeable batteries. For example: Lead-acid batteries used in cars.
3. Conductors help in the conduction of electricity and heat while insulators protect us from the
electric shock as they do not allow the fl ow of current from electric circuit to our body.
4. Components of electric circuit:
(i) Source of electric current such as electric cell or battery
(ii) Wires made of metals like copper, aluminium, etc.
(iii) Electrical appliance such as bulb
(iv) An unbroken loop of wire running from one terminal of the source, through the electrical
appliance, back to the other terminal of the source.
(v) A switch or a key to control the appliance.
5. Conductors: Copper, silver, aluminium
Insulators: Wood, plastic, glass
6. Th e diff erence between cell and battery is that battery is the combination of two or more cells.
7. (a) Electric cell (b) Switch (c) Wires made up of copper
8. No, we cannot cover the bare part of the electric wire with aluminium foil because it is a good
conductor of electricity. To cover the bare part of electric wire we need an insulator.
9. When the electric circuit allows current to fl ow through it so that the electrical appliance connected
to it works, then it is said to be closed.
10. (a) Electric cell: It is the source of electric current that converts chemical energy stored in it to
electrical energy.
(b) Electric circuit: Th e complete path that allows current to fl ow through it is called an electric
circuit or an electric path.
(c) Battery: Th e combination of two or more electric cells is called battery.
(d) Switch or key: A device in an electric circuit that controls the fl ow of electric current through
electric circuit is called switch.
102
11. (a)
Closed circuit Open circuit
When the electric circuit allows current to When the electric circuit allows current
flow through it so that the electrical appliance to flow through it so that the electrical
connected to it works, then it is said to be appliance connected to it works, then it is
closed. said to be closed.
(b)
Conductors Insulators
The substances that allow the flow of current to pass The substances that do not allow the flow
through them. of current to pass through them.
For example: Copper, silver, aluminium, etc. For example: Plastics, glass, wood, etc.
12. (a) To avoid the electrical shock, the handles of the screwdrivers used by electricians are usually
made of plastic.
(b) When the switch is in ON position, it means circuit is closed and current flows through it
without any obstruction due to which electric bulb connected to it glows.
(c) Rubber slippers and gloves are insulators, i.e., they do not allow the flow of current through
them. So they are worn while carrying out electrical repair to avoid electric shock.
(d) An electric bulb does not glow even if it is connected to the cell. This is because, switch is in
OFF position which means no current flows through the electric circuit.
(e) Metal wires carrying electricity are covered with plastic because plastic is an insulator which
does not allow the flow of current through it.
C. 1. Components of electric bulb
(i) Filament of bulb is made of metal called tungsten.
(ii) The filament is supported by two thick wires forming a V-shaped structure which are connected
to the two terminal of the bulb.
(iii) One terminal is present on the metal case of the bulb and the other terminal is the metal tip at
the base of the bulb.
(iv) There is an inert gas inside the bulb which prevents the burning of filament when it heats up.
Refer figure 14.4 on page 161
2. To design an electric circuit:
Materials required: Electric wires, electric cell, small torch bulb, insulation or electric tape, a pair
of scissors, thumb pin, safety pin
Procedure:
(i) Cut the wire into two pieces and expose the ends of two wires using scissors.
(ii) Take one wire and attach this to the positive terminal of cell.
(iii) Attach the other end of the wire to one of the terminals of the bulb.
(iv) Take another wire and attach this to the second terminal of the bulb and turn its free end
around a thumb pin.
(v) Now insert the pin in the ring of the safety pin in such a way that a safety pin can move freely.
(vi) Now take another wire and connect its first end to the negative terminal of the cell and turn its
free end towards the second thumb pin.
In this case, the safety pin acts as a switch as when it touches the second thumb pin, electric circuit
will get completed and the bulb will glow.
103
3. Precautions to be taken while working with electricity:
(i) Never touch the electrical appliance with wet hands.
(ii) Never connect too many devices with a single socket or multiplug.
(iii) Always wear rubber gloves while working with electric circuits.
4. To test whether the given material is a conductor or an insulator
For this, we require 3 pieces of electrical wires, pencil cell, small torch bulb, electrical tape, a pair of
scissors, blade and testing material such as wood piece.
Procedure:
Connect the two terminals of the bulb with two separate wires using an electrical tape. Connect the
free end of one of these wires to the positive terminal of the pencil cell. Now connect the negative
terminal of the cell with one of the two ends of the third wire, leaving the other end of the wire free.
Now you have two wires each with one end free. Connect these ends to check whether the circuit is
working or not. Now take the material to be tested and touch the free ends of two wires with it.
If the bulb glows, then the material is a conductor and if it does not glow, it means the material is
an insulator.
5. Working of an electrical torch:
In an electrical torch when the electric current fl ows through the bulb, the fi lament of the bulb
glows and produces light. If there is any kind of breakage in the fi lament, then the bulb will not
glow. Such a bulb is said to be fused and needs to be replaced.
D. When a copper wire and an aluminium foil are used then the bulb will glow.
E. 1. Human body consists of 70-75% water which is a good conductor of electricity.
2. Water is a good conductor of electricity so it should not be used to extinguish the fi res caused due
to electricity.
3. Electric wires at our home are within our reach. So to avoid electrical shock they are covered with
insulators. But the wires connected to the electric poles are very far from any human contact, so
they are bare.
4. (a) Intensity of a glowing of bulb will decrease if one more bulb is added.
(b) Th
ere will be an increase in the intensity of glowing of bulb if one more cell is added in the
circuit.
Worksheet 1
1. (a) Glass bulb (b) Tungsten fi lament (c) Inert gas (d) Cap (e) Terminals
2. (a) Copper, Silver (b) Air, Wood (c) Lead acid battery, Lithium battery
(d) Calculators and satellites
3. Electric cell or battery, bulb, wires and a switch or a key
Worksheet 2
1. In (b), the bulb will not glow because the electric circuit is incomplete.
2. Never play with electrical wires and switches.
Never connect too many devices with a single socket.
3. (a) Switch or key (b) Battery (c) Bulb (d) Wire
104
Chapter-15
Water

• Learn about diff erent sources of water.
• Know about the importance of water for living organisms.
• Understand the water cycle in nature.
• Understand the causes and eff ects of drought and fl ood.
• Appreciate the importance and methods of water conservation.
Warm Up
Th
e chapter should leave an impact on the students on the to importance of conservation of water.
To inculcate this from the very beginning of the chapter it is important to discuss the activity given
under the Warm section with the students.
Concept Explanation
• Sources of water: Diff erent sources of water should be discussed with the students. Th e
percentage distribution of these sources present on the earth’s surface should also be told to
them.
• Uses of water: Water is very important for the human body. Students are already familiar
with the importance of water to human body as they have already done this in their previous
chapters. Th ey are also acquainted with the importance of water to plants, so these topics can
be taught as a class discussion where students shall give answers on this topic.
• Different forms of water: Students have previous knowledge of this topic from chapters already
done. Th ey can answer the questions like: How ice can be converted to water, water to steam,
steam back to water and water to ice. Th ey can even defi ne the processes like evaporation and
condensation. Th is topic can again be given a student-centered approach.
• Water cycle: Th is is a very important topic and should be explained to the students in the form
of diff erent steps. Th e diagram should also be covered in the class. Students are familiar with
the diff erent steps but may not able to link them in a cyclic form to show water cycle, here the
teacher should explain this link to the students.
• Natural disasters: Floods and droughts should be explained to the students along with their
causes and impacts. Students should be able to answer questions the eff ects of these two
natural disasters. Terms like famine and epidemic should also be taught.
• Water conservation: It is important for the students to understand the conservation of water.
Th ey should appreciate the importance of water and the means to conserve water. Methods
like rain water harvesting should be explained to the students. Students can also list the points
of water conservation from their side, apart from the ones mentioned in the chapter.
105
Reinforce
• Students should understand the importance of saving water. Activities mentioned under
‘Teacher’s tip’, ‘Values’ and ‘Life skills’ will help in inculcating a sense of responsibility
towards the environment in the students. Picture-based question on page 180 will help in
recapitulating the steps of water cycle. The in-text and the exercise questions given in the end
should be discussed in the class. The HOTS questions will help in developing Thinking skills
among the students.
Explore
• Students should be asked to perform Activity 1 on page 173 on their own to understand the
wastage of water done at level. This will help in developing empathy towards the environment.
The activities covered in the ‘Innovator’s corner’, ‘Project’ and ‘Let’s speak’ will help students
to further explore regarding importance of water.
106
Worksheet-1
1. Look at the given picture of water cycle and fill in the spaces with the appropriate
process.
a.
a. _________________
c. b. _________________
d.
c. _________________
d. _________________
e.
e. _________________
b.
f. _________________
f.
2. Write two methods of water conservation.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Fill in the blanks so as to complete following sequence.
Ice Water Steam
107
Worksheet-2
1. Write the different steps of water cycle.
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is drought and flood?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Write two uses of constructing dams.
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. List different sources of water.
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Define the following.
(a) Famine __________________________________________
(b) Epidemic __________________________________________
108
A. 1. (a) False (b) False (c) True (d) True (e) True
2. (a) Lakes and ponds
(b) Rooft op rainwater harvesting and surface rainwater harvesting
(c) Rain and snow
(d) Ice(solid) and steam(gaseous)
(e) Typhoid and cholera
(f) Flood and draught
B. 1.
Evaporation Condensation
Th
e process of conversion of water into its Th e process of conversion of water vapour
vapour form is called evaporation. into its liquid form is called condensation.
2. If two metal containers are fi lled with water and one is kept in sunlight and the other in the shade,
then aft er some time, water level in the metal container kept in sunlight, will decrease. Th is is due
to the process of evaporation.
3. Dams are the huge walls built on a course of river to store rainwater to be used at the time of need.
Th e reservoir in a dam collects water which is used during droughts.
4. Th e warmth of the sun quickens the process of evaporation and transpiration of water to form water
vapours which form clouds on condensation and fi nally on precipitation, clouds form rain. Th is
rainwater gets collected in the rivers and oceans and again evaporates to form vapour. In this way
water cycle continues with the help of sun.
5. Sea water contains high amount of salts and minerals dissolved in it which makes it unfi t for
drinking and other purposes.
6. Advantages of rainwater harvesting:
(i) It restores the surface water back to normal levels.
(ii) It recharges groundwater.
(iii) It maintains the level of water table.
(iv) Th e collected rainwater can be used for many purposes such as washing clothes, cleaning
dishes, etc.
7. Water pollution: Th e contamination of the water with the harmful substances such as sewage
and waste that bring the changes in the physical and chemical properties of water is called water
pollution.
8. When water evaporates, it forms vapours which rise up and form tiny droplets of water. Th ese tiny
droplets collect to form clouds.
C. 1. Th ere are two types of rain water harvesting:
(i) Rooftop rainwater harvesting: It is a system of collecting rainwater from roofs of the house
or building. It is either stored in a tank or is allowed to seep into the soil to recharge the
groundwater. Th e water may contains some impurities. Th is is an eff ective and low cost method.
(ii) Surface rainwater harvesting: Th e rainwater which is fl owing on the roads and drains is
collected and is used to recharge and refi ll deep pits. Th is water seeps inside the ground slowly
and replenishes the water table.
109
2. Steps in water cycle:
(i) Evaporation and transpiration: Water present in the oceans, rivers, lakes, etc. is converted
into vapour form due to the heat from sunlight. Also plants lose water through the process of
transpiration.
(ii) Condensation: The water vapours rise up and condense to form tiny droplets which on
collection form a cloud.
(iii) Precipitation: When clouds cannot hold any more water droplets, they burst and the droplets
come down on the earth’s surface in the form of rain, snow, etc.
(iv) Percolation: Water comes back to the earth’s surface, thus completing the water cycle. The
seeping of water into the ground is called percolation.
3. Yes, the three states of water are interconvertible and this can be explained as:
4. Different ways of conserving water:

(i) Use less water for daily activities like cleaning, washing, bathing, etc.
(ii) Check leaking pipes or taps at the homes.
(iii) Recycle water for other purpose before throwing it.
(iv) Encourage water harvesting practices.
(v) Check water pollution by treating sewage and waste before throwing them in rivers.
5. Harmful effects of flood:
(i) It causes the loss of life and property.
(ii) Water contamination occurs due to damage of sewage disposal facilities and death of humans
and animals.
(iii) It causes waterlogging which results in the spread of diseases such as cholera, yellow fever, etc.
(iv) It also leads to soil erosion.
(v) It damages the agricultural fields, leading to reduced crop yield.
Harmful effects of drought:
(i) Both surface water and groundwater become scarce.
(ii) Soil dries up and plants and crops cannot grow, resulting in the shortage of food in the region.
(iii) Livestock and other animals die in the absence of food and water.
(iv) Water sources of the region tend to dry up.
(v) Forest fires are another consequence of drought.
6. Uses of water:
(i) Water is used by humans and animals for carrying out various body processes such as blood
and nutrient circulation, removal of waste, etc.
(ii) Water is needed for daily activities such as cooking, washing, etc.
(iii) It serves as the habitat for many animals and a medium of transportation.
(iv) It is required by plants for the process of photosynthesis.
(v) It is also used for industrial and agricultural purposes.
D. (a) Sun (b) Evaporation (c) Condensation
(d) Precipitation (e) Runoff (f) Percolation
110
E. 1. Tiny water droplets are collected on the underside of the plate. Th is happens due to condensation
of steam that rises from the hot milk which on touching the cool plate, condenses and forms tiny
water droplets.
2. Oceans are biggest source of water on earth but this water is unfi t for use. Water cycle helps in using
this water present in oceans by the causing rains which replenish the lakes, river, ponds, etc. If water
cycle did not operate, then due to lack of rainfalls, drought-like conditions would occur which
would disrupt life on earth.
3. Prices of things rise up when there is more demand than supply. During the fl ood and draught, the
crop fi elds are destroyed due to which there is a decrease in the supply of food items into the market
and their prices rise up.
4. Trees and vegetation prevent the loss of water from water table by evaporation. Vegetation makes
the soil porous which increases the rate of percolation and enriches water table.
Worksheet 1
1. (a) Sunlight (b) Evaporation (c) Condensation (d) Precipitation
(e) Evaporation (f) Groundwater
2. Use less water for daily activities such as cleaning and washing. Check leaking pipes and taps at your
homes.
3. (a) Heating (b) Evaporation (c) Freezing (d) Condensation
Worksheet 2
1. Evaporation, condensation, cloud formation, precipitation and percolation
2. Drought: It is a condition that occurs when an area receives less or no rainfall for a long period.
Flood: Prolonged periods of heavy rains in an area can result in a condition called fl ood.
3. Dams prevent fl oods and also conserve water for irrigation.
4. Rainwater, groundwater, surface water and seawater.
5. (a) Th
e prolonged lack of food in a region.
(b) A disease aff ecting number of people at the same time.
111
Chapter 16
Air

• Understand the composition of air.
• Explain the terms like atmosphere, humidity, spiracles, stomata, pollution.
• Understand the importance of diff erent components of air for living beings.
• Appreciate how animals and plants maintain a balance in nature.
• Comment on diff erent respiratory systems present in living beings.
• Know about some of the factors that causes air pollution.
Materials Required
Th
e teaching aids that can be used to explain the chapter are the ones required to perform
Experiments 1 and 2.
Warm Up
Students are already familiar with the term atmosphere. Th ey also know about diff erent layers of the
atmosphere. Th erefore introductory questions based on this can be asked to begin the chapter. Th e
Warm up section’s activity will further help them to become familiar with the chapter.
Concept Explanation
• Components of air: Th e students should be explained about various major gases present in
the air. Th e importance of these for living organisms should also be taught in the class. Th e
students will be able to comment on some of the uses of gases like oxygen and carbon dioxide
as they have learnt about this in their previous chapters. Experiment 2 can be performed
in class to show the importance of oxygen. Th is will also help in developing interest of the
students in the class.
• Air supports life: Th e respiratory organs in diff erent organisms should be explained to the
class. Th
ey should be told that the type of respiratory organ varies according to the habitat of
the living organism. A temporary mount of stomata can be prepared and can be shown to the
students in science lab. Th is will make the chapter interesting to them.
• Balance of oxygen and carbon dioxide: Th is can be shown to the students in a cyclic form
that covers the diff erent processes involved. Students can be asked to defi ne respiration and
photosynthesis to facilitate a two way interaction.
• Air pollution: It is important for the students to know the causes and eff ects of air pollution.
Students might be asked to list the various causes of air pollution from their side and not
necessarily from the book. Th is will help in developing thinking abilities among them.
112
Reinforce
• Students should be asked to complete the exercises given in the chapter. This should be later
discussed in the class. The ill effects of the air pollution should be discussed in the class. This
will develop a concern for nature among them. The ‘Picture based’ and the ‘HOTS’ questions
will develop thinking skills among them.
Explore
• The Activity mentioned under the ‘Innovator’s corner’ section given on page 190, will prove
to be interesting to the students, wherein they will explore the method to perform this activity
on their own. This can be used as a project-based formative assessment activity.
113
Worksheet-1
1. In the given pie chart, fill in the blanks with suitable components of air.
(a)
(b)
(c)
2. Match the organisms with their respiratory organs.
COLUMN A COLUMN B
Earthworms Stomata
Cockroaches Lungs
Fishes Moist skin
Plants Gills
Mammals Spiracles
3. Mention any two respiratory diseases that can occur due to air pollution.
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Define humidity.
______________________________________________________________
______________________________________________________________
114
Worksheet-2
1. Two boys Ram and Sonu caught butterflies and captured them in two separate
bottles as shown below. Next day Sonu found his butterfly to be dead but Ram’s
butterfly was alive. Can you tell the reason behind this?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Identify the components of air in the following statements.

(a) Needed for the synthesis of proteins. __________________
(b) Required for the process of photosynthesis by the plants. _______________
(c) Required for respiration and burning. __________________
3. Write two practices that can be followed to control air pollution.

______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Define air pollution.

______________________________________________________________
______________________________________________________________
115
A. 1. (a) Air contains diff erent amount of water vapour.
(b) Oxygen gas supports burning.
(c) Air is a mixture of gases like nitrogen, oxygen, carbon dioxide, etc.
(d) Air has mass and occupies space.
(e) When we heat water, it expels the dissolved air.
2. Column A Column B
Lungs Humans
Stomata Plants
Gills Fish
Skin Earthworm
B. 1. Atmosphere contains air which is a mixture of gases like nitrogen, oxygen, carbon dioxide, etc.
Oxygen is used for respiration in plants and animals while carbon dioxide is used by plants to make
their food by the process of photosynthesis.
2. Fish breathe with the help of gills which are capable of taking dissolved oxygen from water.
3. Whales and dolphins do not have gills for breathing, instead they have lungs. So they come to the
surface of water regularly to fi ll their lungs with air.
4. Polluted air contains many toxic gases which on inhalation cause respiratory diseases such as
asthma, lung cancer, bronchitis and eye diseases.
5. Nitrogen does not play any role in the process of respiration in living beings. Also it does not
support burning.
6. Composition of air: Nitrogen- 78% Oxygen- 21% Other gases- 1%
C. 1. Uses of air:
(i) Air contains oxygen which is needed by humans and animals for breathing and respiration.
(ii) Air contains carbon dioxide required by plants for photosynthesis.
(iii) Air helps in seed dispersal.
(iv) It helps in burning as oxygen supports burning.
(v) It helps in generating electricity through windmills.
2. Air occupies space:
To prove this, take a bucket full of water. Now dip the empty plastic bottle vertically in the bucket.
We will observe that water does not enter the bottle. Now tilt the bottle a little and we observe that
air bubbles start coming out of it and water enters the bottle. Th is indicates that air is present in
empty water bottle
Air contains water vapour:
To test this, fi ll a glass tumbler with ice and keep it at room temperature for few minutes. Aft er
some time we observe that there are tiny water droplets on the surface of the tumbler. Th is is due to
the presence of water vapour which condenses on touching the cool surface of tumbler and forms
droplets of water. Th is shows that air has water vapour.
3. Plants take carbon dioxide to produce food and they give out oxygen as a by-product, which is used
by animals for breathing and respiration. Also, animals exhale carbon dioxide during breathing,
which is taken up by the plants for photosynthesis. In this way, plants and animals maintain the
balance of gases.
116
4. (a) As we move up, the air gets thinner and it becomes diffi cult to breathe. Because of this reason,
mountaineers carry oxygen cylinders with them while climbing the mountains.
(b) Earthworms come out of soil in rainy season to breathe air as the soil pockets become fi lled
with water that unable them to breathe.
(c) Plants die in waterlogged conditions as excess waterlogging causes decrease in the oxygen
supply which leads to the decreased respiration, causing plants to die. Excess of water also
promotes the growth of harmful microorganisms.
(d) Stomata present on leaf surface help the plants in the exchange of gases and transpiration.
Since, aquatic plants do not have the need to exchange gases, they do not have stomata.
(e) Carbon dioxide is used by plants to prepare their food by the process of photosynthesis. During
this process, plants give out oxygen as the by-product which is used by animals and humans for
respiration. So, the presence of carbon dioxide is benefi cial for living beings.
5. Role of atmosphere:
(i) It acts as a protective shield for the living organisms.
(ii) It maintains the temperature of the earth between day and night
(iii) It has the ozone layer that protects us from the harmful UV radiations coming from sun.
(iv) It also helps in maintaining the water cycle.
D. A. Sun rays B. Oxygen C. Respiration D. Carbon dioxide
E. Photosynthesis F. Water and minerals
E. 1. At night, trees respire, i.e. they breathe in oxygen and give out carbon dioxide. Inhalation of carbon
dioxide is harmful for living beings, so it is not advisable to sleep under a tree at night.
2. Busy road has heavy traffi c which means that amount of toxic gases produced by the exhaust of
vehicles is high in the air. As inhalation of these gases creates respiratory diseases such as asthma or
lung cancer, so a traffi
c policeman wears a mask on his nose.
3. Hot air is light in weight, so it rises up. To expel hot gases from the room, ventilators are made close
to the ceiling to maintain the temperature of the room.
4. On the night of Diwali, people celebrate the festival by bursting crackers which produce very
harmful gases in the atmosphere. Due to these harmful gases, it is diffi cult to breathe on the night
of Diwali.
Worksheet 1
1. (a)- Nitrogen 71%, (b)- Oxygen 21% and (c)- Other gases 1%
2. Earthworms–Moist skin, Cockroaches–Spiracles, Fishes– Gills, Plants–Stomata, Mammals–Lungs
3. Asthama and lung cancer
4. Th
e amount of water vapour present in the air at a particular time.
Worksheet 2
1. Ram’s jar had holes in it through which air could pass. Th
erefore, butterfl y in Ram’s jar was alive as it got
oxygen to breathe.
2. (a) Nitrogen (b) Carbon dioxide (c) Oxygen
3. By planting more trees and recycling plastic instead of burning them.
4. Th
e mixing of undesirable substances in quantities that are harmful to living beings in air.
117
Chapter 17
Garbage in Garbage out
• Learn about diff erent types of waste and the source of their generation.
• Enumerate diff erence between biodegradable and non-biodegradable waste.
• Learn about some simple techniques of waste management.
• Analyse the hazards behind the collection of waste in the environment.
• Evaluate the importance of 3R’s in waste management.
• Cite diff erent methods of waste disposal.
Materials Required
Teaching Aids: Th e teaching aids that can be used to support this chapter are the ones required to
perform various activities and experiments mentioned in the chapter.
Warm Up
Th
e main objective of this chapter is to make the students understand the importance of waste
management. Th ey should know that waste has to be reduced at various levels and should be
properly disposed of. So, to begin the chapter the students should be asked to fi rst complete the task
given in the Warm up section.
Concept Explanation
• Types of waste: Th e diff erence between the two types of waste should be made clear to
the students. Students might be asked to perform Experiment 1 at home or this might be
performed much earlier before starting the chapter and the result can be shown to them later.
• Waste management: Diff erent steps in the waste management should be discussed in the
class. Management of both biodegradable and non-biodegradable waste should be taught to
the class. Various methods like landfi lls and composting should be explained to the class. A
vermicompost pit can be prepared in the school with the help of the students and this can
also be taken up as a school activity. Th is will develop interest in the subject and also inculcate
social values and love for nature among the students.
• 3R’s: Th
e three R’s should be discussed in the class. Th e points included under reduce, reuse
and recycle should be explained to the class. Students should be told that plastics are harmful
for the environment and their disposal is a problem, so they should be recycled as far as
possible. Th e activity concerned with the recycling of paper (given on page 197) should be
shown to the students.
• Methods to reduce waste: Points concerned with the reduction of waste should be explained
to the students. Th ey might be asked to list some points from their side also. Th is will make
the class interactive.
118
Reinforce
• The new words given under ‘Word Drop’ should be read in the class for a quick recapitulation
of the chapter. The students shall complete the exercises given in the chapter and the same
shall also be discussed with them. The activities and the experiments mentioned in the
chapter can be taken as a group activity for the students. This will develop team work skill,
empathy towards environment and social skill among the students.
Explore
• Students can find out more about the harms caused by the plastics to the environment apart
from the ones mentioned in the chapter. The activity given under the ‘Innovator’s corner’ will
be helpful both for the students and the school.
119
Worksheet-1
(a) Biodegradable waste (b) Materials that can be recycled
___________________ ___________________
___________________ ___________________
(c) Non-biodegradable waste (d) Nutrients present in worm castings

___________________ ___________________
___________________ ___________________
2. Write two practices that can be followed to reduce waste.

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How one can manage non-biodegradable waste?

______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Define segregation of waste.

______________________________________________________________
______________________________________________________________
______________________________________________________________
120
Worksheet-2
1. Arrange the following statements in proper sequence to obtain recycled paper.
(a) Spread the paper on a wire mesh as shown and press it to squeeze out the excess
water.
(b) Take the paper out and crush it with the help of a mortar and pestle till it
becomes soft . Th
is is called the paper pulp. You can also grind it in a mixer.
(c) Collect some amount of waste paper like old newspapers, magazines, used
notebooks, etc.
(d) Your handmade recycled paper is ready.
(e) Tear them into small pieces and soak them in warm water for 6-7 hours.
(f) Turn the mesh upside down on a smooth surface so that the paper pulp spreads
evenly. Now, put some weight to it on let it dry completely.
Correct sequence is ___________________________________.
2. Why is burning of paper and leaves not good for environment?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Write the steps to make a vermicompost pit.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Defi ne worm casting.
______________________________________________________________
______________________________________________________________
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A. 1. Arrangement of steps in the correct sequence
(d) Dig a pit
(c) Add kitchen waste
(f) Put red worms in the pit
(g) Add a thick layer of soil
(e) Cover it with a layer of grass
(a) Sprinkle some water to keep it moist
(b) Obtain manure aft er about 45 days
2. (a) Left over food and vegetable peels
(b) Metal and batteries
(c) Kitchen waste and plant parts
(d) Paper and plastic
(e) Wastewater and used oil
(f) Plant parts and egg shells
B. 1. On the basis of degradability, waste can be classifi ed into two types:
(i) Biodegradable waste: Vegetable peels
(ii) Non-biodegradable waste: Metal parts
2. Th e practise of separating biodegradable waste from non-biodegradable is called the segregation of
waste.
It is important to segregate waste so that biodegradable waste can be used for making manure while
non-biodegradable waste can be recycled and used again.
3. Larger areas used for waste disposal are called landfi lls. Th ey are also known as dumping grounds.
Solid waste like garbage is dumped or buried in the ground in such a way that it does not harm the
environment. It is one of the effi cient ways of disposing of waste.
4. Composting in which red worms act on wastes and degrade them is called vermicomposting. Th e
end product is called vermicompost which is a good manure as it contains nitrogen, phosphorus
and potassium which are important for the growth of plants.
5. Plastic poses a serious threat to the environment as it is a non-biodegradable waste and cannot be
degraded by microorganisms. Hence, it keeps on accumulating and cause pollution in environment.
So, it should be recycled and used again.
6. Paper is recycled in the recycling factories to make new items like packaging materials or recycled
paper which can be used again.
7. We should use both sides of paper before throwing it in the dustbin.
8. (a) Paper is made from trees, so recycling of paper helps in preventing the cutting of trees which
saves the environment.
(b) Plastic bag is non-biodegradable which cannot be decomposed by microorganisms, thus it
should not be dumped into compost pit.
(c) In vermicompost pit, red worms act on organic waste. Since red worms need moisture and air
to survive, the vermicomposting pit should be kept moist and aerated.
(d) Biodegradable waste can be decomposed by the microorganisms, thus it does not pollute the
environment and is called green waste.
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(e) The end product of vermicomposting is called vermicompost which is a good manure as it
contains nitrogen, phosphorus and potassium which are important for the growth of plants.
(f) Recycling helps in reusing of non-biodegradable substances like plastic which otherwise would
keep on accumulating and pollute the environment.
C. 1. Dig a pit in the ground and put some plastic bags in it. Now cover this with a layer of soil. Sprinkle
some water on it to keep the soil moist. Now dig the pit after 35-40 days and you will find that
plastic bags have not been degraded by microorganism. This activity shows that plastics are non-
biodegradable.
2. (i) Human and animal waste should not be dumped into landfills.
(ii) Hazardous material should not be dumped into landfills.
(iii) Waste should be dumped in such a way that it does not harm the environment.
(iv) The waste should be covered with a layer of soil to allow decomposition.
3. Making a vermicompost pit at home:
(i) In the cool, shaded corner of a garden, dig a pit about 3 feet deep and spread a 2 cm thick layer
of local soil at the bottom of the pit to prevent seepage.
(ii) Collect some red worms and add them to the pit and cover this layer with a layer of grass or wet
newspaper.
(iii) Put biodegradable waste such as vegetable peels, plant parts, stale, bread and so on in the pit
and spread these evenly on the layer of soil. Add some powdered egg shell to help the worms
in grinding the waste material.
(iv) Sprinkle some water to keep this layer wet.
(v) Turn the top layer every 2-3 days and after 45 days you will find that waste has been converted
into dark-coloured compost.
4. Ways to reduce the production of waste:
(i) Use paper and cloth for shopping and storage.
(ii) Use old newspaper as book covers and packaging material.
(iii) Buy recycled item whenever possible.
(iv) Buy rechargeable batteries to reduce e-waste.
(v) Give leftover food to a needy person or a stray animal.
5. Harmful effects of plastics:
(i) Plastics are thrown into sewers and drain causing the blockage of pipes.
(ii) On burning, plastics release many harmful gases.
(iii) It restricts the absorption of air and water by the soil.
(iv) Plastics thrown here and there can be eaten by the animals which results in their death.
(v) Plastic bags that are used for storing food may contain harmful dyes which react with food and
spoil it.
6. Importance of recycling the waste:
(i) Recycling help in reusing non-biodegradable substances like plastics which otherwise keep on
accumulating and pollute the environment.
(ii) Recycling of paper helps in preventing the cutting of trees which saves the environment.
(iii) Recycling is an important way to conserve our resources.
D. (d) Soaking of papers in water
(e) Smashing of papers
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(a) Wire mesh frame
(b) Roller pin
(c) Drying in sun
E. 1. A plastic container may have some harmful dyes which react with food and spoil it. Th us, it is better
to store food in metal container.
2. Kabadiwalas carry paper waste to the recycling factories where these are recycled to make a new
items like packaging materials, recycled paper, etc. Recycling of paper prevents the cutting of trees.
Th us kabadiwalas plays an important role in conserving the environment.
3. Water can be collected in the empty plastic bottles which could become the breeding ground
for mosquitoes. On the other hand, vegetable waste is biodegradable and can be decomposed by
microorganisms. Th us it is necessary to crush the empty water bottles before throwing them in
dustbin while there is such need of doing that in case of vegetable peels.
Worksheet 1
1. (a) Left over food and paper (b) Paper, Plastic
(c) Metal, Plastic (d) Nitrogen, phosphorus and potassium
2. Buy food in large packs and avoid small packing. Th
is will reduce the waste generated due to packaging.
Use fewer amount of disposable items such as paper napkins and glass.
3. Non-biodegradable waste can be managed by reduce, reuse and recycle technique.
4. Th
e practice of separating the waste as biodegradable and non-biodegradable waste.
Worksheet 2
1. (c), (e), (b), (a), (f), (d)
2. Burning of paper and leaves releases a lot of toxic gases which is harmful for us.
3. Select a cool, shaded corner of your garden. Dig a pit about 3 feet deep and spread a 2 cm thick layer of
loamy soil/local soil at the bottom of the pit to prevent seepage. Collect some red worms and add them
to the pit and cover this layer containing worms with a layer of grass or an old cloth or wet newspapers.
Th
is layer is known as bedding. Put biodegradable waste such as vegetable peels, plant parts, stale bread,
husk, used tea leaves and so on in the pit and spread these evenly on the layer of soil. Also, add some
powdered egg shells as these help the worms in grinding the waste material. Sprinkle some water to keep
this layer wet. Turn the top layer every 2-3 days. Let the worms work for about 40-45 days. Aft er 45 days
or so, observe the contents of the pit. You will fi nd that the waste has been converted to a dark-coloured
compost. Th
is is the manure that can be used for plants.
4. Th
e end product of the vermicomposting is known as worm casting.
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Answers to Summative Assessment 2
A. 1. (c) 2. (b) 3. (d)
4. (a) 5. (b)
B. 1. epidemic 2. 100, 10 3. positive, negative
4. maximum, minimum 5. gills, lungs
C. 1. Diff used refl ection 2. Famine 3. Humidity
4. Vermicomposting 5. Electrical switch 6. Demagnetisation
7. Landfi ll
D. 1. SI units are more accurate and reliable and can be used by everyone to get the same results. Also
they do not vary from person to person and place to place.
2. Bakelite is a hard plastic and an insulator which protects us from getting an electrical shock.
3. Waste management
To avoid piling up of waste in the environment, its management is very essential.
Waste can be managed by the following ways:
(i) Segregation: It is important to segregate the waste so that biodegradable waste can be used for
making manure while non-biodegradable waste can be recycled and used again.
(ii) Landfills: Larger areas used for biodegradable waste disposal are called landfi lls. Garbage is
buried in the ground in such a way that it does not harm the environment.
(iii) Composting: In composting, microorganisms act on biodegradable wastes and turn them into
manure.
(iv) Recycling: It helps in reusing of non-biodegradable substances like plastics which otherwise
would keep on accumulating and pollute the environment.
(v) Reduce and reuse: Amount of waste generated by non-biodegradable materials should be
reduced by utilising them again.
4. Rainwater harvesting: Th e process of collecting rainwater for later use is called rainwater harvesting.
Two types of rain water harvesting are:
(i) Rooftop rainwater harvesting: It is a system of collecting rainwater from roofs of the house
or building. It is either stored in a tank or is allowed to seep into the soil to recharge the
groundwater. Th e water may contains some impurities. Th is is an eff ective and low cost method.
(ii) Surface rainwater harvesting: Th e rainwater which is fl owing on the roads and drains is
collected and is used to recharge and refi ll deep pits. Th is water seeps inside the ground slowly
and replenishes the water table.
5. Electric circuit: Th e complete path that allows current to fl ow through it, is called an electric circuit
or electric path.
Refer fi gure given in Experiment 1 on page 162
E. 1. (a) Circular and periodic motion (b) Rotational and periodic motion
(c) Rectilinear motion (d) Non-periodic motion
(e) Non-periodic motion
2. Water cycle:
(i) Evaporation and transpiration: Water present in the oceans, rivers, lakes, etc. is converted
into the vapour form due to the heat from sunlight. Also plants lose water through the process
of transpiration.
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(ii) Condensation: The water vapour rises up and condenses to form tiny droplets which on
collection form a cloud.
(iii) Precipitation: When clouds cannot hold anymore water droplets, they burst and the droplets
come down on the earth’s surface in the form of rain, snow, etc.
(iv) Percolation: Water comes back to the earth’s surface, thus completing the water cycle. The
seeping of water into the ground is called percolation.
Refer Figure 15.3 on page 174
3. Structure of dry cell: As the name suggests, it contains dry or semi-solid substances inside it. The
container of the dry cell is made up of zinc. Inside this container, a paste of ammonium chloride is
present which has the cardboard container having powdered manganese dioxide and carbon inside
it. The cardboard container has some holes through which a chemical reaction takes place between
ammonium chloride and manganese dioxide. A rod is present inside the manganese dioxide which
is made up of carbon and has metal cap. The whole thing is then sealed with only the metal cap
sticking out so that only the base of the dry cell is exposed.
4. Air contains oxygen which is needed by humans and animals for breathing and respiration. It
contains carbon dioxide which is required by plants for photosynthesis. Air contains water vapour
and carbon dioxide which trap the heat of sunlight and thus helps in maintaining the temperature
of the earth’s surface. It also helps in seed dispersal. It helps in burning as oxygen supports burning
and also helps in generating electricity through windmills. All these instances show that air support
life.
5. Different methods of managing non-biodegradable waste are:
(i) Reduce: Amount of waste generated should be reduced by not throwing those things that can
be utilised again. For example: food can be bought in large packs which will reduce the waste
generated due to packaging. Fewer amount of disposal items like paper napkins, plates and
glasses should be used.
(ii) Reuse: Reusing of material reduces the amount of waste generated. For example: Old newspaper
can be used as book covers and packaging material which reduces the wastage of paper. Also
zip foils can be used again for storing things after cleaning them properly.
(iii) Recycle: Recycling is an important method to conserve our resources as it helps in reusing of
non-biodegradable substances like plastic which otherwise keep on accumulating and pollute
the environment. Recycling of paper helps in preventing the cutting of trees which saves the
environment. It is an important way to conserve our resources.
F. 1. The property of left-right reversal of an image formed is called lateral inversion.
2. Examples:
(i) The word ‘AMBULANCE’ is written in laterally inverted text in front of vehicle, so that person
looking in the rear view mirror can read it and give way to it.
(ii) Hair parting that appears to be left when viewed in mirror is seen by any other person to be on
the right.
3. No, any surface that reflects back the light shows the lateral inversion. For example: clear water
G. 1. Paper is biodegradable as it is made from trees. Its recycling is important as it helps in preventing
the cutting of trees, thus saving the environment.
2. The reservoir in a dam collects water which is used during droughts and for recreational purposes.
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Model Test Paper 2 100 marks
A. Tick () the correct option. 6×1=6

1. Which of the following motions is shown by the needle of the sewing machine?
(a) Circular motion (b) Rotational motion
(c) Periodic motion (d) Non-periodic motion
2. Which of the following is an insulator of electricity?
(a) Copper (b) Iron (c) Wood (d) Tap water
3. Which of the following animals breathes through spiracles?
(a) Birds (b) Mammals
(c) Earthworms (d) Cockroaches
4. Which of the following methods is used to manage biodegradable waste?
(a) Reduce (b) Landfi ll (c) Reuse (d) Recycle
5. Which of the following correctly defi nes famine?
(a) Prolonged lack of water
(b) Prolonged periods of heavy rains
(c) Prolonged lack of food
(d) Overfl owing of rivers
6. Which of the following is a translucent object?
(a) Clear water (b) Air (c) Frosted glass (d) Mirror
B. Fill in the blanks. 6×1=6
1. Large areas used for waste disposal are called ________________.
2. _____________ does not support burning.
3. In dry cells, a chemical reaction takes place between __________________ and
________________.
4. Th
e property of left -right reversal of an image is called ________________.
5. Th
e length of the stretched out hand is called _________________.
6. A disease aff ecting a number of people at the same time is called an _____________.
C. Give reasons for the following. 4×2=8
1. Humidity is more in the coastal areas as compared to grasslands.
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2. Seawater cannot be used for drinking.
3. Magnets should be stored by using keepers.
4. Electrical wires are covered with plastics.
D. Match the following. 10 × 1 = 10
Column A Column B
Length Beam
Rectilinear propagation of light Moist skin
Find directions Filament of bulb
Dry cell Metre
Tungsten Cloud
Condensation Unlike poles of magnet
Earthworms Magnetic compass
Attraction Battery
Vermicompost Zinc
Combination of cells Red worms

E. Differentiate between. 5 × 2 = 10
1. Shadow and image
2. Periodic motion and non-periodic motion
3. Conductors and insulators
4. Biodegradable waste and non-biodegradable waste
5. Drought and flood
F. Answer the following briefly. 10 × 3 = 30
1. Write any five methods to reduce waste.
2. How do the following animals breathe?
(a) Fish (b) Dolphin
(c) Frog (d) Bird
3. Write the impacts of flood.
4. Explain the structure of dry cell.
5. Explain the working of a maglev train.
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6. What is rectilinear propagation of light? Also mention the diff erence between a ray and a
beam.
7. Convert the following.
(a) 105 m = ________ dm (b) 25389 m = _______ km
8. Explain the refl ection of light rays with the help of an experiment.
9. What is rainwater harvesting? What are the two types of rainwater harvesting?
10. What do you mean by air pollution? What are its eff ects?
G. Answer the following in detail. 4 × 5 = 20
1. How can we manage non-biodegradable waste?
2. Explain water cycle.
3. How to measure the length of a line segment using a divider?
4. How to make a vermicompost pit?
H. Look at the given picture and answer the following questions. 2 × 5 = 10
1. Show the direction of electric current in it by using arrows.

2. How does it work?
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Answers to Model Test Paper 1
A. 1. (c) 2. (d) 3. (b)
4. (c) 5. (c) 6. (b)
B. 1. parallel 2. Chitin 3. Predator
4. Physical 5. Faster 6. Marasmus
7. Xerophytes 8. Wilhelm Conard Roentgen
C. 1. Some animals live on or within other animals called hosts and obtain their food
directly from their host animals. Such animals are known as parasites.
2. Aft er harvesting, the jute stalks are cut to the ground and tied into bundles. Th ese
are then soaked in water for about 20 days. Th is process is called retting of jute.
3. Th e property of material to fl oat on water is called fl otation.
4. Th is method of removing salt from seawater is called desalination.
5. Th e ability to respond to stimuli is called sensitivity.
6. Th e ends of the bones are covered with to tough, elastic tissue called the cartilage.
7. Th e leaves present on the trees have special tips called 'drip tips' which help the
rainwater to slide off from their surface, thus protecting the leaf from rotting.
8. In earthworms, the body shape is maintained by the fl uid present inside the body
which is called liquid skeletal system.
D. 1. Dolphin: Th ey have lungs. Th
ey have blowholes.
Squid: Th ey change their body shape accordingly when they move in water. Th ey
also reduce their movement in water by staying near the fl oor of the ocean.
2. Cockroaches can walk, run and fl y. Th ey also have an exoskeleton like snails.
Th eir exoskeleton is made of a hard substance called chitin. A cockroach sheds
its exoskeleton several times a year. A cockroach also has a pair of antennae on its
head and a pair of cerci to detect signs of danger from the front or behind them. A
cockroach has three pairs of legs that help it in walking and running and two pairs
of wings that help it in fl ying but only short distances. Th ey walk by moving three
legs at a time.
3. Photosynthesis: Th e main function of the leaf is to prepare food for the plant by
the process of photosynthesis. Th e green leaves of a plant use water and carbon
dioxide to prepare food in the presence of sunlight and chlorophyll.
4. Cold-blooded animals: Animals whose body temperature changes with the
temperature of their surroundings are called cold-blooded animals. For example,
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most of the reptiles, insects, fishes and amphibians are cold-blooded.
Warm-blooded animals: Animals whose body temperature remains constant and
does not changes according to surroundings are called warm-blooded animals. For
example, mammals and birds are warm-blooded.
5. In solids: The particles in solids become loose on heating and take up more space.
For example, while constructing a railway track, gaps are left between two tracks
so that some space is available for the tracks to expand during summer.
In liquids: When we heat a liquid, its particles become loose and move around
each other and take up more space.
In gases: The particles of a gas move quickly in all directions on heating and take
up more space. For example, when we keep an inflated balloon in sunlight for some
time, we will observe that the balloon increases in size. This is because it absorbs
heat from the sun and the air inside the balloon expands taking up more space. The
change in the size of balloon is very negligible though.
6. Being a metal, copper is lustrous, hard, solid, insoluble in water, will sink in water,
conducts heat and electricity.
7. The stem of the jute plant has a thick bark that has fibres inside it. Jute fibres
are naturally glued together by a sticky substance. This sticky substance needs
to be removed to obtain the fibres. Jute is harvested in its flowering stage. After
harvesting, the jute stalks are cut to the ground and tied into bundles. These are
then soaked in water for about 20 days. This process is called retting of jute. During
this process, the stalks soften and the fibres are separated. After retting, the fibres
are separated from the stem, washed, dried and tied into bundles to be sold in
market. These are the jute fibres that are then spun into yarn and converted to jute
cloth.
8. Soluble roughage: It is soluble in water and helps in blood circulation. Examples of
soluble roughage are apple, peach and rice.
Insoluble roughage: It is not soluble in water. Examples of insoluble roughage are
whole grain, carrot, cabbage and turnip. Lack of insoluble roughage causes stools
to become hard and difficult to pass, leading to constipation.
9. This joint provides back and forth movement similar to the hinge of a door.
Examples are knee, elbow and finger joints.
This joint allows the bones to glide over each other and facilitates movement in all
directions. For example, joints in our ankle and wrist.
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10. (a) Leaves of some plants such as pea are modifi ed in the shape of tendrils which
are slender, spring-like structures and help plants to attach themselves to a
support. Such plants are generally climbers.
(b) In plants such as cactus, the leaves are reduced to spines to prevent the loss of
water by transpiration.
(c) Leaves of certain plants get modifi ed to form spines to protect the plant.
E. 1. Th e process of transfer of pollen grains Anther
from an anther to a stigma of either the Stigma
same fl ower or of another fl ower of the Pollen

grains
same kind is called pollination. Th is
transfer could be brought about by wind,
water, insects or man. Th e pollen grains
are transferred to the stigma of the fl ower (A) Self-pollination (B) Cross-pollination
and reach the ovary through the style.

Th is causes a series of changes that result in the development of the ovary into a
fruit and the ovules change into seeds.
2. Biotic component: It is the living component of the environment that consists of
plants and animals. Biotic means ‘living’. It is also called the biological environment.
Abiotic component: It is the non-living part of the environment that includes
air, water (moisture), sun, soil and temperature. It is also called the physical
environment.
All abiotic components of the environment aff ect diff erent biotic components to a
large extent. For example, if plants do not get adequate amount of sunlight, then
they may die as they cannot carry out the process of photosynthesis. Animals
depend on plants for food and they also depend on the environment for air, water
and sunlight. Animals need adequate amount of sunlight and temperature range
to survive and if there is a major change in this balance then they will be badly
aff ected. So, a proper interaction and balance between biotic and abiotic factors
of the environment is needed for life to continue. A group of interdependent
organisms that live in the same region and interact with one another forms a biotic
community. It includes plants, animals and microorganisms.
3. Materials required: Beaker, wire gauze, burner, tripod stand and salt solution
Procedure: Adjust the beaker containing salt solution on the tripod stand and wire
gauze. Heat the solution with the help of a burner. Continue heating the beaker till
the water from the solution evaporates.
Observation: Th e water evaporates, leaving the salt behind in the beaker.
4. Adaptations in animals: A variety of animals are found in grasslands. Th e animal
that hunts and kills other animals is called a predator and the animal that is hunted
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and killed by some other animal is called the prey. For example, consider the
following food chain.
Plants Deer Lion
In the given food chain, the deer is the prey and the lion is the predator. Th e golden
brown fur of the lion helps it to blend with the background so that the animal
cannot be located easily from a distance. Some animals have powerful hind limbs
that help them to run very fast to catch their prey. Herbivores have strong, fl at and
broad teeth to chew the hard grass of the habitat. Some animals such as the deer
run very fast to escape the predators. It has very strong leg muscles.
5. Th
e forelimbs of the birds are modifi ed as wings that help them to fl y. Th ey use
their hind limbs (legs) to walk, run and hop. Th e specifi c features of the birds which
help them to fl y are as follows. Hollow and light bones to reduce their body weight,
Strong, enlarged breastbone that provides a surface for attachment of fl ight muscles
which enables them to fl y. Streamlined body also helps to reduce the resistance of
air while fl ying. Powerful chest muscles help them fl ap their wings during fl ight.
Movement of wings upwards and backwards is Movement of wings downwards and forwards is
termed as the upstroke movement. termed as the downstroke movement.
F. 1. (a) Burning of coal is an irreversible and chemical change.

(b) Burning of candle is a physical and chemical change.
(c) Both are irreversible changes. But burning of coal is a chemical change while
burning of candle is physical and chemical change as well.
2. (a) Evaporation and condensation
(b) Water converts into steam on heating is called evaporation while steam
converts back into water on cooling is called condensation.
(c) In water cycle, both evaporation and condensation can be seen.
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Answers to Model Test Paper 2
A. 1. (c) 2. (c) 3. (d)
4. (b) 5. (c) 6. (c)
B. (a) Landfi lls (b) Nitrogen
(c) Ammonium chloride and manganese dioxide
(d) Lateral inversion (e) Handspan (f) Epidemic
C. 1. In coastal areas, the amount of water vapours is more in the air which results in
more humidity.
2. Seawater contains a lot of impurities which makes it unfi t for drinking.
3. To prevent them from getting demagnetised, magnets are stored by using keepers.
4. Electrical wires are made of metals which are good conductors of electricity, so to
cover them plastic is used which is an insulator of electricity.
D.
Column A Column B
Length Metre
Rectilinear propagation of light Beam
Find directions Magnetic compass
Dry cell Zinc
Tungsten Filament of bulb
Condensation Cloud
Earthworms Moist skin
Attraction Unlike poles of magnet
Vermicompost Red worms
Combination of cells Battery
E. (a)
Shadow Image
A shadow is always black in colour. An image has the colour of the object.
A shadow gives only the outline of An image gives the details as well as the
the object. outline of the object.
A shadow is formed when light from An image is formed when light from the
a source is blocked by an opaque object reaches our eyes aft er refl ection.
object.
A shadow does not undergo lateral An image undergoes lateral inversion.
inversion.
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(b) There are some motions that are repeated after a regular interval of time. Such
motions are called periodic motions or repetitive motions; for example, a child
swinging on a swing and the movement of a needle in a sewing machine.
There are certain motions that are repetitive but not periodic. This is because these
motions do not occur after a fixed interval of time. Such a motion that does not
repeat itself at regular intervals or does not repeat at all is called non-periodic
motion. For example, a car moving on a road, a bird flying in the sky and children
playing in a park.
3. There are many materials that allow current to pass through them. These materials
are called conductors of electricity. Metals such as copper, silver, iron and steel are
examples of conductors.
Materials that do not allow electric current to pass through them are called
insulators or poor conductors of electricity. Examples of insulators are air, wood,
stone and porcelain.
4. Biodegradable waste is the waste that can be broken down or decomposed into
simpler forms by tiny organisms called microorganisms present in the soil. This
includes leftover food, paper, human waste, husk, kitchen waste and wood.
Non-biodegradable waste is the waste that cannot be acted upon by microorganisms
and thus cannot be decomposed into simpler forms. This type of waste keeps
accumulating in the environment. This waste includes metal, plastic, glass, pencil
cells and batteries.
5. Drought is a condition that occurs when an area receives less or no rainfall for a
long period.
Prolonged periods of heavy rains in an area can result in a condition called flood.
F. 1. We cannot stop the production of waste completely but we can surely minimise its
generation. We can follow certain practices to reduce the generation of waste.
• Use paper and cloth bags for shopping, storage and other purposes.
• Use old newspapers as book covers and for packing.
• Give leftover food to a needy person or to a stray animal.
• Buy recycled items whenever possible.
• Use both sides of a paper before throwing it in the dustbin.
2. Animal Breathing organ
i. Fish Gills
ii. Dolphin Lungs
iii. Frog Moist skin (in water), lungs (on land)
iv. Bird Lungs
135
3. • Floods cause loss of life and property.
• Severe water contamination occurs due to the damage of sewage disposal facilities
and death of humans and animals.
• Floods cause waterlogging, resulting in the spread of diseases such as typhoid,
cholera, Hepatitis A and yellow fever. Disease-causing germs grow and multiply
in waterlogged conditions and affect thousands of people. A disease affecting a
number of people at the same time is called an epidemic.
• Floods lead to soil erosion.
• Floods damage agricultural fields, leading to reduced crop yield.
4. As the name suggests, a dry cell contains dry or semi-solid substances inside it.
• Container: It is made up of zinc. Inside this container, a paste of ammonium
chloride is present which has a cardboard container having powdered manganese
dioxide and carbon inside it. The cardboard container has some holes through
which a chemical reaction takes place between ammonium chloride and
manganese dioxide.
• Rod: A rod is present inside the manganese dioxide. This rod is usually made up
of carbon and has a metal cap. The whole thing is then sealed with only the metal
cap sticking out so that only the base of the dry cell is exposed.
It is this tip of the metal cap which is called the positive terminal. Similarly, the base
of the zinc can is called the negative terminal. Electric current can be considered
to ‘flow in’ from one terminal and ‘flow out’ from the other. If the tip of the metal
cap and the base of the zinc can are connected by a metal wire, current will flow
through it.
5. A high-tech application of magnets is in the maglev trains derived from magnetic
levitation. They work on the principle of magnetic attraction and repulsion. Find
out more about these trains and prepare a report on this.
6. The property of light to travel in a straight line is called the rectilinear propagation
of light. The rectilinear propagation of light can be proved by rays and beams of
light. A ray is represented by a line with an arrow head drawn to show the direction
of the propagation of light. A beam of light is broader and is a collection of several
parallel rays moving in an organised manner.
7. (a) 1 m = 10 dm; So, 105 m = 105 × 10= 1050 dm
(b) 1 m = 1/1000 km; So, 25389 m = 25389/1000 = 25.389 km
8. Materials required: A thermocol sheet, small-sized plane mirror, comb, white
paper sheet and a torch
Procedure: Fix the mirror on one side of the thermocol sheet and the comb on the
other side of the sheet in such a way that the reflecting surface of the mirror faces
the comb. Spread the white paper sheet between the comb and the mirror. Now
136
with the help of the torch, throw light on the comb so that it reaches the mirror.
Observe the pattern of shadows that you obtain.
Observation: We will get a net-like pattern of the shadow of the comb. The light
rays pass through the comb and strike the mirror and after striking the mirror the
rays get reflected and form a net-like pattern on the white sheet of paper.
9. Rainwater harvesting is the process of collecting rainwater for later use. Rainwater
can be collected from surfaces on which rain falls which is then filtered and stored.
There are two methods of rainwater harvesting.
Rooftop rainwater harvesting: It is a system of collecting rainwater from roofs of
the house or building. It is either stored in a tank or is allowed to seep into the soil
to recharge the groundwater. The water may contain some impurities and needs to
be filtered before use. This is a low cost and an effective method.
Surface rainwater harvesting: The rainwater which is flowing on the roads and
drains is collected and is used to recharge and refill deep pits. This water seeps
inside the ground slowly and replenishes the water table.
10. The mixing of undesirable substances in quantities that are harmful to living beings
in air is called pollution. Air pollution causes diseases of the respiratory system
such as asthama, lung cancer, bronchitis and eye diseases. Air pollution may also
lead to acid rain, which kills plants and aquatic animals. It can lead to changes in
the climate pattern and can cause widespread destruction of crops.
G. 1. Non-biodegradable waste such as plastic bags, metals and glass containers cannot be
broken down by the action of microorganisms. Hence, their disposal is a problem.
Such wastes can be managed by following 3Rs – Reduce, Reuse and Recycle.
Reduce: We should reduce the amount of waste generated by not throwing those
things that can be utilised again and also by using only what we require.
Reuse: We should follow the practice of reusing the materials wherever possible, so
as to reduce the amount of waste generated. For example: empty glass and metal
containers can be used to store kitchen items, toiletries and other things.
Recycle: Recycling is an important method to conserve our resources. Recycling
means processing used materials (waste) to make new useful products. Waste
materials such as paper, plastic and metals such as aluminium cans can be recycled
and used again.
2. The water cycle is the circulation of water between Earth and the atmosphere. The
water cycle is a significant process to maintain weather patterns on Earth. The
different stages in the water cycle are summarised as follows.
Evaporation: The warmth of the sun changes water in oceans, lakes and other
waterbodies into water vapour. Water is also evaporated from plants by the process
of transpiration.
137
Condensation: Th e water vapour rises up and condenses to form tiny droplets of
water.
Cloud formation: Th ese tiny droplets collect to form clouds. Warm air is able to
hold larger amounts of vapour than cool air. So, when this warm air laden with
water vapour, reaches the upper layer of the atmosphere, which is relatively cooler,
it is no longer able to hold any more water vapour. Th is cluster of tiny water droplets
fl oating in air is what we call a cloud.
Precipitation: When the clouds cannot hold anymore droplets, they burst and the
water droplets come down on Earth’s surface in the form of rain, snow, sleet or hail.
Percolation: Water comes back to Earth’s surface, thus completing the water cycle.
Th e seeping of water into the ground is called infiltration or percolation.
Th is cyclic movement of water between the atmosphere and Earth through various
processes is called the water cycle.
3. A divider is used to measure the distance between two points. Th e divider is placed
in such a way that the two ends of the divider are on the two points, the length of
which is to be measured (refer P and Q in Figure 11.15). Th en without disturbing
the divider, place it on a ruler to check the length.
4. Select a cool, shaded corner of your garden. Dig a pit about 3 feet deep and spread a
2 cm thick layer of loamy soil/local soil at the bottom of the pit to prevent seepage.
Collect some red worms and add them to the pit and cover this layer containing
worms with a layer of grass or an old cloth or wet newspapers. Th is layer is known
as bedding. Put biodegradable waste such as vegetable peels, plant parts, stale bread,
husk, used tea leaves and so on in the pit and spread these evenly on the layer of
soil. Also, add some powdered egg shells as these help the worms in grinding the
waste material. Sprinkle some water to keep this layer wet. Turn the top layer every
2-3 days. Let the worms work for about 40-45 days. Aft er 45 days or so, observe
the contents of the pit. You will fi nd that the waste has been converted to a dark-
coloured compost. Th is is the manure that can be used for plants.
H. 1.
2. When we switch on the torch, the circuit becomes complete (closed) and the current
fl ows through it. Th
is results in the glowing of the torch bulb. On switching off the
torch, the circuit becomes incomplete (open) and the current does not fl ow, hence,
the torch does not glow.
138

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The

(An imprint of New Saraswati House (India) Pvt. Ltd.)

(An imprint of New Saraswati House (India) Pvt. Ltd.)

First published 2016

7. Living and Non-living Things 44

8. Plants and their Parts 51

10. Habitat and Adaptation 64

• Model Test Paper 1 75

11. Motion and Measurement 78

12. Light, Shadow and Reflection 85

13. Fun with Magnets 91

14. Electricity and Circuits 98

15. Water 105

16. Air 112

17. Garbage In, Garbage Out 118

• Model Test Paper 2 127

Specific Learning Objectives

3. Identify the types of animals on the basis of the given characteristics?

(a) Scavengers (b) Carnivores

(c) Decomposers (d) Edible Leaves

(e) Herbivores (f) Edible Flowers

2. Complete the following food chains.

3. Fill in the blanks.

Specific Learning Objectives

3. Write any two functions of water in human body.

3. Write any two functions of roughage in human body.

4. What occurs due to deficiency of water? How can we cure it?

(a) Plant fi bres (b) Animal fi bres

(c) Synthetic fi bres (d) Wool-yielding animals

3. Identify the fibre from the following statements.

2. Identify the fibre from the following statements.

2. Conditions necessary for cultivation of cotton are:

Specific Learning Objectives

2. Draw diagrams to show the arrangement of molecules in the given boxes.

3. Identify the state of matter being mentioned in the following statements.

(a) Immiscible liquids (b) Translucent materials

(c) Materials that fl oat on water (d) Magnetic materials

(e) Insulators of heat (f) Conductors of electricity

2. Write any two properties of the following materials.

Solid Liquid Gas

3. (a) Solid (b) Solid and liquid (c) Liquid

Specific Learning Objectives

2. Label the following diagram.

(a) Also mention the name of the process.

Specific Learning Objectives

3. Complete the table to differentiate between physical and chemical changes.

3. Tick () the requirements for rusting of iron objects.

No new substance is formed. A new substance is formed.

For example, breaking of a glass For example, cooking of food

Specific Learning Objectives

(a) Unicellular organisms (b) Egg laying animals

(c) Scavengers (d) Multicellular organisms

(e) Decomposers (f) Heterotrophs

2. Complete the following sequence for showing the level of organisation.

2. Tick () the abiotic components of the environment.

3. (a) What are A and B?

(b) What processes are involved in releasing A and B?

Releases ‘A’ Humans and Other

Specific Learning Objectives

2. Match the Columns:

3. Give two examples for each of the following.

(a) Storage roots (b) Storage stem

(c) Insectivorous plants (d) Reproductive roots