9 Physics EM Class Level 1&2 EM 30-7-20 Final PDF

PHYSICAL SCIENCE WORKSHEETS
CLASS - IX
LEVEL-1
1) Readiness Programme
AND
LEVEL-2
2) Academic Year 2020-21
CHAPTER – I : MATTER AROUND US
CHAPTER – II : MOTION
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,
TELANGANA, HYDERABAD.
Acknowledgement
The State Council of Educational Research and Training,

Telangana extends its gratitude to Smt. P. Sabitha Indrareddy, Hon’ble
Minister of Education, Smt. Chitra Ramachandran, Spl. Chief Secretary
to Education, Ms. A. Sridevasena, Director of School Education for their
inspiration and guidance in the development of Worksheets for all
subjects for Classes II to X to reach out to the children during the
lockdown.
Further, SCERT, Telangana expresses heartfelt thanks to Subject

Experts, Editorial Team and DTP operators for their commendable work
in designing the worksheets using online platforms and social media
groups for discussions while developing the material.
August, 2020 B. Seshu Kumari

Hyderabad. Director, SCERT
DEVELOPMENT TEAM
Chairperson
Smt. B. Seshu Kumari, Director, SCERT, Telangana, Hyderabad.
Subject In-charge :
Sri. Y.Venkat Reddy, ZPHS, Chivemmla, Suryapet.
Members :
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Sri. Bhaskar. Desh, SA, ZPSS, Isnapur, Patancheru (M), Sangareddy

Sri. D. A. Ramakrishna, SA, GHS Burgampahad, Bhadradri Kothagudem
Sri. B. Odelu Kumar, SA, ZPSS, Pachunuru, Karimnagar
Sri. A. Vasu, PGT Physics, TSMS, Doultabad, Siddipet.
Sri. M. Aditya Kumar, SA, ZPSS, Rajeswarapuram, Khammam
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9th Class Physical Science (EM)
Level - 1
(Class VIII Basics)
INDEX
Sl.No. Name of the chapter Name of the topic / concept Page number
I Sound Different Types Sounds 1-3
2 Sound Sound in Human Beings 4-6
3 Sound Propagation of Sound 7-9
4 Sound Characteristics of Sound 10-12
5 Sound Sound Pollution 13-15
6 Refraction of Light at Plane

Fermat’s Principle 16-20
Surfaces
7 Refraction of Light at Plane

Laws of Reflection 21-25
Surfaces
8 Refraction of Light at Plane Formation of Image in Plane

26-28
Surfaces Mirror
9 Graphs of Motion Average Speed 29-32
10 Graphs of Motion Uniform Motion 33-35
11 Graphs of Motion Graphs of Stationary Objects 36-38
12 Comparing the Motion of two

Graphs of Motion Objects with the help of given 39-41
Graphs
13 Force Force, Types of Forces 42-45
14 Friction Friction, Types of Friction 46-48

9th Class Physical Science (EM)
Level - 2
INDEX
Sl.No Name of the chapter Name of the topic / concept Page

number
1. Classification of Materials 1-3
2. Force of Attraction between Particles of
4-6
Solids, Liquids and Gases
3. Shape and Volume of Materials 7-9
4. Measurement of Volume 10-12
I Matter Around Us
5. Compression 13-15
6. Diffusion of Matter 16-18
7. Space between the Particles of Matter 19-21
8. Effect of Temperature and Pressure and
22-24
States of Matter
9. Relative Motion 25-27
10. Distance – Displacement 28-30
11. Speed and Velocity 31-33
II Motion
12. To Measure Speed and Velocity 34-36
13. Instantaneous Speed 37-38
14. Uniform Motion 39-40
LEVEL-1
Readiness Programme
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
TELANGANA, HYDERABAD
READINESS PROGRAMME – LEVEL – 1
Class : 9 Medium : English Subject: Physical Science

Name of the chapter : Sound Worksheet No: 1
Topic/Concept: Different types of sounds
IDENTIFIED CONCEPTS
 Different types of sounds heard
 Production of sound
 Vibrating body produces sound
 Sound has energy
 Some Musical instruments
 Observing the changes in sound.
LEARNING OUTCOMES
Students :
 Observe the different types of sounds and identify the sources of sound.
 Analyze that sounds are produced by vibrating bodies.
 Perform experiment to prove that sound has energy.
 Distinguish the sounds produced from different types of musical instruments.
 Could perform some activities on their own to know that sound is produced
from vibrating bodies.
DIFFERENT TYPES OF SOUNDS HEARD
Sl. No. Sounds heard Way of producing sound

1. Gala Gala A few stones rattling in a metal box
2. Whistle A student making sound from mouth
3. Tan Tan Ringing a school bell
4. Dun Dun Drum beats
PRODUCTION OF SOUND
Note: The to and fro motion of an object is called VIBRATION.
Activity-1:
1. Ring a brass bell.
2. We hear the sound produced by the bell.
3. Touch the ringing bell gently with your hand.
4. We could observe vibrations made by the bell.
1
Activity-2:
1. Fix a rubber-band tightly on an empty match-box

2. Pluck the rubber band gently.
3. We could hear a sound.
4. Also we could observe the vibrations in the rubber band.
Student Activities:
1. Blow air into papers of a note-book. We would hear a sound.

2. Fill a plate with water and leave for some time to settle. Gently strike the rim of the
plate with a spoon. We would hear a sound.
3. Put a hack-saw blade in between a table and a brick. Press the blade gently.
We would hear a sound.
Observation / Conclusion: Vibrating bodies produce sound. .
SOUND HAS ENERGY
Note: A thin sheet of material forming a partition is called DIAPHRAGM.
Activity:
1. Take a small plastic jar and place a cell phone in it.

Play songs in the cell phone with high volume.
2. Close the mouth of the jar with a balloon. (which
works as a diaphragm).
3. Place some sugar particles or small sand particles on
the diaphragm.
4. Observe the movement of the particles while the
song is played.
5. Now repeat the same experiment without placing the
cell phone in it.
Observation:
We observe that there is a movement in particles on the diaphragm only when the cell
phone (placed in it) plays songs.
Conclusion:
We conclude that sound has energy to make the particles move.
2
MUSICAL INSTRUMENTS
Note: A sound which is pleasant to hear is called MUSIC.
We see many musical instruments in our daily life like Tabala, Flute, Harmonium,
Guitar, Violin, etc. which make different types of sounds.
ASSESSMENT
1. Sound is a form of …… ( )
a) force b) work c) energy d) none
2. Which of the following produces noise? ( )
a) Harmonium b) Flute c) Guitar d) Jet engine
3. We hear a sound in a speaker due to ( )
a) metal b) high volume c) vibrations d) none
4. Which of the following is not useful in the experiment that proves sound has energy
( )
a) Sugar granules b) Sand particles c) Mustard seeds d) small stones
5. Which of the following musical instrument works with a membrane ( )
a) Guitar b) violin c) tabala d) veena
*******
3
Topic/Concept: Sound in human beings
IDENTIFIED CONCEPTS
 Larynx or Voice box
 Vocal cords
 Movement of vocal cords during speech
LEARNING OUTCOMES
Students:
 Could explain the process of production of sound in human beings.

 Could explain the structure of Larynx.
 Could describe the structure of vocal cords and its working.
 Observe the movement of vocal cords during speech.
 Could state the reasons for high and low sounds.
LARYNX OR VOICE BOX:
 Larynx, commonly called as voice box or glottis, is an important organ located

in the top of the neck of human body.
4
VOCAL CORDS:
1. Larynx has two muscular ligaments called vocal cords.

2. Vocal cords have a narrow slit in between them to allow passage of air.
3. Vocal cords open when we breathe. They allow air into lungs.
4. Vocal cords close when we speak. The air from lungs presses between them to
cause vibration and produces sound.
5. The difference in length of the vocal cords leads to different sounds.
6. If vocal cords are larger, the pitch is lower.
OBSERVING THE MOVEMENTS OF VOCAL CORDS DURING SPEECH
Activity:
1. Ask your friend to raise his / her neck up.

2. Stretch a chocolate wrapper across his / her mouth.
3. Firstly, ask him / her to blow air on the wrapper with force and observe the
changes in the movement at his throat.
4. Secondly, ask him / her to blow air on the wrapper slowly and observe the
differences in the movement at his throat.
Observations:
1. In the first situation, voice box gets tensed and produces high sound.
2. In the second situation, voice box is in normal position and produces less sound.
3. The sound is produced due to combination of vibrations produced in the wrapper
and the vocal cord.
5
ASSESSMENT
1. The voice box is called ( )
a) stomach b) heart c) larynx d) mouth
2. While talking, vocal cords ( )

a) open b) close c) open and close d) none
3. The number of muscular ligaments present in larynx is ( )

a) 1 b) 2 c) 3 d) 4
4. The length of the vocal cords is maximum for ( )

a) man b) woman c) boy d) girl
5. As the length of the vocal cards increases, the sound has ( )

a) High pitch b) low pitch c) high intensity d) low intensity
*******
6

Topic/Concept: Propagation of sound
IDENTIFIED CONCEPTS:
 Propagation of sound in different media (solids, liquids and gases)
 Sound does not travel in vacuum (if there is no medium)
 How do we hear sound?
LEARNING OUTCOMES
Students:
 Explain that the sound requires a medium for its propagation with the help of an
experiment.
 Could prove experimentally that sound does not travel in vacuum.
PROPAGATION OF SOUND IN DIFFERENT MEDIA:
Activity-1: Propagation of Sound in Air (Gas)
1. The sound produced by a school bell will travel in all directions and will be heard by us.
2. This is due to the propagation of sound through air (medium).
Activity-2: Propagation of Sound in Wood / Iron (Solid)
1. Ask your friend to keep his / her ear on

one end of a wooden / iron table.
2. Now strike the other end of the wooden /
iron table with a pen.
3. Your friend could hear the sound you
made with pen.
4. This is due to the propagation of sound
through a medium (Solid).
7
Activity-3: Propagation of Sound in Liquids.
1. Take a beaker and fill it with water.

2. Take two small stones and strike them against each other inside the water.
3. Ask your friend to listen to the sound by keeping his / her ear touching the walls of the
bucket.
4. Your friend would be able to hear the sound you made.
5. This is due to the propagation of sound through a medium (Liquid)
Conclusion:
1. Sound needs a medium (Solid / Liquid / Gas) for its propagation.
SOUND DOES NOT TRAVEL IN VACUUM:
Note:The space inside a container in which there are far fewer gas molecules than in
an equal volume of air outside it is known as VACUUM.
Activity:
1. Take a dry glass or plastic tumbler.
2. Place a cell phone playing songs with high volume in it.
8
3. We would hear the sound with high volume.
4. Now close the tumbler with a plate and again listen the sound.
5. You would hear the sound with less volume.
6. Now suck the air from the tumbler. Observe the sound heard from it.
7. You would hear the sound with much lesser volume.
8. As you suck the air completely from the glass tumbler (i.e. vacuum), you will not hear
any sound from the cell phone.
HOW DO WE HEAR SOUND?
1. The sound vibrations enter into the ear canal and vibrate the ear drum.
2. The vibrations reach the middle ear and vibrate the three tiny bones (malleus, incus and
stapes)
3. These bones in the middle ear
increase/amplify the sound vibrations
and send them to cochlea which is the
inner part of the ear.
4. The cochlea is filled with thick fluid
which transmits the vibrations that are
detected by tiny hairs connected to
nerves.
5. The vibrations are transformed into
electrical signals and carried by the
nerves to the brain which turns it into
the sound that we recognize and
understand.
ASSESSMENT
1. Sound cannot travel in ( )

a) gases b) liquids c) solids d) vacuum
2. Sound travels faster in ( )
a) gases b) liquids c) solids d) vacuum
3. The velocity of sound in solids, liquids and gases is related as ( )
a) Solid > liquid > gas b) solid < liquid < gas
c) solid > liquid < gas d) solid = liquid = gas
4. The sound produced from a ringing bell reaches our ear through this medium
( )
a) gas b) liquid c) solid d) vacuum
5. The part of the ear which contains thick liquid is ( )
a) cochlea b) malleus c) incus d) stapes
********
9

Topic/Concept: Characteristics of sound
IDENTIFIED CONCEPTS
 Characteristics of sound
 Music and Noise
 Audible range of human beings
LEARNING OUTCOMES
Students:
 Are able to explain the differences in the characteristics of sounds.

 Are able to differentiate music and noise.
 Could explain audible range of human-being.
CHARACTERISTICS OF SOUND:
Loudness: The degree of the sensation produced on the ear is known as LOUDNESS of
sound. It is expressed in decibels (dB).
Example: Sound produced from drums in the school assembly.
Feebleness: The lack of volume or loudness is known as FEEBLENESS of sound.
Example: Sound produced while taking pledge in the school assembly.
Loudness and feebleness of a sound are measured in decibels(dB)
Amplitude: The maximum displacement of a vibrating body from its mean position is
known as AMPLITUDE.
Loudness and feebleness of a sound depend on AMPLITUDE of vibration.
Pitch: The Shrillness of a sound is known as PITCH.

10
Activity: To identify pitch of a sound
1. Take two hack-saw blades or metal

scales of 30 cm length and a brick.
2. Place the first blade/scale on the
table such that 10 cm portion is on
the table and 20 cm portion is in air.
3. Place the second blade/scale on the
table with 25 cm portion on the
table and 5 cm portion in air.
4. See that the gap between two
blades is 10 cm and place the brick
(as weight) on the scales.
5. Vibrate both blades with same
force. Observe the vibrations and hear the sounds produced.
6. We observe that the number of vibrations produced is less in first blade/scale when
compared to the second blade/scale.
7. The sound produced by the second blade/scale is shriller when compared to the sound
produced by the first blade/scale.
MUSIC AND NOISE:
Music: The sound which is pleasant to hear is called MUSIC.

Example: Sounds produced by musical instruments.
Noise: The sound which is unpleasant to hear is called NOISE.

Example: Irregular sounds produced in a class-room by the students.
AUDIBLE RANGE OF HUMAN BEINGS:
Note: The number of vibrations per second is called FREQUENCY.
1. The sounds that a normal human being can hear are called AUDIBLE SOUNDS.
2. The frequency of the audible sound ranges from 20 vibrations/second to 20000
vibrations/second.
3. The frequency of inaudible sounds is less than 20 vibrations/second or more than
20000 vibrations/second.
11
ASSESSMENT
1. Large amplitude of sound vibrations produce ( )

a) loud sound b) weak sound c) both loud and weak sounds d) none
2. The pitch of the sound depends on ( )

a) frequency b) amplitude c) noise d) medium
3. The loudness of sound is measured in ( )
a) decibel (dB) b) hertz (Hz) c) metre (m) d) gram (gm)
4. The minimum number of times per second a body should vibrate to make an audible
sound for human is ( )
a) 10 b) 0 c) 30 d) 5
5. In the experiment ‘to identify pitch of sound’ two blades of length 20 cm and 25 cm
are placed in the air. Which blade is shriller? ( )
a) 20 cm blade.
b) 25 cm blade.
c) Both the blades have same shrillness.
d) There is no relation between shrillness and length of the blade.
********
12

Name of the Chapter : Sound Worksheet No: 5
Topic/Concept: Sound Pollution
IDENTIFIED CONCEPTS
 Sound pollution
 Measurement of intensity of sound
 Causes of sound pollution
 Effects of sound pollution
 Measures to control sound pollution
LEARNING OUTCOMES
Students:
 Define sound pollution with examples observed in daily life.

 States the unit for measurement of sound.
 Identify the causes for sound pollution by observing the situations around
them.
 Explain the effects of sound pollution.
 Suggest the measures to control sound pollution and implement them in their
daily life.
SOUND POLLUTION
 Sound pollution or Noise pollution is defined as any
sound that is unpleasant to hear, causes irritation and
effects hearing.
13
MEASUREMENT OF INTENSITY OF SOUND
1. The intensity of sound is expressed in decibels (dB).

2. The intensity of sound in a normal conversation is about 60 dB.
3. The sound is very painful to hear if its intensity exceeds 80 dB which leads to hearing
problems.
CAUSES OF SOUND POLLUTION
1. Sounds of traffic.
2. Sounds produced by vehicles horn and engines.
3. Sounds produced by trains and aeroplanes.
4. Sounds produced in construction sites.
5. Sounds produced in industries, mines, etc.
6. Sounds produced by bursting of crackers.
7. Sounds produced during social events (marriages, parties, etc.).
EFFECTS OF SOUND POLLUTION
1. Loss of hearing.
2. Health related problems (sleeplessness, high BP, heart attack, etc.).
3. Psychological disorders.
MEASURES TO CONTROL SOUND POLLUTION
Sound pollution can be reduced/controlled by:
1. Attaching silencers to bikes and other machines.

2. Manufacturing machines that work with less noise.
3. Using TVs and music players at low volume.
4. Planting many trees around public places.
5. 14 Disc Jockeys (DJs), etc.
Minimum use of loud speakers, amplifiers,
ASSESSMENT
1. Unwanted and excessive sound in environment causes ( )

a) air pollution b) water pollution c) sound pollution d) soil pollution
2. The intensity of sound produced in our normal conversation is ( )

a) 15 dB b) 30 dB c) 60 dB d) 90 dB
3. This causes more sound pollution ( )

a) lawnmower b) car horn c) gunshot d) jet engine
4. Due to sound pollution which of the following effect observed in human beings ( )
1. Hearing Loss
2. High BP
3. Sleeplessness
a) 1 and 2 b) 2 and 3 c) 1 and 3 d) 1, 2 and 3
5. Which of the following reduces sound pollution in vehicles ( )

a) Horn b) Side Mirror (Rear view mirror)
c) Silencer d) Steering
********
15

Name of the chapter : Reflection of light at plane surfaces
Topic/Concept: Fermat’s principle Worksheet No: 6
IDENTIFIED CONCEPTS
 Fermat’s principle and rectilinear propagation of light

 Incident ray, reflected ray and normal
 Measuring the angle of incidence
Learning Outcomes:
 Students will be able to define Fermat principle in their own words.

 Students will explain the relation between rectilinear propagation of light and
Fermat’s principle.
 Students will be able to identify the point of incidence when an incident ray is
drawn on any surface and will be able to draw a normal at the point of incidence.
 Students can measure the angle of incidence from the normal drawn from the point
of incidence.
Fermat’s principle:
When a light travels from one point to other point, it selects the path that takes the least
time. It means that the propagation of light will depend on time-period and irrespective of the distance
travelled. Hence, this principle is also known as principle of least time.
Let us examine an example. In fig-1, A and B are two points in the same plane. In fig-1,
there are three ways to reach from A to B. Which path do you think that the light ray selects? According to
Fermat principle, it should reach point ‘B’ in least time which means that it should choose a straight path.
So, if a light ray travels from one point to another point in a plane, it should travel in a straight path. This is
known as rectilinear propagation of light i.e. light travels in straight line.
16
. . A B
Fig - 1
Think and discuss
Does light travel in a straight line when it travels from one

medium to another medium?
Incident ray and point of incidence:

We have learnt that the light from the source of light (object) travels in a straight line. In any plane, the
propagation of light is indicated by an arrow mark. This is known as light ray. Similarly, let us assume that
the light ray travels from the source of light and fall on a plane. This is known as incident ray. The point at
which a light ray enters on a incident plane is known as point of incidence or incident point.
Incident point
Incident ray
A
plane
Fig - 2
Normal drawn at the point of incidence:

In all the topics related to light, every angle will be measured from the point of incidence to
the normal. So, this is the most important fact. When light ray is incident on a plane, a normal should
be drawn at the point of incidence.
17
Normal drawn at incident point
Incident ray
90°
the point of incidence
Angle of incidence or Incident angle:
The angle between the normal at the point of incidence and incident ray is called angle of
incidence or incident angle.
Normal drawn at incident point

300
Incident ray
Incident point
Fig-4
Think and Discuss

What happens if we measure the angle of incidence or angle of
reflection from the plane of reflection instead of normal drawn at
the point of incidence?
18
ASSESMENT
1. According to Fermat’s principle, light selects the path having ( )

a) least distance b) more distance c) least time d) more time
2. Rectilinear propagation of light means, in a plane ( )
a) a light ray travelling in a curved path b) a light ray travelling in a straight path
.c) light ray travelling in zig-zag path d) a light ray does not propagate
3. The direction of incident ray is ( )
a) towards the source of light b) towards the plane of incidence
.c) towards the normal drawn from a point of incidence d) towards any direction
4. An incident ray makes an angle of 55° with a plane. Then the value of incident angle is ( )
a) 55° b) 35° c) 45° d) 110°
5. In the below figure, the plane, the incident point and the normal drawn at the incident ray are
respectively ( )
a) 2, 3, 1 b) 2, 1, 3 c) 1, 2, 3 d) 1, 3, 2
2
3
6. Which of the following are measured from the normal drawn at incident point? ( )
(i) angle of incidence (ii) angle of reflection
a) only (i) b) only (ii) c) both (i) & (ii) d) none
7. In the following figure, choose the correct path in which the light travels from point A to B ( )
a) 1 b) 2 c) 3 d) 4
1
A B
19
8. While measuring the angle of incidence, the students placed the protractor in the following positions.
Identify, which student placed it in the correct position. ( )
a)
b)
d)
c)
********
20

Class :9 Medium : English Subject: Physical Science
Topic/Concept: Law’s of reflection Worksheet No: 7
Concepts Discussed here:
 Laws of Reflection
 Verification of Laws of Reflection
Learning Outcomes:
Students :
 Are able to understand the laws of reflection of light.
 Perform activities to prove the laws of reflection.
 Observe the laws of reflection in daily life and will be able to explain in their own
words.
 Are able to understand that reflection of light is responsible to see the objects in
daily life and will be able to explain the relation between nature and living beings
with examples.
Reflection of Light
When a light ray falls on any smooth surface and the light ray bounces back to the same
plane, it is known as reflection of light.
Observe the following figure. When an incident ray (PO) falls at a point ‘O’ in the plane
AB, then it reflects in direction OP in the same plane and bounces back. This bounced ray is known as
Reflected ray.
21

Normal drawn at point of incidence
P
PI
Reflected ray
Incident ray
OFig-1
Point of incidence
Does light reflect when it falls on any surface?

Guess the reason.


Angle of incidence and measurement of reflected angle:
The angle made by an incident ray with the normal drawn to the surface at the
point of incidence is known as angle of incidence. 

 300 Normal drawn at point of incidence

 ray
Incident
Angle of incidence Reflected ray
 Fig-2
Laws of Reflection
1. Angle of incidence is equal to angle of reflection. 
2. The incident ray, the reflected ray and the normal to the surface; all lie on the same plane. This plane
is known as Plane of Reflection. 

22


Reflected ray
 300
 Angle of Reflection
 Incident ray







 Fig-3

Experiment to verify the Laws of Reflection
Required materials: Mirror, drawing board, white paper,
drawing pins, scale, protractor, pencil.
Procedure:
1. Fix a white paper on a drawing board and draw a
line AB.
2. At any point ‘O’, draw a normal (ON) to AB.
3. At point ‘O’, draw a straight line PQ making
certain angle with the normal (ON) and fix two
pins at points P and Q, vertically, on the paper.
4. Place a plane mirror on AB and observe the
images P’ and Q’ and fix two more pins R and S
such that they are in the same line, as that of P’ and Q’.
5. Draw a line joining R, S and O.
6. Repeat the experiment for different angles and record the observations.
Sl. No. Angle of incidence (i) Angle of reflection (r) Is i=r (Yes/No)
1   
2   
3   

Result:
After recoding the observations in the above table, we observe that, in every case, the values of
angle of incidence and angle of reflection are equal. This proves the first law of reflection.
Also, the incident ray, reflected ray and the normal to the reflection surface lie in the same plane
and this plane is known as plane of reflection.. This proves the second law of reflection.
So, the two laws are verified.
23
Reflection of Light – Applications in daily life:
In our daily life, how are we able to see the objects? If you are in the dark and object is in
the light; can you see the object. Now, if you are in the light and object is in the dark; can you see the object.
In the above two situations, you are able to see the object when you are in the dark and object is in the light.
We are able to see the object only when the light falls on the object and the reflection reaches your eye.
So, we are able to see the objects in our surroundings only because of the reflection property of light.

Do you think that there is any relation between the fact
that ‘when same light falls on all objects they appear in
different colors’ and ‘reflection of light’.
 
Additional Information:


To watch an experiment to verify the
 laws of reflection, click the below link and
 view in youtube video.
 https://youtu.be/QZFfm05ZOek

24
ASSESSMENT
1. The principle of light used to see the objects in our surroundings ( )

a) refraction b) reflection c) polarisation d) deviation
2. According to laws of reflection, the value of angle of incidence is ( )
a) more than angle of reflection b) less than angle of reflection
c) equal to angle of reflection d) not related to angle of reflection
3. The direction of reflected ray is ( )
a) far away from plane of reflection b) towards the plane of reflection
c) towards the normal drawn to the point of incidence d) towards any direction
4. An incident ray makes an angle of 65 with a plane. Then the value of reflected angle is ( )
a) 55 b) 45 c) 35 d) 25
5. Which of the following is measured from the normal at point of incidence ( )
(i) angle of incidence
(ii) angle of reflection
a) Only (i) b) only (ii) c) both (i) & (ii) d) no measure
6.Students are measuring the angle of incidence by placing the protractor as below. Which student placed the
protractor in correct method ( )
a)
b)
d)
c)
********
25

th
Topic/Concept: Formation of image in plane mirror Worksheet No: 8
CONCEPTS DISCUSSED:
 Formation of image by a plane mirror ( Point object)
 Formation of image by a plane mirror (Object with certain height)
 Lateral inversion
 Characteristics of image formed by a plane mirror
 Uses of plane mirrors
LEARNING OUTCOMES:
Students :
 can explain the formation of image by a plane mirror with a diagram.
 can explain the reason for increasing and decreasing size of image due to the object distance, with
diagram
 can explain the reason for lateral inversion suffered by the image formed by a plane mirror.
 can explain the uses of plane mirrors in daily life.
FORMATION OF IMAGE BY A PLANE MIRROR
1. Point Object:
 In the figure, O is the point object.

 Some rays from O reach the mirror and get reflected.
 When we look into the mirror, the reflected rays seem to be coming
from the point I. So the point I is the image of point object O.
Observe the distance of object O from mirror and image I from

mirror, we find that the distance is approximately equal.
2. Object with certain height:
 Let us assume that an object (OOI) is kept in front of a mirror.

 Now draw few incident rays and draw reflected rays as per laws
of reflection.
 The reflected rays from O seems to be coming from a point I. So
we say I is the image of O.
26
 The reflected rays from OI seems to be coming from a point II. So II is the image of OI
 Thus III is the image of OOI
If we observe the size of image, it seems to be equal to the object, but we can observe that the image is
suffered right – left inversion.
CHARACTERISTICS OF IMAGE
FORMED BY A PLANE MIRROR
 The Object distance and image distance are

approximately equal.
 The size of image is approximately equal to
the size of the object.
 The size of image seems to be decreased depending on the distance between the mirror and observer.
Let us know the reason for this:
 In the adjacent figure, the image seems to be smaller to observer 2, than to observer 1.
 The angle of vision plays a role in judging the size of the object.
 When we move the object from the mirror to our eye, the image in the mirror seems to move back in
the mirror. Then the distance from the image to our eye increases.
 The angle made by image at our eye is smaller than the angle made by the
object. That is why the image looks smaller than the object.
Lateral Inversion:
 The image formed by a plane mirror suffers right – left inversion. This is called
Lateral inversion.
Let us see how it happens...
 The light rays which come from our right ear get reflected from
the plane mirror and reach our eye.
 Our brain feels that the ray (reflected ray) is coming from the
inside of the mirror.
 That is why our right ear looks like left ear in the image.
Now observe the lateral inversion of a letter with a ray diagram.
Explain the process of lateral inversion in the adjacent figure.
USES OF PLANE MIRRORS IN OUR DAILY LIFE:

1. Plane mirrors are used for dressing purpose of ourselves.
2. Plane mirrors are used for decoration on walls of some
shops like jewellery shops, sweet shops, barber shops etc.,
to observe the shop in all directions, and to get multiple
images of things and persons.
3. Plane mirrors are used to making some optical instruments like

periscopes etc.
4. Some type of solar cookers are made by using plane mirrors.
27
ASSESSMENT
1. Which of the following letter does not suffer lateral inversion? ( )

A) S B) L C) B D) O
2. Which of the following is incorrect with respect to the image in a plane mirror? ( )
A) Image is erect B) Size of the image is same as the size of object
C) Laterally inverted D) Image is real
3. The following optical instrument will not contain a plane mirror ( )
A) Solar cooker B) Periscope C) Binocular D) Microscope
4. If a clock shows the time as 10.20 AM, what will be the time if the clock is seen through a plane
mirror? ( )
A) 2.40 PM B) 12.20 Noon C) 11.40AM D) 2.50PM
Fun activity
Arrange some Telugu, English alphabets in front of a plane mirror and observe the images.
e- resources
https://www.youtube.com/watch?v=g_5_4Ktamf8
https://www.youtube.com/watch?v=L_xOzaeEs4o
https://www.youtube.com/watch?v=ko0WyUUYUlM
*******
28

9th
Class : Medium : English Subject: Physical Science
Name of the chapter : Graphs of motion
Topic/Concept: Average speed Worksheet No: 9
IDENTIFIED CONCEPTS
 Average Speed
 Drawing graph for a given motion
 Studying a map
 Differences between Graph and Map
LEARNING OUTCOMES
Students:
 Could explain Average speed in their own words.
 Students can solve simple numerical problems to understand average speed.
 Could draw graphs for a given motion.
 Could analyse the graphs and explain the motion.
 Could draw graphs according to the different given scales.
 Could study a map
 State the difference between graph and map.
AVERAGE SPEED
The distance travelled by an object in a unit time is called the average speed of the
object.
Total dis tan ce cov ered
Average speed 
Total time of travel
Units : Km/H 29
(or) meter/second
GRAPHS OF MOTION
Let us observe the journey of Swathi from her

house to School. She travelled 720m in 12 minutes.
Details of her journey are given in the table.
Time ( in minutes) Distance covered

( in meters)
2 120
4 240
6 360
8 480
10 600
12 720
To represent the above table through a graph,

we have to take time on X-axis and distance on Y-
axis.
Similarly, we have to take an appropriate scale on X and Y axes

according to the given data.
MAP
Let us observe the adjacent map, showing the road from

Swathis’s house to School
Now let us try to answer these questions.
Some information is given in the second column of the

following table. If you get the information from the graph, put
YES in column 3, otherwise put NO. If you get the same
information from the map, put YES in column 4, otherwise put
NO.
30
S. Information Can we get from`
No Graph Map (YES / NO)
(YES/NO)
1 2 3 4
1 Distance travelled by Swathi after 8
minutes.
2 No. of turns along the road from Swathi’s
house to School.
3 Time taken by Swathi to reach her school
from her house.
4 Average speed of Swathi’s travel.
5 Route of the journey of Swathi from her
school to house.
6 Details of buildings, rivers, etc along her
journey.
ASSESSMENT
1. A boy travels 20 meters in first 5 minutes, 55 meters in next 10 minutes. What is the
average speed of that boy? ( )
A) 5m/min B) 10m/min C) 225M/min 20M/min
Observe the graph given below, and answer the following questions (2 to 5)
31
2. What is the total distance covered by the car? ( )
A) 60Km B) 70Km C) 85Km D) 90Km
3. What is the average speed of the car? ( )
A) 1Km/min B) 0.47Km/min C) 0.5Km/min D) 5Km/min
4. What is the distance covered at the end of 120 minutes? ( )
A) 50Km B) 55Km C) 65Km D) 70Km
5. Is there any river or tree along the journey? ( )
A) Yes B) No C) Can’t say D) 2 trees and 1 river
6. Which of the following information cannot be known from a graph ( )
A) Turnings along the way
B) Speed of the journey
C) Distance covered in the journey
D) Information about the rest during the journey
7. Which of the following information can be known from a map ( )
A) Turnings along the way
B) Speed of the journey
C) Distance covered in the journey
D) Information about the rest during the journey
8. Use of a map is ( )
A) To know the speed of the journey
B) To know the route of the journey
C) Details of the rest taken in the rest
D) Expressing the journey in the form of lines.
*******
32

9th
Class : Medium : English Subject: Physical Science
Name of the chapter : Graphs of Motion
Topic/Concept: Uniform motion Worksheet No: 10
CONCEPTS DISCUSSED:
 Uniform motion
 Relation between speed and slope of the graph
LEARNING OUTCOMES:
Students :
 can explain uniform motion
 can draw graphs for uniform motion
 can identify the motion as uniform with the help of graph
 can find the speed with help of slope of a graph.
UNIFORM MOTION
If an object covers equal distances in equal intervals of time, it is said to be in

uniform motion.
Observe the journey of Swathi from her house to school.
Time ( in minutes) Distance covered ( in meters)
2 120
4 240
6 360
8 480
10 600
12 720
33
 Draw a graph for the above motion
 What is the shape of the graph?
 Calculate the distance covered by Swathi in first two minutes, next two minutes,
etc..
 Is the distance covered in equal intervals of time equal?
 Is Swathi’s journey indicate uniform motion?
 What is the relation between shape of the time - distance graph with uniform
motion?
The time – distance graph of uniform motion is a straight line passing through the
origin.
Relation between Speed and slope of the graph
The time - distance graph of motion of two persons A and B is given below. Distance
travelled by the two persons is same.
Now let us try to answer these:
a) Who reached their destination first?

b) Calculate the average speed of A and B
c) Whose speed is more?
d) Measure the angle made by the graph lines A and B with X-axis.
e) Which graph line makes more angle with X-axis?
 The angle made by a graph line with X-axis shows its slope.
 The slope gives the speed of the object in uniform motion.
 The faster the speed of uniform motion, the greater will be the slope of the graph line.
34
ASSESSMENT
1. Which of the following graph indicate Uniform motion? ( )
A) B) C) D)
2. Which of the following object is moving with more speed? ( )
A) B) C) D)
3. Observe the following graphs. Can we compare the speeds of these two motions? Why?
******
35
STATE COUNCIL OF EDUCATIONAL RESEARCH AND
TRAININGTELANGANA, HYDERABAD
Class : 9th Medium : English Subject: Physical Science
Name of the chapter : Graphs of motion
Topic/Concept: Graphs of stationary objects Worksheet No: 11
CONCEPTS DISCUSSED HERE

 Graphs of Stationary objects
 Graphs of non – uniform motion
LEARNING OUTCOMES
 can draw graphs for stationary objects.
 can draw graphs for non - uniform motion
 can describe non – uniform motion by observing graphs
GRAPHS OF STATIONARY OBJECTS
Observe the journey of a boy from his house to school.
Time 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16

(In minutes)
Distance covered 60 60 60 0 0 0 60 60
(In meters)
 Describe the journey in your own words.

 Why the distance travelled is zero from 6 – 12 minutes?
Let us draw a distance - time graph for this journey...
Time 2 4 6 8 10 12 14 16
(In minutes)
Distance covered 60 120 180 180 180 180 240 300
(In meters) 36
Now observe the graph and answer the
following questions:
 What is the distance covered by the

boy from 6 to 12 minutes? Which part
of the graph indicates this?
 What is the shape of the graph line for
this 6 – 12 minutes journey?
When the object stops at a place, the time

continues to increase but the distance
covered does not change during its journey.
Then the graph line remains parallel to X-
axis.
GRAPH OF NON UNIFORM MOTION
NON UNIFORM MOTION
The motion in which there is a increase or decrease in speed is called non –

uniform motion.
Activity:
Observe the motion of a bus given below:
Time 0-30 30-60 60-90 90-120 120-150 150-180

(In minutes)
Distance covered 5 25 40 80 0 120
( In Kilo meters)
Now draw a graph for the given date.

After observing the graph, answer the following questions:
i) Did the bus covered the equal distances in equal intervals of time?
ii) Is the graph line a straight line?
iii) Did the bus take rest? If so at what time?
iv) What do you call this motion?
37
ASSESSMENT
I. A girl rides a bicycle from her home to
school. The motion of the girl is given
in the graph. Observe the graph and answer
these questions.
i) Is this motion indicates uniform
motion? (Yes/No)
ii) How much time did the girl take
rest___________________
iii) The section of graph that indicates the
maximum speed of the girl is ________
iv). The average speed of this girl is ____
Observe the adjacent graph and answer the

questions given.
i) The average speed of the object is
( )
A) 0.5Km/Min B) 1Km/Min
C) 5Km/Min D) 2Km/min
ii. The motion of the body is ( )
A) Uniform B) Non uniform
C) Stationary D) Motion with
decreasing speed
iii) The DE part of the graph line indicates
A) Decreasing speed
B) Uniform motion C) Object is at rest
D) Non uniform motion of the object
iv) Is the speed same in part AB and CD [ Yes / No]
v) What is the average speed of the object in section DE ( )
A) 5Km/min B) 10Km/min C) 10/3 Km/min D) 3/10 Km/min
38

th
Name of the chapter : Graphs of motion Worksheet No: 12
Topic/Concept: Comparing the motion of two objects with the help of given graph
CONCEPTS DISCUSSED
 Comparing the motion of two objects with the help of given graph
 Drawing graphs for the given motion of two objects.
LEARNING OUTCOMES
Students :
 can compare and describe the motion of two objects by observing the given graphs.
 can draw graph for given motion of two objects.
GRAPHS FOR MOTION OF TWO OBJECTS
ACTIVITY
Two students A and B left to their homes

after school is over. B stayed at school for some
time to talk to her teacher. Meanwhile A left the
school. After some time B joined A in the
middle of their way and they walked together
and reached A’s house took rest for some time.
Now let us draw a graph for this situation:
Now answer the following questions after

observing the above graph.
39
i) What is the average speed of ‘A’?
ii) How long was ‘B’ stayed at school?
iii) What is the average speed of ‘B’?
iv) What is the speed of ‘B’ before joining to ‘A’?
v) At what distance did ‘B’ joined ‘A’?
vi) What distance did they cover together?
vii) For how long did they walk together?
viii) How long did they take rest?
Studying the graph when the motion of two objects is given
The journey of two

students Rakesh and
Sherkhan is given in
the graph.
Answer the following question after observing the graph.
i) What is the speed of Rakesh before he took rest?

ii) What is the speed of Sharekhan before he join Rakesh?
iii) What is the average speed of Rakesh?
iv) What is the average speed of Sharekhan?
v) Whose speed is more?
vi) How much time did Sharekhan took rest?
vii) Is Rakesh’s motion uniform or non uniform?
Now write a story about their journey on the basis of the graph given.
40
ASSESSMENT
A river is 32 Kms away

from Nikitha’s house. There is
a hillock on the way. Nikitha
left for the river one morning
on her bicycle. She reached the
hillock after 2 hours, pedalling
at a speed of 5kmph. Since she
could not cycle up the slope,
she continued on foot, walking
for an hour at a speed of
3kmph, and reached the top of
the hillock. From there the road
was all downhill. She rode her
bicycle at a speed of 18kmph
and reached the bottom f the
hillock in half – an – hour. She then rested under a tree for half an hour. Refreshed after a
rest, she cycled at a speed of 5kmph and reached the river in 2 hours.
A graph is given showing the details of journey of Nikhitha. Observe the graph and
answer the questions given below.
1. The average speed during the journey of Nikhitha is ( )

A) 32/3 KMPH B) 10KMPH C) 11KMPH D) 3/32KMPH
2. Which section of graph shows the rest during Nikhitha’s journey
A) AB B) CD C) DE D) EF ( )
3. The section of graph that shows the fastest journey of Nikhitha is
A) AB B) CD C) BC D) EF
4. The speed of Nikhitha in the EF section of graph is ( )
A) 10KMPH B) 5KMPH C) 15KMPH D) 20KMPH
5. The details of scale taken on Y – axis ( )
A) 1cm = 5Km B) 1Cm = 10Km C) 1Cm = 2Km D) 1cm = 1Km
*****
41

th
Name of the chapter : Force
Topic/Concept: Force, types of forces Worksheet No: 13
CONCEPTS DISCUSSED
 Force
 Types of forces
LEARNING OUTCOMES
Students :
 explain force in his own words
 give examples for various situations where we use force
 classify the type of actions which leads to force
 classify the type of force acting in a given situation
 give examples to various types of forces.
INTRODUCTION
In our daily life, we will observe many changes around us. So many changes like moving from one
place to another place, doing works, cooking, etc., needs some force to do all these works.
Let us observe the following situations:
Riding a bicycle picking up of stones stretching a rubber band Opening a door
42
Rowing a boat cleaning the black board with duster
In all the above situations, they need to apply some force.
FORCE
What is the force?
Effort done on an object by means of push or pull can be known as force.
Try to identify the PUSH/PULL or both applied in the following cases and write in the box provided.
43
Types of forces
Based on the force applied on the objects, the forces are two types.
 Contact forces
 Forces at a distance (Field Forces)
Contact forces
Force, which results when there is a direct physical contact between two interacting objects is known as
contact force.
Ex: Sqeezing toothpaste from tooth paste tube, washing clothes, sweeping house, eating food, etc.
Field forces
The force which occurs without any physical contact between two objects is known as a force at a distance or
field force.
Ex: Magnetic force, Electrostatic force, Gravitational force, etc.
44
ASSESSMENT
1. What type of action involved in rowing a boat ( )

A) Push B) Pull C) Squeezing D) Crushing
2. When we comb our dry hair, the hair attracts to comb. The force involved in this is
A) Magnetic force B) Gravitational force
C) Electrostatic force D) muscular force
3. In our daily life the following force is used very often ( )
A) Muscular force B) Frictional force
C) Normal force D) Electrostatic force
4. The force involved in falling an up thrown ball to ground is ( )
A) Muscular force B) Gravitational force
C) Electrostatic force D) Tension force
5. A marble will roll on the smooth floor very easily, because of ( )
A) High friction B) Gravitational force
C) Less friction D) Thrown with heavy force.
6. Observe the figure. The force involved in this is
( )
A) Muscular force B) Tension
C) Electrostatic force D) magnetic force
*******
45

th
Class: 9 Medium: English Subject: Physical Science
Name of the chapter : Friction
Topic/Concept: Friction, types of friction Worksheet No: 14
CONCEPTS DISCUSSED
 Friction
 Types of friction
 Factors affecting friction
LEARNING OUTCOMES :
Students :
 Explain friction in their own words.
 give examples for various situations where friction is applied.
 identify the type of friction in the given situation.
 demonstrate the factors affecting the friction with the activities.
INTRODUCTION
Observe the following situations:
Fig-1 Fig- 2 Fig - 3
 In the fig- 1, the person A with skates will move faster than the person B, what is the reason.?
 In fig-2, we can observe the sole of shoe is grooved. If there is no groves on the sole of shoe, what will
happen?
 In fig -3, the body can move faster why?
In all these cases, the major factor affecting the motion whether it is smoother or harder, is
friction.
The force which opposes the relative motion of two surfaces of bodies in contact, is
called “frictional force”
46
Types of friction
The type of Friction are…
 Static friction
 Sliding friction
 Rolling friction
 Fluid friction
Static Friction
The static friction is the friction which comes into play when surfaces
of the objects are at rest relative to each other even there is an external force
acted upon.
Ex: The friction between a table and a book placed on the table.
Sliding friction
Sliding friction is the friction which comes into play when the surface of
one object moves relative to the surface of another object.
Ex: Moving an object which is placed on a floor
Rolling friction
When a body rolls over the surface of another body, the friction offered is called
rolling friction.
Ex; Rollers attached to a suitcase
Fluid friction
Generally liquids and gases are called fluids. The friction exerted by fluids on
objects in motion through them is called fluid friction. This friction is also
called as ‘drag’.
Ex: Friction exerted by air on aeroplanes.
Factors affecting friction
1. Roughness
The force of friction is greater if the surface is rough whereas the force of friction is smaller on smooth
surfaces.
Ex: In the figure b, it is easier to pull the box than in figure a.
2. Area of contact
The frictional force is
independent of area of
contact.
Ex: In the figure, the friction is same in both the cases.
3. Normal force
Normal force is directly proportional to frictional
force.
Normal force ∞ frictional force.
Think and Discuss

Why do the sole of shoe and the surface of tyres of a vehicle will
have grooves? What happens if there are no grooves?
47
ASSESSMENT
1. Why do carom board players sprinkle powder on the board? ( )

A) To reduce friction B) To increase friction
C) It is the rule of the game D) It is a trick to win the game
2. The type of friction involved in the figure is ( )
A) Sliding friction B) Static friction
C) Fluid friction D) Rolling friction
3. The bodies of birds and fishes must have evolved to shapes which would make
Avoid losing much energy in overcoming the following friction ( )
A) Sliding friction B) Static friction
C) Fluid friction D) Rolling friction
4. To reduce friction between rotating shafts of machine tools, we use ( )
A) Grooved surfaces B) lubricants
C) Ball bearings D) Spraying of powder
5. A marble will roll on the smooth floor very easily, because of ( )
A) High friction B) Gravitational force
C) Less friction D) Thrown with heavy force.
6. The substances which reduce friction are called ( )
A) Lubricants B) Rollers
C) drag D) fluids
7. Which of the following statements is false ( )
A) Friction acts in the direction of motion of body.
B) Friction acts in the direction opposite to the motion of the body.
C) While riding a bicycle on the road it is safe to increase friction.
D) A heavy object exerts more friction than a lighter object.
*******
48
LEVEL-2
Academic Year 2020-21

CHAPTER–I : MATTER AROUND US
CHAPTER–II : MOTION
ACADEMIC YEAR 2020-21
LEVEL - 2
Class: IX Medium: English Subject: Physical Sciences
Chapter: Matter around us Topic: Classification of materials Work sheet No: 01
Concepts Identified
 Matter and construction of matter.
 Classification of materials based on physical states
Learning out comes
Students can
1. Understand how matter is constructed and how the matter is built-up.
2. Understands the physical states of matter.
3. Classify the matter into ‘3’ types based on physical state.
4. Identifies differences between solids, liquids, and gases based on physical states.
5. Detect the materials in his daily life as solids, liquids and gases.
Matter
 Anything in the universe which has some mass and occupies some space (volume) is called matter.
Eg: - The table, chair, blackboard, food we eat, water we drink, the clothes we wear, the air we breathe,
parts of human body etc.
 The matter is made up of tiny particles.
 Based on the arrangement of the particles in matter and the attractive forces between the particles, the
matter exists in different physical states.
Activity - 1
 Collect a stone (brick), a glass of water and incense stick.
 Flash the incense stick with matchstick carefully.
 When the spark is lit, you will notice the gases released from incense stick. Now touch the stone, the
water and the smoke coming from the incense stick. What you have observed?
 You will feel the stone is hard, the water is thin and does not seem to hold the smoke coming from the
incense. What is the reason for this?
 Have you noticed any difference in the physical state of the stone, water and smoke coming from incense
stick?
 Are these three physical states are same. Why?
Activity – 2
 Collect a few pieces of ice at your home. Take them into a vessel, light the gas and put that vessel on the
flame.
 Observe carefully when the vessel is heating. What happened? The ice will be melted and becomes as
water.
 Heat the vessel continuously for some more time. What you have been observed? You will notice that the
water from surface gets converted into vapour.
 What you learnt from this activity?
 What difference is observed in ice, water and water vapour?
 You will notice that water exist in ‘3’ physical states, because ice contains water, water contains water,
and water vapor also contains water.
 What you have learned from Activity -1 and Activity – 2?
 Activity -1 suggest that some substances are hard, some substances are thin and some substances are
similar to smoke (vapor), and Activity – 2, suggest that matter can exist in different physical state. So,
1
what are the reasons for existence of matter in different physical state?
Classification
 Based on the physical state matter is classified in to ‘3’ types.

They are a) Solids b) Liquids c) Gases
properties Solids Liquids Gases
Definition and The substances in which the The substances in which the The substances in which
arrangement of particles are arranged very particles are arranged with the particles are arranged
particles closer to each other in a intermediate distance and in very apart from each
systematic manner called irregular manner called liquids. other and completely
solids. irregular manner called
gases.
Stick , Coal, Stone, Sand, Water, Milk, Tea, Kerosene, Air, smoke, water
Sugar, Salt, Book, Pencil etc. Blood, Petrol, Cough syrup, vapour, nitrogen, oxygen
Examples Alcohol etc. etc.
2
ASSESSMENT
1. Some substances are given below. Identify and classify them as solids, liquids and gaseous based on their
Physical states and write them in the table.
Sugar, petrol, oxygen, honey, salt, carbon dioxide, ghee, book, ink, aroma of perfume, sponge, charcoal.
S.No Solids Liquids Gases

1
2
3
4
2. Is there any similarity in all materials?
3. Which of the following is matter?
Chair, air, love, smell, hate, almonds, thought, cold, cold drink, smell of perfume.
4. Is there any difference between wood and coal in terms of physical state?
5. Although both water and oil are liquids, but oil is thicker than water. Why?
6. Observe the figure given below.
From the fig, I, II, III predict the physical state on the basis of arrangement of particles?
7. Which of the following is not a solid? [ ]
A) Ash B) Chalk piece C) wax D) Diesel
8. Which of the following has particles in most irregular pattern? [ ]
A) Salt B) Stone C) Ghee D) Sponge
9. State in which particles are in systematic pattern is [ ]
A) solid state B) Liquid state C) Gaseous state D) All
10. Physical state of material used in LPG cylinder is [ ]
A) solid state B) Liquid state C) Gaseous state D) All
*******
3
LEVEL - 2
Chapter: Matter around us.
Topic: Force of attraction between particles of solids, liquids and gases. Work sheet No: 2
--------------------------------------------------------------------------------------------------------------------
Concepts Identified
 Different physical states of matter and the attractive forces between the particles of matter.
 The nature of solid, liquid and gaseous substances based on the attractive forces between the particles
Learning out comes
Students can
1. Understand that the physical states of the matter is due to the arrangement of the particles and the
attraction between them .
2. Classifies the substances as solids, liquids and gases based on the force of attraction between the
particles.
3. Recognize the difference among the some liquid in real life.
4. Learns that all solids are not similar, their nature depends on the arrangement of the particles in the
matter and the attractive forces between them. Same thing can be observed in case of liquids too.
Introduction
 We have learned from Work sheet -1 what is called us matter and how it is made-up of particles.
Similarly we have learned that existence of matter in different physical states.
 We came to know that some substances are hard, some substances are thin and some substances are
smoke (vapour like).
 Now let us know the reasons for existence of matter in various physical states and the arrangement of the
particles in them.
 Substances may exist in different physical states depending on the arrangement of the particles in the
matter and the attractive forces between the particles.
 Whether the material is hard, soft, brittle or thin depends on the arrangement of the particles in the matter
and the strength of the attractive forces between the particles.
Force of attraction between particles
Activity- 1
 According to our previous knowledge, we know that water exist as ice, water and also as water vapour.
 Take a piece of ice and try to break it and take some water in the vessel try to separate some water from
it. In which case you felt easy to separate the water?
 Have you felt difficult to separate a piece of ice and very easy to separate the water. Why?
 Although water is present in ice, water, and water vapour. But the water molecules in the ice are very
close to each other due to the strong attractive forces among the molecules. Whereas, in water the
intermolecular forces are not so strong as in ice because of arrangement of water molecules is in irregular
pattern in water.
 Similarly in water in vapor, water molecules are very far from one another because of very very weak
attraction forces among the molecules. Hence the molecules a be separated from one another.
 From this we conclude that the attraction forces are very strong in solids, intermediate in liquids and very
very weak in gases.
 Order of Attraction forces: - Solids > Liquids > Gases.
4
Solids Liquids Gases
Strong attraction forces weak attraction forces Very weak attraction

exist among the particles exist among the particles forces exist among the
Attraction of solids because of of liquids because of particles of gases
forces and systematic and close arrangement of particles because of arrangement
arrangement packing arrangement of apart from each other of particles very far
of particles particles. and in irregular manner. from each other and
in matter completely in irregular
manner.
Think and discuss

Do all solids have similar attractive forces?
Although both stone and stick are solid, the stick can be broken easily but the stone cannot be.
Why ?
Though water and oil are liquids, the oil is thicker and the water is thinner. Why ?
Activity - 2
 Take a chalk piece, piece of wood and a small iron nail. Try to break these three separately. Which of
them can be easily broken? Did you break the iron nail? Why is chalk so easy to break?
 What do we know from this activity?
 Although chalk, piece of wood and a iron nail are solid material, we came to know that the attraction
forces between the particles and the arrangement of the particles is different in them.
 Similarly all liquids do not have similar properties, but their properties depends on the attraction forces,
and arrangement of the particles in liquids.
Ex: Water and oil are both liquids but the oil is thicker and the water is thinner.
(Finally the nature of the matter means whether that is hard, soft, brittle,thin or
thick depends on the alignment of the particles and the attractive forces between the
particles).
5
ASSESSMENT
1. Some solid and liquid substances are given below. Answer the following questions based on the
force of attraction between their particles.
Solids wood, charcoal, paper, pen and pin

Liquids Petrol, vegetable oil, coconut oil and water.
a) Which of the above solid has the highest force of attraction between particles?
b) Which of the liquid is easily solidified at room temperature?
c) Which of the given liquid has the lowest attraction force of between the particles?
d) Even though petrol and water are liquids, what is difference you observed between them?
2. Name three States of matter and which state of matter is rigid and why ?
3. Explain how three States of matter arise due to variation in the characteristics such as attractions
between particles and inter particle distance.
4. In which of the following, the particles have highest forces of attraction?
Water, NaCl (solid), ice and wax.
5. Arrange water, salt, and oxygen in increasing order to the attraction forces between
their molecules?
6. Although both the plastic box and the earthen pot are solid materials, But the earthen pot can easily
crack in both.
why?
7. Read the following two sentences and choose the correct answer. [ ]
I. In Solids particles are very close to one another.
II. The attraction force of between the particles in solids is weak.
A) I - right, II - wrong B), I - wrong, II - right
C) I and II are correct. D) I and II are incorrect
8. Which of the following substance has weak attraction between the particles _____ [ ]
A) salt B) stone C) ghee D) sponge
9. During conversion of water to ice, forces of attraction between molecules ----------- [ ]
A) decreases B) increases C) does not change D) cannot predict
10. The arrangement of particles highly irregular -------- [ ]
A) solids B) liquids C) liquids D) sponge
*********
6
LEVEL - 2
Chapter : Matter around us Topic: Shape and volume of materials. Work sheet No: 03
--------------------------------------------------------------------------------------------------------------------
Concepts Identified
 Shape and volume of materials.
Learning out comes
Students can
1. Understand the meaning of the volume and what is the difference between the volume of solid, liquid and
gases.
2. Differentiate the shapes of solid, liquid and gases, and gives reasons for such differences.
3. Understand that solids do not flow, but liquids show fluidity, and assumes the causes of flow property.
Introduction
Volume
 The space occupied by any substance is called volume.
 Generally volume of solids measured terms of met3 (or) c.m3 but the volume of liquids and gases. are
measured in liters (or) ml.
Among solid, liquid and gases which of them have definite shape? And why?
Among solid, liquid and gases which of them have definite volume?
Activity- 1
 Collect a brick, chalk piece, pen, book, a sphere and a ball. Observe their shapes.
 Brick, book, are in cubic shape, chalk piece and pen are in cylinder shape and ball is in spherical shape.
 Now change their positions. Have you observed any change any in their shapes? No change is observed.
 Now put some pressure on these objects with your fingers or hands. Is there any change observed in their
volumes? No.
 Based on the above observations, can anything be concluded?
 Solids can be said to have a "definite shape" and a "definite volume".
Activity- 2:
 Take some water in one of the container using a some measuring jar. Now pour it into a bottle first, then pour
the same water into a glass and finally pour it into a plate and look at the shape of water in every time.
 What shape you have observed?
 Is the shape of the water is same in all cases (or) different?
 The shape of the water is different in different vessels.
 Here you may observe one more thing that, you will notice that when water is poured into different vessels
there may be a difference in the height of the water but there is no difference in the quantity of water.
 Now do the same thing with some milk (or) some other liquid. What have you noticed?
7
 Liquids take different shapes in a different vessel, means "liquids do not have a definite shape",
And their volume does not change, which means that "liquids have a definite volume."
Activity - 3
 Now collect some balloons and fill them with air. Collect some more inflatable toys and fill them also with
air. Observe their shapes.
 Observed the gases released from incense stick when the spark is lit at your home.
What you have noticed?
 How much space does that gas occupy? Are there any limits to it?
 Based on the above observations, can you tell what shape the gases have? How much volume does the gases
occupy?
 Therefore the gas does not have a definite shape means gases take the shape of the vessel and we also
conclude that gases occupy all the available space.
 This means that gases have neither “definite shape" nor " definite volume".
Solids Liquids gases

Solids can be said to have a "liquids do not have a definite Gases have neither “definite shape"
"definite shape" and a " definite shape", but have a definite volume." nor " definite volume".
volume".
Think and discuss

1. Are the sugar and the salt solids? Why do theychange their shape when we pour them in different
containers?
2. Is the sponge a solid substance? Why does there is change in shape when we press it?
3. Is the rubber band a solid? Why does there is change in shape when pulled?
8
ASSESSMENT
1. Complete the table given below based on the volume and shapes of the solid, liquid and gases.
Solids Liquids gases

definite volume
definite shape
2. Although both coal and stone are solids, what difference do you find?
3. Can we fill two identical cylinders of same size with same volume of gases or different volume. Explain
with suitable reason?
4. A gas fills completely the vessel in which it is kept. Give reason.
5. Why do solids have a regular geometrical shape?
6. Can a rubber band change its shape on stretching? Is it a solid?
7. Why water takes the shape of the vessel in which it is poured
8. Though sand is solid, it takes the shape of container in which it is poured. Why?
9. The substance that has neither definite volume nor definite shape _____. [ ]
A) salt B) milk C) brick D) water vapour
10. Which of the following has definite volume but not definite shape _____. [ ]
A) oxygen B) kerosene C) carbon steel D) carbon dioxide
11. Which of following substances has both shape and volume _______. [ ]
A) Coconut oil B) water C) perfumes D) sugar

12. Salt has ________ . [ ]
A) definite volume and definite shape B) definite volume but not definite shape
C) definite shape but not definite volume D) neither definite volume nor definite shape
*********
9
LEVEL - 2
Chapter: Matter around us Topic: Measurement of volume Work sheet No: 04
--------------------------------------------------------------------------------------------------------------------
Concepts Identified
 Measurement of volumes of substances.
 Fluids and non-fluids.
Learning out comes

Students can
1. Measure the volumes of solids, liquids and gases.
2. Conduct an experiment to measure the volume of liquids.
3. Understand that solids do not flow, But liquids and gases have property of fluidity.
4. Assumes the causes of flow property of liquids and gases.
5. Identify the substances in daily life which are fluids and which can’t flow.
6. Gives examples for the fluids.
Measurement of volume
 Do you know how to measure the volume of substances?
 Can the volume of solid, liquid and gases be measured with the same method & device?
 Generally the volume of the solids is calculated on the basis of its length, width and height.
Volume = length x width x height So, units of volume of solids are met3 or cm3.
 How to measure the volume of liquids & with what instrument?
 Have you ever seen measuring of kerosene by a ration dealer? With what instrument does a dairy merchant
measure the milk?
 Special instruments are used to measure volume of liquids. They are measuring jar, burette, pipette, conical
flask etc.
 The volume of liquids is measured in terms liters or ml.
Because gases do not have a definite volume, the volume of gases can be measured with the help of a
cylinder or balloon at given temperature, pressure.
Instruments used to measure the volume of liquids. Instruments used to measure the volume of liquids.
10
Activity-1
 Take some water in a glass in a hand and some sand in other hand and slip them on smooth surfaces
separately. What have you observed?
 Is there any change in their place from where you have droped?
 You will notice that the water is flowing and the sand is in the same position. Why is only water flowing?
Are there any other substances that flow like water?
 Based on this observation we can say that liquids have property of fluidity.
 Is the property of fluidity applicable only to liquids? Whether this is applicable to gases? Why?
 Observe the gases coming from any burning substance (incense stick). How the gases are moving in
different directions.
Fluids
 Fluids are the substances without any shape which flow from one place to another.
 Liquid and gases have this property.
 Ex: water, oil, petrol, milk, air etc.
Think and discuss. Think and discuss.

What is the reason for the property of fluidity of matter?
What is the reason for the property of fluidity of matter ?
Why only liquids and gases are having property of fluidity?
Why only liquids and gases are having property of fluidity ?
Why solids are not having property of fluidity?
Why solids are not having property of fluidity ?

Solids do not flow easily because Liquids flow easily because the Gases flow very easily because
the particles cannot move/slide particles can move/slide past the particles randomly move past
past one another due to strong one another due to intermediate/ one another due to very weak
attractions among the particles and weak attractions among the attractions among the particles
free space between particles particles and there is free space and there is maximum free space
of the solids. between particles of the liquids. between particles of the gases.
11
ASSESSMENT
1. Identify which of the following materials are fluids and which are non fluids.
Stone, kerosene, milk, oxygen, clouds, sand, wax, smoke, water, charcoal, carbon dioxide and LPG.
Fluids Non Fluids
2. Give main reason for the property of fluidity of substances.

3. Even though curd, butter, and ghee are all made from milk, guess why their rate of flow is different?
4. Though water and oil both are liquids, oil flows slower than water. Why?
5. Find the volume of a brick having length of 12 cm, breadth of 6 cm and hight of 4 cm ?
6. To illustrate that the flowing nature of liquids depends on the force of attraction between their particles,
explain with an example observed in daily life.
7. List out the instruments used to measure the volume of liquids and explain with an activity how to
measure the volume of milk.
8. Which of the following has/have property of fluidity? [ ]
A) Solids B) Liquids C) Gaseous D) B and C
9. Which of the following has lowest fluidity? [ ]
A) coconut oil B) ash C) perfume D) sugar
10. Property of fluidity of all liquids _______. [ ]
A) same B) different C) flows at equal speed D) none
*********
12
LEVEL - 2
Chapter: Matter around us Topic: Compression Work sheet No: 05
Concepts Identified
 Concept of Compression.
 Comparison of Compression of solids, liquids and gases.
Learning out comes
Student can
1. Explain the concept of compression.
2. Explain the effect of the compression on solid, liquids and gases.
3. Explain the concept of compressibility in daily life.
4. Tell the applications of compression and examples in daily life.
What is Compression?
 Decrease in volume and change in shape of substance or matter by applying pressure (or) force is called
Compression.
 In compression process the relative position of atoms and molecules of the object changed.
 This change can be temporary or permanent depending on the type of material.
 Compression may occur in solids, liquid and gases and it depends on the nature of material.
Activity – 1

Take a pen between two fingers Take a 5 ml of syringe draw the Take a 5 ml of syringe. Draw the
and try to press it. Any change piston to suck in water and try to piston to suck in air. Place a finger
occurs in shape? (or ) Fill the press it, any change occurs in on the nozzle and press. any change
syringe with chalk powder and try shape ? Does it get compressed? occurs in shape ? Does it get
to press it. Does it get (It indicates that there is very little compressed?
compressed? effect of compression upon (Yes-piston goes towards nozzle -
(It indicates that generally there is Liquids). indicates that there is effect of
no effect of compression upon compression upon gases).
solids). Ex:- LPG,CNG cylinders.
13
Take a balloon and fill it with air and tie with a thread. Now try to press it. What you have observed?
Think and Discuss

Generally there is no effect of compression on solids. But
1. Why there is change in shape of sponze when pressure is applied on it ?
2. Can we compress iron ?
a) if you think No, what about spring ?
b) how sheets of iron are made from iron ?
3. Can you guess what are the conditions required for compression? (Think of making agricultural
implements by blacksmith).
Reason for compression Main reason for compression of substances is the free space and forces of
attraction between particles of matter.
 In case of solids there is no space (or) very little space and strong attraction between particles, hence
there is no effect of compression on solids (Generally in normal conditions no effect of compression on
solids).
 In case of liquids little Space between particles and intermediate attraction, hence there is little effect of
compression on liquids.
 In case of gases large space (or) more space is available and weak attractions between particles, hence
there is a effect of compression on gases.
 When pressure is applied on substances molecules are forced to become closer, result in for compression
of matter.
Applications of compression
Compression of matter is very useful in daily life.
 In case of solids generally they cannot be compressed in normal conditions (or) ordinary conditions. When solids
are heated to high temperature and pressure is applied, solids are compressed (such as iron, gold etc).
This concept of compression of solids is useful in many ways particularly molding of iron into sheets and
agricultural implements.
 In case of gases compression process is very useful. Gases are easily compressed due to this large quantity of gas
is filled in small containers. Example gas cylinders of LPG, CNG, carbon di oxide and oxygen cylinders where
gases are transported easily.
14
LPG cylinder CNG cylinder carbon dioxide cylinder oxygen cylinder
Assessment
1. Why the compressibility of solids is less than that of gases and liquids ?
2. Observe the adjacent figure and write a comment on compression.
3. Under normal conditions even by applying maximum of pressure on iron,
it is still not compressible. Why?
4. Why gases are more compressible than liquids?
5. Name the two gases which are supplied in compressed form in homes and
hospitals.
6. “Carbon dioxide (CO2) is a gas.” Justify the given statement by giving
two reasons.
7. List out any two properties of liquids which are common to gases.
8. Substance ‘A’ has high compressibility and can be easily liquefied. It can take up the shape of any container.
Predict the nature of the substance. Enlist four properties of this state of matter.
9. To which physical state of matter do the following statements apply.
a) incompressible and no fixed shape
b) incompressible and high melting point
c) compressible and no definite volume
d) incompressible and highly fluidity
10. Domestic gas cylinders are filled with gas by a process of [ ]
A) Diffusion B) Expansion C) Effusion D) Compression
11. Making of gold ornaments is ______ physical process. [ ]
A) Expansion B) Effusion C) Compression D) Diffusion
12. Observe the picture given below. Which property of matter is he applying? [ ]
A) Evaporation B) Effusion
C) Compression D) Diffusion
15
LEVEL - 2
Chapter: Matter around us Topic: Diffusion of matter Work sheet No : 06
Concepts Identified
 Concept of diffusion of matter.
 Comparison of properties of diffusion in solids, liquids and gases.
Learning out comes
Students can
1. Explain the concept of diffusion.
2. Compare the difference in rate of diffusion of Solid, liquids and gases.
3. Tell the applications of diffusion and examples in daily life.
4. Give reason for differences in rate of diffusion of solids, liquids and gases.
5. Give reason for differences in rate of diffusion of different gases.
What is Diffusion?
 The spontaneous process of movement of particles of substance from high concentration region to low
concentration. (or)
The spontaneous Spreading the particles (molecules) from high pressure region to low pressure region .
 Cause of diffusion is movement of molecules of substance which are held with low attractions
 Diffusion process is natural and occurs in solids, liquids and gases .
 Diffusion process occurs faster in gases than liquids and faster in liquids than in solids .
 Rate of diffusion will be in order : Gases > Liquids > Solids
 Diffusion process depends on a) Nature of substance b) size of particle
c) Medium in which diffusion taking place d) temperature
Activity – 1
Diffusion of solids Diffusion of liquids Diffusion of gases
 Add some solid colour to  Add some milk (or) liquid  Ask to your friend to light an
water in glass, observe the colour to water in glass and incense stick in a corner of room
glass carefully , initially observe carefully, it diffuses and you go to another corner,
colour distributes slowly and slowly throughout the water. you will get the smell of burning
after some time it diffuses After some time the colour of incense stick sitting far from it.
throughout the glass even the water turned to milky or Its fragrance spreads in the
without stirring. coloured. whole room very quickly due to
Conclusion:- Conclusion:- the diffusion of its smoke in the
 Particles of solids diffuses  Particles of liquids diffuses air.
very slowly in liquids and faster (than solids) in liquids Conclusion:-
gases. (Because movement of and gases. (Because movement  Particles of Gases diffuses
particles is slow due to of of particles of liquids is fast faster than solids and
strong forces of attractions due to of of weak Forces of Liquids. (Because of very
between the particles of attractions between the weak Forces of attractions
solids). particles of Liquids). between the particles of
gases)
16
Note
 Based on the physical state of substance and medium diffusion occurs 9 types.
 All gases don’t have same rate of diffusion, it depends on density of gases (or) molecular mass of gas.
 Gas with low density diffuses faster than heavier. Ex: H2 diffuses rapidly than all gases.
Solids in solids Liquids in Solids Gases in Solids

If we write something on a blackboard Keep the sponz in water then When the sponz or cake is kept in water
and leave it uncleaned for a water diffuses through pores of then atmosphere air diffuses through
considerable period of time, we will sponge. pores of sponge or cake .
find that it becomes quite difficult to
clean the blackboard afterwards. This is
due to the fact that some of the particles
of chalk have diffused into the surface
of blackboard.
Solids in liquids Liquids in Liquids Gases in Liquids

The spreading of purple colour of Add some milk (or) liquid colour The gases like carbon dioxide and oxygen
potassium permanganate into water, on to water in glass and observe are essential for the survival of aquatic
its own, is due to the diffusion of carefully, it diffuses slowly in plants and animals. The carbon dioxide
potassium permanganate particles into water. After some time the colour and oxygen gas present in air diffuse into
water. of the water turned to milky (or) water, and dissolve in it. The aquatic
coloured animals use the dissolved oxygen of water
for breathing and plants use CO2 .
Solids in gases Liquids in Gases Gases in Gases
Dust particles in air . Moisture in air . Mixture of gases in atmosphere .
17
Assessment
1. Write the correct order of diffusion for water, alcohol, petrol and vegetable oil?
2. Name the process which occurs when a drop of dettol is added to water.
3. Give reason for the following observations.
(a) Which of the following diffuses faster among Water vapour, wax and ethyl alcohol.
(b) We can get the smell of perfume sitting several meters away.
4. What happens when an inflated air balloon is pricked with a pin? Name the property of the gas exhibited
by this observation.
5. Ramesh took 2 beakers A and B containing hot water and cold water respectively. In each beaker he
dropped a crystal of copper sulphate. After sometime what did he observe and why?
6 Identify the diffusion process that takes place in the following.
a) Swelling up of a raisin on keeping in water. b) Spreading of virus on sneezing.
c) Preserving pickles in salt. d) Spreading of smell of cake being baked throughout the house.
e) Aquatic animals using oxygen dissolved in water during respiration.
7. Suggest an activity to show that the rate of diffusion of liquids decreases with increase in density or
attraction forces between particles of the liquid.
8 Read the information from the table and answer the questions given below.
Name of the gas Hydrogen (H2) Oxygen (O2) Methane (CH4) Carbon dioxide (CO2)
Molecular mass 2 32 16 44
a) Which gas has least rate of diffusion?
b) In Oxygen and Carbon dioxide which gas spread easily?
c) Which gas diffuses rapidly. Why?
d) Arrange the gases in increasing order of diffusion rate.
9. Soda, Soft drinks (coca-cola) etc. are the carbonated drinks and prepared mainly because of the ----------
of carbon dioxide in water . [ ]
A) Diffusion B) Effusion C) Cooling D) Force
10. Which of the following examples would diffuse the fastest? [ ]
A) Salt into water B) milk into water C) Sand into water D) Perfume in room
11. Diffusion in liquids is slower than that in gases. This is because the particles in liquids move ______ as
compared to the particles in gases. [ ]
A) fast B) slow C) with same speed D) none
12. Diffusion process is ______ proces. [ ]
A) Natural B) Artificial C) Reversible D) Chemical
*********
18
LEVEL - 2
Chapter: Matter around us
Topic: Space between the particles of matter Work sheet No : 07
Concepts Identified
 Size of particles of matter.
 How small are the particles of matter.
 Empty Space between the particles of matter.
Learning out comes

Student can
1. Understand the concept of size of the particles.
2. Know the particles of matter are very small –they are small beyond our imagination.
3. Understand how much empty Space is available between the particles of matter.
4. Conduct experiments to show that the size of particle is very small?
5. Conduct experiment to show that space available between the particles of matter.
Activity – 1
 Take 6-8 test tubes of 100 ml of capacity.
 Fill the first test tube with 100 ml of water and fill all the remaining with 90ml of water.
 Take 2-3 crystals of potassium permanganate (or) copper sulphate and dissolve them in first test tube
containing 100 ml of water stir with glass rod until uniform distribution of colour.
 Take out approximately 10 ml of this solution and pour into 90 ml of clear water of 2nd test tube.
 Take out 10 ml of this (2nd test tube) solution and pour it into 90 ml of clear water of 3rd test tube.
 Keep diluting the solution like this 6 to 8 times.
 What you have observed? is there any change in colour of solution ?
 Is the colour of 1st solution is same as last solution?
 Is the water still coloured. Why?
 This experiment shows that just a few crystals of potassium permanganate (or) copper sulphate can colour a
large volume of water.
 So we conclude that there must be millions of tiny particles in just one crystal of potassium permanganate
(or) copper sulphate, which keep on dividing themselves into smaller and smaller particles.
 The same activity can be done using 2 ml of Dettol instead of potassium permanganate. The smell of dettol
can be detected even on repeated dilution.
Note :- The particles of matter are very small – they are small beyond our imagination.
19
Estimation of how small are the particles of The spaces between the particles of matter can be
matter.With every dilution, though the colour shown by performing the experiment by using water
becomes light and visible. and sugar.
How much space is available between the particles of matter
Activity -2
The space between the particles of matter can be shown by simple experiment by using water and salt
 Take a 1000 ml beaker.
 Fill half the beaker with water and mark the level of water.
 Dissolve some salt (50gm) with the help of a glass rod (or) spoon.
 What do you observe?
 Do you find any change occured in volume of water?
 No. We will find that the level of salt solution in the beaker is at the same mark where water level was
initially in the beaker.
 When salt is dissolved in water, its crystals separate into very fine particles. These particles of salt go into the
spaces between the various particles of water due to which there is no change in the volume of water on
dissolving salt in it.
Note:
The fact that there is no change in volume on dissolving salt in water tells us that there are spaces
between the particles of water.
Think and discuss

What amount of sugar can be dissolved in 1 lit of water without changing its
volume?
20
ASSESSMENT
1. Explain what is the physical state of the solution formed by mixing 200 grams of sugar into one liter of
water?
2. A diver is able to cut through water in a swimming pool. Which property of matter does this observation
show?
3. When 50 g of sugar is dissolved in 100 ml of water, there is no increase in volume. What characteristic of
matter?
4. Read the sentences given below and identify the of activity involved in them whether
How small are the particles of matter (or) Empty Space between the particles of matter.
Activity
A) Making dilute solutions.
B) No change in volume even after salt is dissolved liquids.
C) Copper sulphate can colour a large volume of water.
5. Particles of matter are -------------- in size. [ ]
A) smaller B) Larger C) Bigger D) very smaller
6. When 50 gm of suger is added to 1000 ml of water. The volume of solution becomes ------ [ ]
A) 1050 ml B) 1000 ml C) 2050 ml D) 150 ml
7. Which of the following activity proves that particles of matter have space between them ? [ ]
A) Dissolution of Salt into water B) Dilution of potassium permanganate in water
C) Making of iron sheets D) Perfume in room
8. One gram of crystals of sugar contains approximately ______ of particles. [ ]
A) 10 B) 100 C) 1000 D) millions
*********
21
LEVEL - 2
Chapter: Matter around us Work sheet No: 08
Topic: Effect of Temperature & Pressure on the states of matter.
IDENTIFIED CONCEPTS
 Effects of Temperature on the states of matter
 Effects of Pressure on the states of matter
LEARNING OUT-COMES
Students can
1. Gain the ability to understand the effects of temperature and pressure upon the
states of matter.
2. Analyzes that changes in states of matter is due to changes in temperature or
pressure.
3. Explain about the states of matter which they observe in daily life.
4. Understand that upon heating, solid changes to liquids and liquids changes to
gases.
5. Perform some activities on their own to observe the changes in states of matter
due to effect of temperature.
INTRODUCTION
 Previously, we have learnt that matter exists in different physical states.
 For example, water exists in all solid, liquid and gaseous states. Similarly, we
have learnt that gas exists in liquid state in LPG cylinders. Also, the air we
breathe is in gaseous state.
 Let us learn about the changes that occur due to changes in temperature and
pressure.
EFFECTS OF TEMPERATURE ON THE STATES OF MATTER
Daily-life experiences
In winter season, we observe that the coconut oil, ghee, etc. will be in solid state and
upon heating, they changes to liquid state.
This is due to the effect of temperature.
Note: Solid substances changes to liquid substances upon heating.
22
Activity-1
 Take few ice cubes in a container and heat it.

 We observe that the ice melts and changes into water.
 On further heating, we observe that water changes to water-vapour.
Conclusion: Water exists in all the three states because water is present in ice, water
and vapour.
Activity-2
 Keep a bottle filled with water in deep freezer for some time.
 We observe that water in the bottle changes to ice.
Conclusion: Liquid substances changes to solid substances upon cooling.
Note: From the above activities, we can conclude that existence of a matter in
different states is due to effect of temperature.
EFFECTS OF PRESSURE ON THE STATES OF MATTER
 Do you think that only effect of temperature is responsible for changes in

physical states of a matter?
 The gas present in LPG (Liquid Petroleum Gas) cylinders is in liquid state
and changes to gaseous state without the effect of temperature i.e. at room
temperature.
 This is due to high pressure applied on the substances, the liquid state
changes to gaseous state.
This concludes that the states of matter changes due to the effect of temperature and
also due to effect of pressure.
The energies of particles in solids, liquids and gaseous states are as follows:
gaseous state > liquid state > solid state
23
ASSESSMENT
1. What changes do you observe when solid wax is heated?
2. Explain with an example, the changes of states in a matter due to the effect of
pressure.
3. Expand CNG and LPG.
4. What changes do you observe when iodine crystals are heated?
5. While cooking using a LPG cylinder, what is the physical state of the substance
coming out of the cylinder and what is the effect of pressure?
6. Does the effect of temperature remain the same on water and petrol, both being
in liquid state. Why?
7. Explain with an activity that temperature effects the states of matter.
8. Explain with an example you observe in daily life that temperature effects the
states of matter.
9. Carbondioxide in solid state is known as dry ice. So as to prepare dry ice,
carbondioxide gas should be treated as ( )
a) decrease in pressure, increase in temperature
b) increase in pressure, decrease in temperature
c) increase in pressure and temperature
d) decrease in pressure and temperature
10. The energy of particles is more in ( )
a) solids b) liquids c) gases d) none
11. When gases changes to liquids, the energy of particles ( )
a) decreases b) increases c) no change d) cannot say
*********
24
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING
ACADEMICYEAR-2020-21
Class: IX LEVEL - 2 Subject: Physical Science
Name of the lesson: MOTION. Topic: Relative Motion WORKSHEET: 9
KEY CONCEPTS
● Relativity
● Relative Motion.
LEARNING OUTCOMES
Students can,
1. Explain the concept of relative in their own words
2. Give examples for concept of relative
3. Give reasons why motion is relative
❖ WHAT IS RELATIVE
In general ‘Comparable’ is scientifically known as ‘Relative’.
Left-Right, Large-Small, Top-Bottom, Thick-Thin, Day-Night,etc. which are used in

many situations in our daily life, are relative conceptsonly.
Can you tell whether the circle A given in Figure -1 is smaller or

larger?
Figure-1
If you think circle A is smaller, then look at Figure- 2 and

seewhether yourguess is correct or not?
Figure-2
Now you can correctly answer that circle A is bigger.
25
Take a look at Figure 3 in a different context
Figure-3
You will notice that the circle A is smaller in this figure.
If you carefully examine these three figures, you have different views about the same
circle A. .What is the reason?
In Fig. 2 you compared circle A to circle B. So circle A seemed to be bigger. But in

figure-3, circle A is found to be smaller compared to circle C
In both cases the circle A has been compared to the circle B and C seperatly. So you are
able to give an exact answer. But you could not say whether circle A is big or small in Figure
1. It means that’ the perception we make for one thing depends on what we are comparing’
with.
● Relative concepts are concepts that we can formulate only by comparing them
with another
Similarly, you may have noticed that the door

which is on your right is to the left of your
teacher sitting in front of you, and the window
which is to the right of your teacher is on your
left. Therefore right and left are also relative
concepts.
● Think how day and night are relative

concepts
What is motion? We will now learn how motion is a relative concept.
In previous classes we have learnt that if a body is moving then it is said to be in the state
of motion. Then what do we say about the state of a body which is not moving? We say it is
in the state of rest.
How do we decide if a body is in motion or is at rest? Let's consider a few situations.
➢ Is the Earth in motion or at rest?
26
You know that similar to other planets in the solar system our earth also revolves
around the sun. Then why you are not experiencing this motion of earth? Because
along with earth you are also in motion hence with respect to you earth appears to be
at rest.
In a moving train, is the person sitting next to you

in motion or at rest? Since the train is moving he
appears to be at rest. But is this a correct
conclusion? Let’s see…
In your class your friend sitting next to you

appears to be at rest whereas a student running in the playground appears to be in
motion. Because with respect to you the distance between you and your friend is not
changing but the distance between you and the student running is changing with time.
Based on this change you were able to decide whether your friend or the student is in
state of motion or is in state of rest.
Therefore to decide if a body is in motion or is at rest you will consider the change
in distance between you and the body. Therefore in the above example you can say
that with respect to you the person sitting next to you in a moving train is at rest,
whereas the trees and mountains seen through the window are at motion.
● Think? Whether the moving train and people inside the train are in motion, with
respect to the person outside?
ASSESSMENT
1. When do you say that a body is in motion?

2. Describe a situation where you can say that motion is relative.
3. With respect to you, what is the state of atmosphere of earth? Why?
4. Is it correct to say” With respect to a passenger travelling in a bus, the passenger
travelling in another bus in the same direction with the same speed is at rest”?
5. If you tell your friend that he can reach your house if he walks 1km to his right can he
reach your house? Why?
*********
27
Class: IX LEVEL - 2 Subject: Physical Science
Name of the lesson: MOTION. Topic: Distance - Displacement WORKSHEET: 10
KEY CONCEPTS
○ Distance
○ Displacement
○ Scalars and Vectors
LEARNING OUTCOMES
students can
1. differentiate between distance and displacement
2. solve problems related to distance and displacement
3. draw displacement vectors
4. give examples for scalars and vectors
5. identify the quantities as scalar or vector
INTRODUCTION
In our daily life we frequently use the terms nearer and farther. Similarly observe
the following questions which come across in our daily life in different situations
● How far is your house from school?

● How far is your classroom from the headmaster's room?
● What is the distance from Salarjung museum to Charminar?
➢ WHAT IS DISTANCE P
The measure of change in position of a body between two B
points is called distance. i.e. Distance is the actual length of the path
Q
traversed by an object between two points in a given interval of time.
Distance between two points is not always constant as it depends on the
path chosen. R
A
In fig.1 the distance between points A & B are given along

three different paths (APB, AQB, ARB). Hence the distance between
‘A’ & ‘B’ is of three types.
P
➢ DISPLACEMENT B
In fig.2 when two points are joined with a straight line it represents
Q
a shorter path or distance compared to the other three paths. This
shortest path or distance between two points is called ‘Displacement’.
R
A
28
➢ SCALARS AND VECTORS
In fig.1 you might have noticed that while measuring distance between ‘A’ & ‘B’ no
specific direction is considered irrespective of the path. The physical quantity which doesn’t
require a specific direction for its representation is called scalar quantity. Therefore Distance
is a scalar quantity as it has only magnitude and no direction in its representation.
As shown in fig.2 the displacement between ‘A’ & ‘B’ is measured along a specific
direction, hence displacement possesses both magnitude and direction. Such a quantity which
has both magnitude and direction is called a vector quantity.
★ A vector can be represented as a directed B
line segment. Its length indicates magnitude and

arrow indicates direction. Point ‘A’ is called tail a
nd point ‘B’ is called head.
A
The SI unit of distance (or) displacement is metre denoted by ‘m’. Other units such as
kilometer, centimeter etc. are also used to express this quantity.
1km = 1000m
1m = 100cm
As shown in fig.2 the path APB, AQB, ARB indicates the actual paths traversed by a body
whereas straight line path AB indicates displacement. Here AB is called a displacement
vector.
Note:
 In case of distance AB = BA, but in case of displacement AB≠ BA, because in
AB the arrow head shows that the object is displaced from A to B,whereas in
BA the arrowhead shows that the object is displaced from B to A, hence AB ≠ BA
but AB = -BA
 If an object returns to the starting point after travelling some distance, then
displacement becomes zero. Since initial and final points are the same.
Example 1:
In the below figure the distance between A & B is 14cm whereas displacement from ‘A’ to ‘B’
is 10cm.
3CM
A
4CM
5CM
3CM
5CM 4CM
29
Example 2:
Draw the displacement vectors from ‘A’ to ‘B’ in the adjacent figure
ASSESSMENT
1. Write differences between distance and displacement.

2. Can distance be less than the magnitude of displacement? Why?
3. Do you agree with your friend who says “the ratio of distance and displacement never
be less than one”. If so why?
4. If a person walks along a circular path of circumference 40cm reaches the same point
from where he started then what is his displacement and distance travelled by him?
5. A person travels a distance of 18km towards east and returns along the same path and
travels for 5km. Find distance covered by him and displacement produced by him.
6. The distance and displacement between P&Q in the below figure are respectively. ( )
A) 5cm, 10cm B) 20cm, 10cm
C) 10cm, 20cm D) 10cm, 5cm
7. The ratio of distance and displacement between X

& Y in the following figure is ( )
A) 2/3 B) 1/2
C) 3/2 D) 1/3
8. Choose the incorrect statement based on the below figure ( )
A) The distance from P to Q and Q to P are equal

B) The displacement from P to Q and Q to P are equal
C) The displacement from P to P is zero
D) The sum of displacements from P to Q and Q to P is zero
***********************************************
30
ACADEMIC CALENDER 2020-21
Class: IX LEVEL-2 Subject: Physical Science
Name of the lesson: MOTION. Topic: Speed and Velocity WORKSHEET: 11
KEY CONCEPT
● Average speed and Average velocity
LEARNING OUTCOMES
students can,
1. Measure average speed and average velocity
2. Compare speeds of people or vehicles in different situations
3. Differentiates between speed and velocity
INTRODUCTION
You can ride a bicycle faster than walking anywhere in your village or
hometown. Similarly, to go to another town you can take a bus in a shorter time than on a
bicycle. You know that a train can travel the same distance in less time. What causes these
differences?
❖ AVERAGE SPEED:
For example,consider a train named Telangana express that starts at
2.00pm from Sirpur kagaznagar and reaches Hyderabad at 8.00pm the
same day as shown in figure.
Let the distance from Sirpur Kagaznagar to Hyderabad be
300km,and the journey time is 6 hour then the distance covered by the
train in each hour can be calculated as follows.
Total distance = 300km
Total time = 6hour
So, the distance traveled in each hour is equal to 300km/6h= 50km/h.
It means the train has covered 60km in each hour on an average, which is termed as
average speed.
The ratio of total distance covered to the total time taken is called average speed.
31
★ Average Speed = Total distance travelled
Total time taken
The distance covered by an object in unit time is called average speed.
● Speed or average speed is a scalar quantity as it does not

depend on direction.
● Speed can be measured in m/s (or) km/h
5 18
● 1km/h= m/s (or) 1m/s= km/h
18 5
❖ AVERAGE VELOCITY:
Draw a displacement vector SH joining Sirpur
Kagaznagar (S) and Hyderabad (H) as shown in
figure,this shortest distance is equal to 120km due south-
west. As this is to be covered in 6h,
so displacement covered in each hour is
=120km/6h south-west
=20 km/h south-west
This displacement of an object per unit time is
called average velocity.
i.e; The ratio of total displacement covered to the total
time taken is called average velocity
Average velocity = Total displacement
Total time taken
● Velocity (or) average velocity is a vector quantity and it acts along the the direction
of displacement
● Velocity possesses same units of speed i.e m/s (or ) km/h
Difference between Speed and Velocity

Speed gives the idea of how fast the body moves , In general bodies move in a
particular direction at an instant of interest and this direction may not be constant throughout
the journey.So,we need to define another quantity called “Velocity”.
For example : A car moves 15m/s due east. Here 15m/s is speed and 15m/s due east is
velocity.
Velocity gives the idea of how fast the body moves in a specified direction.
32
NOTE:If a body moves in a curved path, the tangent drawn
at a point on the curve gives direction of velocity at that
instant as shown in figure.
ASSESSMENT
1. Write difference between speed and velocity.
2. The initial reading of the odometer is 25530.After 6hours of journey the odometer
reading changes to 25860.Then find average speed of car.
3. A ball is thrown horizontally from a point “A” travels along a straight line and strikes
the wall to a point “B”,which is at a distance of 10m,and rebounds to the same point
“A” in 8sec. Find the average speed and average velocity of the ball.
4. A bus travels a total distance of 225km in 5hour.Find its average speed.
5. Which of the following position-time graph indicates more (or) greater speed.
A) B) C) D)
6. Which of the following is a vector quantity
A)Distance B) Time C) Speed D) Velocity
7. A tangent drawn at at point to a curved path represent
A) Magnitude of speed B) Magnitude of velocity
C) Direction of velocity D) Distance travelled
*********
33
Name of the lesson: MOTION. WORKSHEET: 12
Topic: To Measure Speed & Velocity
KEY CONCEPT
● Activity to measure average speed and average velocity
LEARNING OUTCOMES
students can,
1. Conduct an activity to measure average speed
2. Conduct an activity to measure average velocity
INTRODUCTION
You have learnt about average speed and average velocity in previous
worksheets. Now we shall learn how to measure these average speed and
average velocity through an activity.
❖ Activity :
Aim: to measure average speed and average
velocity.
Materials required : stop watch, measuring
tape, whistle
1. To measure average speed :

Procedure:
● Choose two points (say ‘A’ & ‘B’) 50m apart in the school playground.
● Ask some students to stand at point A and ask another group of students
with stopwatches to stand at ‘B’.
● When you blow the whistle , the students at A start running towards B in
any path. At the same time the students at B start their stop watches.
● Note that for each runner there is a student at B to measure the time
taken for completing the race.
34
● Note the time taken by each student to cover the distance between A &
B in the table.
● Student who took the least time to reach B(from A) is said to be the
fastest runner and he has the greatest speed.
S.N Student Name Distance Time taken Average Speed=

o Travelled to reach B' (distance/time)
1. 50m
2. 50m
3. 50m
● Measure the average speed of each student using the formula as shown
in tabular form.
2. To measure average velocity:
Procedure:
● Repeat the whole activity after drawing

a set of parallel straight lines from A to
B and ask each student to run along a
line this ensures that each student is
covering the same distance along a
straight line specified for him/her from
A to B
● Measure the time taken by each student
and note it in a table (as shown above) and calculate the average
velocity of each student.
● As students run in a specified direction from A to B in this activity, the
distance between A to B denotes displacement.
● By measuring the ratio of displacement and time taken, average velocity
can be calculated.
● Try to draw the tabular form to note down the observation in the above
activity.
35
ASSESSMENT
1. A student can run 100m distance in 8 second, find his speed.

2. If the velocity of a student is 8m/s then find displacement covered by
him in 8 second.
3. Student A travels a distance 75m in 15 sec and student B travels a
distance of 80m in 20sec. Whose speed is more?
4. A cheetah can sprint 100m in 4sec, find the distance covered by it 10sec.
5. Can we measure the velocity of athletes in the given figure? Why?
❖ Suggested project:
Calculate the average speeds of students of your class who have participated in
100m and 200m running race. Write a report.
***********************************
36
Name of the lesson: MOTION. Topic: Instantaneous Speed WORKSHEET: 13
KEY CONCEPTS
● Instantaneou speed
● Measure of instantaneous speed from Distance-time graph
LEARNING OUTCOMES
students can,
1. Explain instantaneous speed.
2. Provide examples of instantaneous speed measurements.
3. Measure instantaneous speed from distance-time graph.
❖ INSTANTANEOUS SPEED:
Average speed and average velocity can describe the motion of an
object during period of time.
When a car or bike travels, you might have noticed that its speed
changes continuously. You can tell the speed of that vehicle at any
instant by looking at its speedometer.This speed is called instantaneous speed.
● The speed of an object at a particular instant of time is called

Instantaneous speed.
❖ Now let us learn how to find the average speed and instantaneous speed
based on the distance-time graph.
The distances travelled at different instances of time by a student on a bicycle
are given below in a tabular form.Observe the distance-time graph drawn based on
these values.
Time In sec 5 10 15 20 25 30 35 40
Distance in 30 36 38 38 40 44 54 80
metre
Total Dis tan ce 80m
Average Speed of the student    2m / s
Total time 40 s
37
Now let us find the speed of the student at the instant of 30sec.
s2  s1
 Instantaneous speed of the student at 30s =
t2  t1
50 37
=
35 25
13
= =1.3m/s.
10
Instantaneous speed of student at 30sec = 1.3m/s.
➢ NOTE:
● The slope of the distance-time graph (or) curve gives instantaneous speed
of the object at that instant, if the slope is large ,speed is high
● The slope of the curve at any point on it can be found by drawing a
tangent to the curve at that point.
ASSESSMENT
1. How instantaneous speed is different when compared to average speed?
2. Write a few instances of measuring instantaneous speed in daily life?
3. Which of the following can be known by Speedometer of a vehicle ( )
A) Average speed B) Average velocity
C) Instantaneous speed D) distance
4. The average speed of student between 5sec and 25sec from the above
graph is ( )
A) 0.35m/s B) 0.5m/s C) 0.25m/s D)5m/s
****************
38
Name of the lesson: MOTION. Topic: Uniform Motion WORKSHEET: 14
KEY CONCEPT
● Uniform Motion.
LEARNING OUTCOMES
Students can,
1. Describe Uniform motion
2. Can give examples for uniform motion.
3. Draws the graphs based on information given to understand uniform motion.
Consider a body moving along a straight line. Let it travel 10m in the first 2second, 10m in next 2second
and so on. Observe the following tabular form showing the distances covered by a body moving along a
straight-line direction in a given interval of time, and position-time graph is plotted with these values
Time in sec Position in mts
2 10
4 20
6 30
8 40
10 50
Uniform Motion: If a body moving along straight-line direction covers equal distances in equal intervals of
time, however small these intervals of time then the body is said to be in Uniform motion
i.e. ; In Uniform motion the speed and direction of motion of a body remains same
(OR)
In Uniform motion the Velocity of a body remains same or constant
39
● Examples of Uniform motion:
1) A car going along a straight level road at a steady speed .
2) A vibrating spring in a sewing machine.

3) An airplane cruising at a level height and a steady speed.
● During Uniform motion the position-time graph is straight line inclined to time axis
DO YOU KNOW
In Uniform motion average velocity and instantaneous velocity are equal in magnitude.
Think and Discuss

In Uniform motion the Velocity-Time graph is a straight line parallel to time axis. Why?
ASSESSMENT
1. What will be the nature of the position-time graph in Uniform motion?
2. What does the path of an object look like when it is in uniform motion?
3. What do you say about the motion of an object if its velocity –time graph is a straight line parallel to
the time axis?
4. Draw the Distance -Time graph from the following data.
Distance in metre 5 10 15 20 25 30 35 40 45
Time in second 1 2 3 4 5 6 7 8 9
4 If the average and instantaneous velocity are equal in magnitude then the motion is
A) Uniform B) Non-Uniform
C) Either Uniform or Non-uniform D) Circular motion
5 Choose the wrong statement and rewrite it correctly
A) When a body is thrown vertically up then the motion is Uniform.
B) The nature of position-time graph under uniform motion is a straight line
**********************************
40

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PHYSICAL SCIENCE WORKSHEETS

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

The State Council of Educational Research and Training,

Further, SCERT, Telangana expresses heartfelt thanks to Subject

August, 2020 B. Seshu Kumari

Sri. Y.Venkat Reddy, ZPHS, Chivemmla, Suryapet.

Sri. A. Nagaraja Sekhar, SA, ZPSS, Kudunuru, Bhadradri Kothagudem.

Sri. Bhaskar. Desh, SA, ZPSS, Isnapur, Patancheru (M), Sangareddy

Smt. S. Soundarya, DTP Operator, SCERT, TS.

2 Sound Sound in Human Beings 4-6

3 Sound Propagation of Sound 7-9

4 Sound Characteristics of Sound 10-12

5 Sound Sound Pollution 13-15

6 Refraction of Light at Plane

7 Refraction of Light at Plane

8 Refraction of Light at Plane Formation of Image in Plane

9 Graphs of Motion Average Speed 29-32

10 Graphs of Motion Uniform Motion 33-35

11 Graphs of Motion Graphs of Stationary Objects 36-38

12 Comparing the Motion of two

13 Force Force, Types of Forces 42-45

14 Friction Friction, Types of Friction 46-48

Sl.No Name of the chapter Name of the topic / concept Page

READINESS PROGRAMME – LEVEL – 1

Class : 9 Medium : English Subject: Physical Science

DIFFERENT TYPES OF SOUNDS HEARD

Sl. No. Sounds heard Way of producing sound

1. Fix a rubber-band tightly on an empty match-box

1. Blow air into papers of a note-book. We would hear a sound.

Observation / Conclusion: Vibrating bodies produce sound. .

SOUND HAS ENERGY

Note: A thin sheet of material forming a partition is called DIAPHRAGM.

1. Take a small plastic jar and place a cell phone in it.

Note: A sound which is pleasant to hear is called MUSIC.

 Could explain the process of production of sound in human beings.

LARYNX OR VOICE BOX:

 Larynx, commonly called as voice box or glottis, is an important organ located

1. Larynx has two muscular ligaments called vocal cords.

OBSERVING THE MOVEMENTS OF VOCAL CORDS DURING SPEECH

1. Ask your friend to raise his / her neck up.

2. While talking, vocal cords ( )

3. The number of muscular ligaments present in larynx is ( )

4. The length of the vocal cords is maximum for ( )

5. As the length of the vocal cards increases, the sound has ( )

READINESS PROGRAMME – LEVEL – 1

Class : 9 Medium : English Subject: Physical Science

PROPAGATION OF SOUND IN DIFFERENT MEDIA:

Activity-1: Propagation of Sound in Air (Gas)

Activity-2: Propagation of Sound in Wood / Iron (Solid)

1. Ask your friend to keep his / her ear on

1. Take a beaker and fill it with water.

1. Sound needs a medium (Solid / Liquid / Gas) for its propagation.

SOUND DOES NOT TRAVEL IN VACUUM:

HOW DO WE HEAR SOUND?

1. Sound cannot travel in ( )

Class : 9 Medium : English Subject: Physical Science

 Are able to explain the differences in the characteristics of sounds.

Example: Sound produced from drums in the school assembly.

Feebleness: The lack of volume or loudness is known as FEEBLENESS of sound.

Example: Sound produced while taking pledge in the school assembly.

Loudness and feebleness of a sound are measured in decibels(dB)

Loudness and feebleness of a sound depend on AMPLITUDE of vibration.