LivingScience CBSE Companion

C O N T E N T S
CONTINUOUS AND COMPREHENSIVE EVALUATION 2

Formative and Summative Assessment 3
CBSE Circular 4
Format of Report Book for Class 7 5
Academic Performance: Scholastic Areas 6
Co-Scholastic Areas 7
Checklists in CCE 8
Sample Observation Criteria 9
FAQs on CCE Answered by CBSE Chairman 10
Life Skills 12
Checklists for Assessing Life Skills 14
A CCE INITIATIVE FROM RATNA SAGAR 15
CCE4U September 2010: Formative Assessment Facilitation vs Teaching 15
CCE4U October 2010: Concerns and Dealing With Them 18
Brainstorming Session on CCE 21
SAMPLE LESSON PLAN 22
ASSESSMENT FOR FORMATIVE TASKS 24
ANSWERS Main Coursebook 25
FOR CLASS 7
COMPANION
CCE EDITION
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Continuous and Comprehensive Evaluation (CCE)
refers to a system of school-based evaluation of
students that covers all aspects of the students
development. It is a developmental process of
assessment which emphasizes on two-fold objectives.
l Continuity in evaluation
l Assessment of broad-based learning and
behavioural outcomes
What does continuous assessment mean? It means
l regularity of assessment.
l frequency of unit testing.
l diagnosis of learning gaps.
l use of corrective measures.
l retesting and
l self-evaluation.
What does comprehensive mean? It means
l talking about the whole child both the
scholastic and the co-scholastic aspects of
students growth and development.
l using a variety of tools and techniques (both
testing and non-testing).
l aiming at assessing a learners development in
all areas of learning Knowledge, Understanding/
Comprehension, Application, Analysis, Evaluation
and Creativity.
Therefore assessment should be both continuous
(Formative) and comprehensive (Summative).
FORMATIVE ASSESSMENT is a tool used by the
teacher to continuously monitor the students progress
in a non-threatening, supportive environment. It
involves regular descriptive feedback, a chance for
the student to reflect on the performance, take advice
and improve upon it. Formative Assessment is carried
throughout the year by the teacher, both formally and
informally. It is diagnostic and remedial.
SUMMATIVE ASSESSMENT is carried out at the end of
a course of learning. It measures or sums-up how
much a student has learned from the course. It is
usually a graded test, that is, it is marked according
to a scale or set of grades. It provides feedback on
learning (assessment of learning) to teacher and
parents.
Even if Summative Assessment remains a
paper- pencil test or an exam, teachers should use
at least 3 4 different assessment tools during the
term for Formative Assessment. The list given is not
exhaustive, it is only to give an idea of the
variety possible.
l Oral and listening these could be listening,
comprehension, prepared speech, conversation
or dialogue.
l Written assignments short- and long-answer
questions, creative writing, reports, newspaper
articles, diary entries, poetry, and so on.
l Speeches debates, oration, recitation, and so on.
l Research projects which involve information
gathering, deductive reasoning, analysis and
synthesis, and a presentation using a variety
of forms including the use of the IT.
l Pair work / group work.
l Peer assessment
The academic year will have two terms*
FIRST TERM: April to September Formative
Assessment 1 and 2; Summative Assessment 1
SECOND TERM: October to March Formative
Assessment 3 and 4; Summative Assessment 2
FA 1 + FA 2 + FA 3 + FA 4 = 10 + 10 + 10 + 10
= 40%
SA 1 + SA 2 = 20 + 40
= 60%
TOTAL = 100%
Part 1 Formative Assessment will be used to assess
the teaching-learning of the syllabus through
l Homework
l Class work
l Oral questions
l Quizzes
l Projects (Group / Individual)
l Assignments / Tests
l Experiments
l Conversation / Interviews
Part 2 of the CCE card refers to CO-SCHOLASTIC
AREAS Life Skills and Assessment of Attitudes
and Values.
The main components of LIFE SKILLS are
THINKING SKILLS creative and critical thinking, problem
solving, decision making,
self-awareness
SOCIAL SKILLS interpersonal, communication, empathy
EMOTIONAL SKILLS coping with stress, coping with
emotions
CONTINUOUS AND COMPREHENSIVE EVALUATION
* The break-up of the two terms has been changed to First Term 50% and Second Term 50% according to Circular No. 59
dated 9 September 2010 (see p. 4)
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Formative Assessment involves the students being an
essential part of assessment from designing criteria
to assessing self or peers. If used effectively, it can
improve the students performance tremendously while
raising the self-esteem of the child and reducing the
work load of the teacher.
Formative Assessment is carried out during a course
of instruction for providing continuous feedback to both
the teachers and the learners. It is also carried out for
taking decisions regarding appropriate modifications in
the transactional procedures and learning activities.
Features of Formative Assessment
l Diagnostic and remedial
l Provides for effective feedback
l Provides a platform for the active involvement
of students in their own learning
l Enables teachers to adjust teaching to take
account of the results of assessment
l Recognizes the profound influence of assessment
on the motivation and self-esteem of students both
of which are crucial influences on learning
l Recognizes the need for students to be able
to assess themselves and understand how
to improve
l Builds on students prior knowledge and
experience in designing what is taught
l Incorporates varied learning styles to decide what
and how to teach
l Encourages students to understand the criteria
that will be used to judge their work
l Offers an opportunity to students to improve their
work after they get the feedback
l Helps students to support their peer group and
vice-versa
Tools of Formative Assessment
l Questions
l Observation schedule
l Interview schedule
l Checklist
l Rating scale
l Anecdotal records
l Document analysis
l Test and Inventories
l Portfolio analysis
Techniques of Formative Assessment
l Written Assignments MCQs, short- and
long-answers
l Commentaries
l Source-based analysis
l Projects investigative, informative,
deductive, analytical
l Poster designing
l Field trip
l Sequencing
l Role play
l Data interpretation
l Picture study
l Map work
l Creative writing
l Quiz
l Research
l Group work projects, presentations
l Models and charts
l Presentations including the use of IT
l Using authentic sources and primary texts
l Open book test
l Secondary sources
l Comparison and contrast
Summative Assessment is carried out at the end
of a course of learning. It measures or sums-up how
much a student has learned from the course. It is
usually a graded test, that is, it is marked according
to a scale or set of grades. Assessment that is
predominantly summative in nature, will not by itself
be able to yield a valid measure of the growth and
development of the student. It, at best, certifies the
level of achievement only at a given point of time.
The paper-pencil tests are basically a onetime mode
of assessment. To exclusively rely on them to decide
about the development of a student is not only unfair
but also unscientific. Overemphasis on examination
marks, that focus only on scholastic aspects, in turn
makes the student assume that assessment is different
from learning, resulting in the learn and forget
syndrome. Besides encouraging unhealthy competition,
the overemphasis on Summative Assessment system
also produces enormous stress and anxiety among
the learners.
Features of Summative Assessment
l Assessment of learning
l Generally taken by students at the end of a unit
or semester to demonstrate the sum of what
they have or have not learned
l Summative Assessment methods are
the most traditional way of evaluating the
students work.
Summative Assessment types of questions
l Objective type
l Short answer
l Long answer
FORMATIVE AND SUMMATIVE ASSESSMENT
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CBSE CIRCULAR
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2Community Centre, Preet Vihar, Delhi110092
CBSE/ACAD/CCE/2010/ 09/09/2010
All Heads of Institutions Circular No: 59
Affiliated to the Board
Subject: Teachers Manual on CCE Classes VIVIII
Dear Principal,
The Teachers Manual for Classes VIVIII has been long awaited as the scheme of CCE at the upper primary
level was announced vide circular No. 02 dated 31.01.2006.
After initiating Achievement Records for Classes IV detailing the various aspects of scholastic and
co-scholastic activities, the Board had recommended a seven point scale vide this circular for Classes VIVIII.
However the present Teachers Manual has recommended a nine point scale for scholastic components and a
five point scale for co-scholastic components. The CCE Teachers Manual at the upper primary stage provides
teachers with meaningful information about putting into practice an evaluation that is continuous in that it
occurs over a period of time and comprehensive in that it incorporates both the scholastic and the co-scholastic
components of learning.
The Manual focuses on the various features and parameters of CCE and School Based Assessment. It also
brings out the gradual progression of CCE from Classes IV and then on to Classes VIVIII. The Board has
already recommended that the students should not carry school bags and there should be no homework up to
Classes I & II. It has also recommended that a two-year profile of the students be maintained for students of
Classes I & II and the three-year profile be maintained for Classes IIIV vide circular No. 25 dated 12.06.2004.
The current Manual covers the details and techniques required for Formative Assessment in scholastic areas as
well as assessment of co-scholastic areas. The implications for schools and the broad guidelines for teachers are
also a part of the Manual.
The format of the Report Card to be printed for Classes VIVIII has been given as a model which the schools
can adapt and adopt while retaining the major areas and activities mentioned.
The assessment will cover both scholastic and co-scholastic aspects and will be carried out in schools over
two terms, Term 1 and Term 2 by means of Formative and Summative Assessments using a variety of tests and
assignments. For purpose of teaching and assessment, the syllabus for different subjects may be bifurcated for
two terms.
There will be four Formative Assessments with a weighting of 10% each. There are two Summative
Assessments (SA 1 and SA 2) with a weighting of 30% each.
First Term : FA 1 (10%) + FA 2 (10%) + SA 1 (30%) = 50%
Second Term : FA 3 (10%) + FA 4 (10%) + SA 2 (30%) = 50%
Formative Assessment can be carried through using multiple modes of assessment such as assignments,
quizzes, debates, group discussions, projects and only one pen and paper test. It may be clearly communicated
to all teachers teaching various subjects that all projects and assignments must be done as group activities within
the class and school time only. Each subject must have only one paper-pencil test under Formative Assessment.
The other modes of assessment must be part of classroom interactive activities.
The Summative Assessment is a written, end of the term examination which may consist of objective type,
short answer and long answer questions.
For making evaluation comprehensive, both scholastic and co-scholastic aspects should be given importance.
Co-scholastic areas will consist of Life Skills, Attitudes and Values, Co-scholastic Activities and Health and
Physical Education.
The details regarding the descriptors for grading co-scholastic areas and the process of arriving at a grade is
given in the Teachers Manual.
A copy of the Teachers Manual can be downloaded from the CBSE website (www.cbse.nic.in). The priced
publication will be available in stores at Central Board of Secondary Education, Shiksha Sadan, 17 Rouse Avenue,
New Delhi 110002.
This may be brought to the notice of all teachers, students and parents of Classes VIVIII.
Yours sincerely,
(VINEET JOSHI)
CHAIRMAN
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FORMAT OF REPORT BOOK FOR CLASS 7
School
logo
Affiliation No. :
Name of School :
Complete Address :

E-mail id :
Telephone No. :
REPORT BOOK
FOR CLASS 7
(session ..........................................................................)
Student Profile
Name of Student :
Class/House :
Admission No. :
Date of Birth :
Mothers Name :
Fathers Name :
Residential Address :
and Telephone No. :
:
Attendance Term 1 Term 2
Total attendance of the student
Total working days
SIGNATURE STUDENT CLASS TEACHER PRINCIPAL PARENT
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ACADEMIC PERFORMANCE: SCHOLASTIC AREAS
(9 point scale)
S. No. Subjects Term 1 Term 2 Term 1 + 2
FA 1 FA 2 SA 1 FA1 +
FA2 +
SA1
FA 3 FA 4 SA 2 FA3 +
FA4 +
SA2
FA 1 + FA 2
+ FA 3 +
FA 4
SA 1
+
SA 2
OVER-
ALL
GRADE
1. Language I
2. Language II
3. Language III
4. Mathematics
5. Science
6. Social Science
7. Addl. Subject
Overall Grade:
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CO-SCHOLASTIC AREAS
(to be assessed on a 5 point scale once in a session)
S. No. Descriptive Indicators* Grade
1. Self Awareness:
2. Problem Solving:
3. Decision Making:
4. Critical Thinking:
5. Creative Thinking:
6. Interpersonal Relationships:
7. Effective Communication:
8. Empathy:
9. Managing Emotions:
10. Dealing with Stress:
* Descriptive Indicators are statements used to describe each learner.
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CHECKLISTS IN CCE
A GENERAL CHECKLIST FOR ASSESSMENT
NAME OF THE CHAPTER
ACTIVITY DATE
NAME OF THE STUDENT EXCELLENT VERY GOOD GOOD
NEEDS
IMPROVEMENT
USING A CHECKLIST FOR OBSERVATION IN SCIENCE
EXPERIMENTS
l Is the child inquisitive about different phenomena around us? Yes / No
l Can the child draw inferences from an activity? Yes / No
l Can the child think logically and rationally? Yes / No
l Is the child able to set up the right apparatus? Yes / No
l Is she/he able to use the appropriate technique to perform the experiment? Yes / No
l Is the child able to use the material and apparatus correctly? Yes / No
l Is the child able to achieve the desired result? Yes / No
l Is the child able to interpret and derive the conclusion? Yes / No
l Is the child able to apply theoretical knowledge in practical situation? Yes / No
l Does the child exhibit in depth knowledge during viva? Yes / No
l Is she/he able to answer the questions correctly? Yes / No
SUGGESTIONS FOR IMPLEMENTATION OF PROJECTS
l Project topics should be decided/chosen, planned and conducted by students largely with the teacher acting
as a guide.
l Encouragement should be given to group projects. These will enable students to work together, share
experiences and learn from each other.
l Projects keep giving students an opportunity to explore, investigate and work in groups.
l Children can be encouraged for judicious use of materials and keep them back after use.
CHECKLIST FOR PROJECTS IN SCIENCE
l Does she/he have an understanding of the concept? Yes / No
l Is the content relevant? Yes / No
l Has the child used appropriate material and methodology? Yes / No
l Is the project based on experimentation or survey or case study? Yes / No
l Has the result been interpreted appropriately? Yes / No
l Is the work applicable to real life situations? Yes / No
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SAMPLE OBSERVATION CRITERIA
Each observation can be assigned a score out of five.
GROUP/CLASS DISCUSSION
SL.
NO.
DESCRIPTORS SCORE
OUT OF 5
1 Contributes to the discussion
2 Knowledgeable about the subject of discussion
3 Involves others in the discussion
4 Demonstrates leadership skills
5 Accepts criticism positively
6 Contributes creative ideas
7 Carefully listens to others
PRACTICAL/LAB ACTIVITY
SL.
NO.
DESCRIPTORS SCORE
OUT OF 5
1 Sets up experiments (right apparatus) carefully and properly
2 Uses the appropriate technique to perform the experiment
3 Collects data and observations correctly
4 Works with precision, neatness and accuracy
5 Interprets data, observation and draws inferences correctly
6 Relates the findings with theoretical knowledge
7 Demonstrates in-depth knowledge during viva
PROJECTS
SL.
NO.
DESCRIPTORS SCORE
OUT OF 5
1 Has done enough research and collected relevant information
2 Reflects creativity and aesthetic skills
3 Demonstrates understanding of the concept in the project documentation
4 Consults internet and other material in completing the project
5 Has she/he conducted any interviews regarding the project
6 Demonstrates originality in the approach to the project
7 Has interpreted results appropriately
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Does CCE mean frequent tests and assignments?
The term continuous in CCE refers to periodicity
and regularity in assessment. It does not mean
that tests and assignments have to be conducted
or given frequently. On the contrary, the scheme of
CCE discourages mechanical testing. It envisages
employment of a variety of tools and techniques for
assessment in informal and formal settings which are
more interesting, relevant and meaningful and involve
learners in greater participation and learning.
How would CCE help in reducing stress of students?
CCE helps in reducing stress of students by
identifying learning progress of students at regular
time intervals on small portions of content.
employing a variety of remedial measures of
teaching based on learning needs and potential
of different students.
desisting from using negative comments on the
learners performance.
encouraging learning through employment of a
variety of teaching aids and techniques.
involving learners actively in the learning process.
recognizing and encouraging specific abilities
of students, who do not excel in academics but
perform well in other co-curricular areas.
There are usually forty students in a section. Will it be
possible for a single teacher to assess all the students
meaningfully and objectively in a given time frame
particularly in co-scholastic areas?
The Board has developed detailed guidelines for
assessment in co-scholastic areas. Tools and
techniques for assessment in these areas have been
included in these guidelines. Besides, the Board is
organizing series of training programmes in different
parts of the country to familiarize teachers in related
matters. However, schools and teachers will also have
to design strategies to meet the emerging challenges.
It has been suggested that assessment in co-scholastic
areas may be done by a team of teachers in order to
minimize subjectivity.
How would CCE help in improving the students
performance?
CCE helps in improving the students performance by
identifying her/his learning difficulties at regular time
intervals right from the beginning of the academic
session and employing suitable remedial measures for
enhancing their learning performance.
If Formative Assessment helps teachers to identify
learning difficulties of students then why should it form
part of the students evaluation when learning is still in
the formative stage?
The National Policy on Education (1986) emphasizes
that at the school level, evaluation should be formative
or developmental in nature. At this stage, the child is in
a formative stage of learning. She / He wants to discuss
and clarify many doubts for better conceptual clarity.
Unless we assess the learners efforts, performance,
attitude to learning and ability to apply what is learned
in every day situations, we may not be able to help
her/him in improving her/his learning. Hence through
Formative Assessment, causes of poor performance
are diagnosed using diagnostic tests and promptly
remediated by interventions followed by retesting.
Students scoring 71, 75 or 79 marks will be awarded
the same grade. Is it justified? In what ways are
grades better than marks?
Awarding of grades has a number of advantages over
awarding of marks. It considerably reduces inter and
intra examiner variability in marking. It also takes care
of imperfection in tools used for assessment. Statistical
research in assessment techniques indicates that
there is a possibility of variation in scores awarded to
individuals to the extent of 5 15%. Putting students
of similar potential in same ability bands (grades)
automatically takes care of all these abbreviations in
assessment techniques. Lastly, it will reduce undesired
and unsound comparison of small difference in marks.
Along with Formative and Summative evaluation, due
importance is to be accorded to diagnostic evaluation
too?
Formative Assessment itself leads to identifying and
diagnosing the areas of learning difficulties of students
and providing remedial interventions.
The beauty of Formative Assessment is that it creates
a scope for the learner to improve that is basically
the point of change?
It is a good observation. Formative Assessment is
also meant for identifying areas of learning difficulty of
students, providing remedial interventions resulting in
the improvement in learning.
FAQs on CCE
Answered by CBSE Chairman
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Attitude towards teachers the descriptive indicator
of assessment for attitudes stating the desired
behaviour of the student as most of the time?
Will that encourage sycophancy or genuine obedience?
Interpersonal relationships and behaviour of a person
are important soft-skills which need to be developed in
the students during formative years. The very purpose
of keeping the assessment of attitudes and values in
the scheme of CCE is to help the students have an
integrated and balanced personality. It is desired on
the part of schools to inculcate genuine self-discipline
in the students by creating congenial conditions and a
conducive environment for the same.
If my teacher takes a dislike to me, shall I be able to
get good scores or grades?
Teachers are well-wishers of students. You should
have full confidence in your potential and behaviour
as well as in the attitude of teachers towards you.
Connecting well with your class and your teachers
leads to establishing good social relationships. There is
no reason why any teacher should dislike you. Matters
related to objective school-based assessment are also
being discussed separately during training programmes
of teachers and Principals.
In my childs school, the class teacher does not like
my child. Will that affect my childs assessment?
Evaluating scholastic and co-scholastic aspects is not
done by a single teacher but by a team of teachers
teaching students based on test scores, participation
in different activities, observation findings, and so on.
Hence, chances of biased assessment are
minimized.
CCE card includes a variety of co-scholastic areas and
activities. It will require significant percentage of school
time schedule to organize activities. Will it not result in
reduction of time for teaching different subjects?
Schools have already been organizing different
activities to promote a variety of skills in students
within the given school time schedule. With the
implementation of the scheme of CCE, they will
simply have to redesign the existing models to meet
the requirements with greater focus and attention to
desired and specific areas.
In a Formative Assessment in the form of paper-pencil
test, the students are to be given their answer sheets
after marking. Should these answer sheets indicate
marks or grades?
Since the teachers will be using different tools and
techniques for Formative Assessment, it is advisable to
award marks on the answer sheets initially. The marks
given in the assessment through different techniques
can be added and converted into grades. It may not
be so easy to award grades for different assessments
and calculate the average grade.
I am a school psychologist. Is it fair to assess
a child in areas like social skills and emotional
skills for which there are hardly any inputs?
Moreover, environmental factors play an important
role in acquisition of these skills for which students
cannot be held responsible.
As a psychologist you will understand and appreciate
that development of desired social skills and
emotional skills are very important in ones life.
Once it has been made a part of assessment scheme,
schools will certainly provide conducive environment
and specific learning experiences to help the students
acquire these skills. Schools are also being told
about the same.
What will be the parameters for Formative
Assessment?
Formative Assessment means assessment of students
during teaching-learning processes (developmental
stage). It should focus on identifying areas of
learning difficulty of students and providing remedial
interventions resulting in enhancing their learning.
Moreover, Formative Assessment should not be
confined only to paper-pencil tests but should also
include use of other tools and techniques such as
project work, assignments, practical work, and so on.
You may refer to Circular No. 42 on CBSE website for
more details.
Will there be Higher Order Thinking Skills Questions
in every subject?
Yes. Inclusion of such questions in the question papers
will discourage rote learning and strengthen teaching
as well as learning processes.
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1. SELF-AWARENESS includes recognition of self,
our character, our strengths and weaknesses,
desires and dislikes. Developing self-awareness
can help us to recognize when we are stressed
or feel pressurized. It is often a prerequisite
to effective communication and interpersonal
relations, as well as for developing empathy
with others.
2. EMPATHY is the ability to imagine what life is
like for another person. Empathy means to have
a healthy relationship with our loved ones and
society at large. We need to understand and care
about other peoples needs, desires and feelings.
Without empathy, our communication with others
will be one sided. Worse, we will be acting and
behaving according to our self-interest and are
bound to run into problems. No one is an island!
We grow up in relationships with many people
parents, brothers and sisters, cousins, uncles
and aunts, classmates, friends and neighbours.
When we understand ourselves as well as others,
we are better prepared to communicate our
needs and desires. We will be better equipped to
say what we want people to know, present our
thoughts and ideas and tackle delicate issues
without offending other people. At the same time,
we will be able to elicit support from others, and
win their understanding. Empathy can help us to
accept those, who may be very different from us.
This can improve social interactions, especially, in
situations of ethnic or cultural diversity. Empathy
can also help to encourage nurturing behaviour
towards people in need of care and assistance
or tolerance. For example, people suffering from
AIDS or people with mental disorders, who may
be stigmatized and ostracized by the very people
they depend upon for support.
3. CRITICAL THINKING is an ability to analyze
information and experiences in an objective
manner. Critical thinking can helps us to recognize
and assess the factors that influence attitudes and
behaviour, such as values, peer pressure and the
media.
4. CREATIVE THINKING is a novel way of seeing
or doing things that are characteristic of four
components fluency (generating new ideas),
flexibility (shifting perspective easily), originality
(conceiving of something new), and elaboration
(building on other ideas).
5. DECISION MAKING helps us to deal constructively
with decisions about our lives. It can teach people
how to actively make decisions about their actions
in relation to healthy assessment of different
options, and the effects these different decisions
are likely to have.
6. PROBLEM SOLVING helps us to deal with problems
in our lives. Significant problems that are left
unresolved can cause mental stress accompanied
by physical strain.
7. INTERPERSONAL RELATIONSHIP skills help us to
relate in positive ways with the people we interact
with. This means being able to forge and maintain
healthy relationships, which can be of great
importance to our mental and social well-being.
It also means keeping good relations with friends
and family members, who are an important source
of social support. It may also mean being able to
end relationships constructively.
8. EFFECTIVE COMMUNICATION means that we are
enabled to express ourselves, both verbally and
non-verbally, in ways that are appropriate to our
cultures and situations. This means being able
to express opinions and desires unhesitatingly. It
means not only being able to express our needs
and fears but also being able to ask for advice
and help in times of need.
9. COPING WITH STRESS means recognizing the
sources of stress in our lives, and how this
affects us. It also helps us to act in ways that
help us control our stress levels, by changing our
environment or lifestyle and learning how to relax.
10. COPING WITH EMOTIONS means recognizing
emotions within us and others, being aware of
how emotions influence behaviour and being able
to respond to emotions appropriately. Intense
emotions like anger or sadness can have negative
effects on our mental and physical health if we do
not respond appropriately.
LIFE SKILLS
We are guilty of many errors and many faults but our worst crime is abandoning the children,
neglecting the fountain of life. Many of the things we need can wait. The child cannot. Right
now is the time his bones are being formed, his blood is being made and his senses are being
developed. To him we cannot answer Tomorrow. His name is Today.
GABRIELA MISTRAL, 1948
The ten core life skills are as follows.
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How should life skills be imparted?
The method used in teaching of life skills builds upon the social learning theory and on what we know of how
young people learn from their environment. It also helps young people in observing how others behave and what
consequences arise from behaviour.
It involves the process of participatory learning using four basic components:
1. Practical activities 2. Feedback and reflections
3. Consolidation and reinforcement 4. Practical application to day-to-day life challenges
Methods that can be used to enhance life skills in students
Each workshop is specially designed to impart a particular skill and involves all or some of the following
techniques:
l Class discussions l Brainstorming
l Demonstration and guided practice l Role plays
l Audio-visual activities, e.g. arts, music, theatre, dance
l Small groups l Educational games and simulations
l Case studies l Story telling
l Debates l Decision mapping or problem trees
CO-SCHOLASTIC AREAS (to be assessed on a 5 point scale once in a session)
LIFE SKILLS
S. No. Descriptive Indicators* Grade
1. Self awareness
2. Problem solving
3. Decision making
4. Critical thinking
5. Creative thinking
6. Interpersonal relationships
7. Effective communication
8. Empathy
9. Managing emotions
10. Dealing with stress
* Descriptive indicators are statements used to describe each learner.
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CHECKLISTS FOR ASSESSING LIFE SKILLS
Thinking Skills
l Does the student show creativity during class activities? Does she / he accept the challenge enthusiastically?
l Does she / he try to give new ideas or concepts and try to go beyond conditioned set-ups?
l Does she / he ask questions related to the set task?
l Does she / he create doubts by asking irrelevant things away from the task?
l Does she / he try to help others or motivate others during group activity?
l Does she / he try to volunteer for special assignments?
l Does she / he try different ways of doing a single activity?
l Does she / he like to think out of the box?
l Does she / he try to apply knowledge or skills in new situations?
l Does she / he think about all the possible options before starting a task?
Social Skills
l Does she / he show patience during a group task for slow learners to complete their task?
l Does she / he try to help a classmate who is feeling low or whos unable to cope up with the given work?
l Does she / he appreciate the ideas and qualities of others?
l Does she / he feel comfortable sharing her / his ideas with others?
l Does the child always like to be appreciated?
l Does she / he come and ask how to correct the mistakes the teacher pointed out in her/ his work?
l Does the student maintain a comfortable level of eye contact?
l Does the student interrupt to tell her / his own stories / give her / his opinion / offer unasked advice?
l Does she / he try to break rules set up for the task by using rude language?
l Does she / he try to exhibit negative behaviour and upset others?
Emotional Skills
l During an activity / competition does the child often say, Ill never win, Im just not a lucky person?
l Does she / he choose an activity / task according to her / his ability during a group work?
l Does she / he scream at the classmates when she / he is angry or disturbed?
l Does she / he try to do the task again, if declared unsuccessful in the first attempt?
l Does she / he try to improve weaker areas by putting in regular practice?
l Does she / he try to take help of teacher / partner under difficult situations?
l Does she / he try to get secluded when under stress?
l Does she / he try to take up some healthy activity like reading, gardening or playing during stressful time?
l Does she / he become argumentative during discussions?
l Does she / he show disrespect to the system or discipline of the class / school?
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A CCE INITIATIVE
from
CCE4U a monthly newsletter
Ratna Sagar P. Ltd.
CCE4U September 2010: Formative Assessment Facilitation vs Teaching
While we continue with our efforts to bring you information about CCE in practice, we would love to hear your
questions, your experiences including what worked and what did not, and your feedback, which we can include
in future editions. Let us share and learn from each other on this collaborative platform. It is as simple as hitting
the reply button.
This edition deals with Formative Assessment.
CONTENTS
Formative Assessment
Adapting the Teaching Style to Suit the Learner Tools for Formative Assessment
Making FA successful
News
Questions and Suggestions
Manage Subscription
FORMATIVE ASSESSMENT
Adapting the Teaching Style to suit the Learner
FA is carried out through the year, both formally and informally by the teacher. It is diagnostic and remedial in
its approach for purposes of enhancement of learning and effective teaching and learning.
It is important that teachers keep in mind
1. The learning styles
Visual Auditory Kinesthetic
2. Multiple Intelligences inherent in each student that aids her/his learning and expression
Verbal Linguistic Logical Mathematical Visual Spatial
Musical Rhythmic Bodily Kinesthetic Interpersonal
Intrapersonal Spiritual Environmental
FA works best when the teaching style suits the learner. Does it help to facilitate learning rather than just teach,
keeping learning styles and multiple intelligences in place? This is an answer that we educators need to be
convinced about. Sometimes it helps to follow the dictum
Do not teach, let them learn.
Tools for Formative Assessment
Formative Assessment can be carried out using the following tools Classwork, Homework, Oral questions,
Quizzes, Projects, Assignments, Tests. A number of techniques can be employed while using the tools. Lets
examine each of the tools.
1. Classwork
What are the activities that can be done in class? What techniques can be used in class?
Written work Oral questions Essays Role Plays
Conversation Debating Elocution Group Discussion
Self Assessment Peer Assessment Group Activity
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The teacher can also assess attitudes, skills, values, response and behavior. Some of the activities mentioned
are also tools to help with both learning and assessment.
2. Homework
The purpose of homework is to provide the learner with an opportunity and an activity to revise and consolidate
on the learning that has taken place in school. It is essential that the teacher pitches the anxiety levels of the
child to the right degree. Homework should be neither too easy, nor very difcult. Either of these will demotivate
the student.
3. Oral Questions
This activity can be a wonderful deviation from the routine teaching strategy. Instead of the teacher asking
questions, let students frame the questions. Oral questions can be used for both learning and assessment.
Consider this
Get students to get into groups of 58.
Give them the lesson to be taught. Divide it into sub topics and give each group a subtopic
The group will work together, read the sub topic, explain and clarify it to each other and form as many
questions as they can.
Group A will direct a question each to a group one at a time, choosing a student to locate the answer in the
text book.
Each group takes its turn, directing a question to a student.
Students need to comprehend in order to frame questions. And of course they need to comprehend as well,
to answer the questions. Your role as a teacher would be to move around from group to group while they are
framing questions and take note of areas that they need help to comprehend. At the end of the question/answer
session, you can sum the lesson up and help them to understand aspects that need teaching.
The same process can be used even for peer assessment and they can be marked.
Alternately, for humanities, students can work in pairs, read a passage or subtopic and frame as many questions
as they can. They can choose another pair to ask these questions. You will agree that the questions that
students can raise will be more than what you as an individual can frame. You can later come up with questions
of a higher order in case they are missed.
Asking good questions
Ask better questions and help your students become better thinkers. Convert simple questions into more
challenging ones.
1. Yes, but why? Why is Mother Teresa called 7. Rearrange, reverse, combine
the saint of the gutters?
2. Whats the use? Why do you need to know 8. Can you prove it?
the effect of light on plant growth?
3. Whats different now? 9. Right, wrong or neither
4. Adapt how would our lives be better if we hibernated? 10. Only All of the above
5. Modify What would have happened if Hansel 11. Alike or different
and Gretel had a map of the forest?
6. Substitute how can you now Newtons fourth law? 12. Stretch your imagination square peg in round
hole. Unusual relationships. Do a Venn
diagram on Hitler and Mahatma Gandhi.
4. Quizzes
Almost all subjects lend themselves to quizzes from Mental Math, to a quiz on Force in Physics, Sciences,
Social Sciences, Language, etc.
As an assignment, students can prepare quizzes. Get them to structure it and conduct it in the class, with a
Quiz Master, Score Keeper, Time Keeper. A group quiz can also be organized. The group discusses the answer
and writes it down.
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When the teacher says Show they hold it up.
Quizzes can be used for the process of learning and assessment.
5. Projects
Projects were discussed in detail in the previous newsletter of August 2010. Samples of a subject based project
and an integrated project were shared.
Why projects? They
Provide opportunities to apply skills Address students prociencies
Stress on intrinsic motivation Encourage students to determine what to work on
and accept ideas of experts.
Before, after or during the preparation the teacher
Helps students acquire skills Addresses learning deciencies
Stresses on extrinsic motivation Directs students work and species learning tasks.
What are the steps in conducting a project?
Topic selection by both students and the teacher
Brainstorming to create a web of subtopics and questions
Culmination where students report their ndings
Field work where they read, draw, collect data, prepare models.
Presentation
Debrieng, an important aspect where the topic is summarized and teachers ensure that learning
has taken place.
6. Assignments
The purpose of assignments is to prepare the ground for learning or to assess. What can teachers give as
assignments?
Activity from the textbook Collection of data
Reference/Research work Photography
Video Portfolio (on a country, state, an eminent personality
7. Tests
It may be a good idea to avoid a pen and paper test, apart from the 2 Summative Assessments. If given they
can be objective type of questions
MCQs Fill in the blanks
Match the following Answer in a word
Mind maps
These questions can be of varying difculty levels and can be framed to cover various areas of learning
such as knowledge, understanding, application and skill, keeping with Blooms taxonomy.
Making FA successful
For a successful FA it would be good to use as many tools as is convenient for the students, though not all.
These tools allow for different learning styles to be recognized and further it hones the abilities of students.
The purpose of FA is diagnosis and remedy, thus please give students a feedback and take remedial action.
Give scope for self and peer assessment. And primarily keep in mind the skills that need to honed and
assessed for each subject.
NEWS
In this section we will occasionally bring you the latest developments in the eld of Education.
Good Study Habits Are our instincts better than what we know?
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A recent news report in the New York Times, presented new research by cognitive scientists that contradicts our
notions of good study habits like: sit in one quiet place, focus on one thing at a time, cover as much as possible
in a single shot, etc. However, studies show that studying in different locations, on related but different topics
and spacing the study out instead of a single straight session, aid learning and retention.
Visit the following link to read the entire report: http://www.nytimes.com/2010/09/07/health/views/07mind.html
QUESTIONS AND SUGGESTIONS
Please email us your questions about CCE, any suggestions for future topics and any feedback about this
newsletter to cce4u@ratnasagar.com
SUBSCRIPTIONS
To subscribe to this monthly e-mail newsletter please go to http://subscribe.ratnasagar.com
Ratna Sagar P. Ltd.
CCE4U October 2010: Concerns and Dealing With Them
Dear Educator,
We at Ratna Sagar are encouraged by the emails appreciating our initiative of running a CCE newsletter. We
would really like this to be a participatory effort. Please bring forward issues, solutions, experiences, share
doubts, and contribute to this newsletter.
In this edition we deal with some of the concerns many of us have when we try to put CCE into practice.
CONTENTS
CCE: Concerns and Dealing With Them
The Concerns
On the Other Hand
Questioning Fear
Dealing with Concerns
Questions and Suggestions
Enabling CCE
Manage Subscription
CCE: CONCERNS AND DEALING WITH THEM
The Concerns
Nothing is permanent in life except change! And thank God for that!
Teachers are faced with the paradigm shift that CCE offers
From examination to education From teaching to learning
From testing to assessment
They receive CCE with mixed feelings. The idea is great, but . . . Children are participating, but . . . Students
are learning, but . . . Students are stress free, but . . .
There is a genuine appreciation of the rationale behind CCE, and in the battle between CCE and the buts the
BUTS rule! Some of the questions raised are
How can we cope with the record-keeping and paperwork?
How can we avoid pen and paper tests apart from the SAs?
How do we know that students are studying?
How can it be that students do not commit anything to memory? Dont they have to learn content?
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How can students not practise content writing?
Some other serious concerns
Students are not serious, they take things easy . . .
Students lack discipline, they dont fear us any more . . .
Students are not studying, they know they have no exams . . .
On the Other Hand
Some of the more positive comments that teachers have shared when asked to look at CCE with a positive and
open mind
Students enjoy learning They learn better
Dull students are now bright They demonstrate a lot of condence
They are happy to participate in activities Their abilities are recognized and honed
Questioning Fear
Questions that teachers need to ask themselves to allay some of their fears
Do we want children to demonstrate learning or studying?
Children may not be tense, but are they intense?
They may be relaxed but are they lax?
Just because there is no fear of examinations, does it mean they are not learning?
Are they all actively participating in the learning process?
How can I measure their learning? What tools am I using?
Do children value the freedom the new system gives them? Do they understand their responsibilities?
They may not fear teachers or the school, but are they losing respect and regard?
Are they concerned about acquiring skills, uncovering their talents and making the best of the new learning
strategies?
And nally what can I do to ensure all the above!
Dealing with Concerns
When change brings in new practices, the pendulum generally swings from one extreme to the other. Time,
learning by making mistakes, and taking corrective steps and action, generally balances and corrects the swing
of the pendulum. A willingness, and a positive attitude always helps teachers nd a solution.
1. Facilitating learning
For a start, teachers must have the courage to let go of the old and be open to trying out new ideas. In reality,
most schools have been facilitating learning rather than teaching, and follow the activity-based approach to
learning. Most schools have employed all the tools suggested by the CCE. Further, schools offer a wide range of
co-scholastic activities that nurture the multiple intelligences of students. Many creative schools have recognized
the role of a teacher as a facilitator, guide and mentor. CCE merely legitimizes the practice and includes all the
activities scholastic and co-scholastic in the process of assessment.
2. Not just marks
There are students who study for marks and there are students who study to learn. Not all can commit the
entire years learning to memory and reproduce them in 3 hrs under an extremely hostile setting. It seems an
unfair practice. When they learn for the sole purpose of learning and through various activities, they will also
score high marks. You have their total participation and involvement.
3. Taking students into condence
The teacher must be convinced that CCE is good for the growth and development of the student. She should
then infect the students with her enthusiasm. She should have an honest discussion with them about how they
can either use or abuse the practice. Presuming that only older children are aficted with an attitude, she can
appeal to their better sense.
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4. Record Keeping
Schools are nding ways to cope with record keeping. Paperwork will gradually reduce, once schools understand
the requirements. Outside agencies that offer educational services are developing support material and software
to help teachers not only maintain records, but also help with proper understanding and implementation of CCE.
5. Rote Learning
Every subject has some content that students need to learn by rote. These could be tables, formulae, denitions,
poems, points, dates. These are non-negotiable. CCE does not ban rote learning! It merely prevents its sole use
as a tool to measure learning.
6. Content Writing
Content writing is as important as creative writing. Todays world offers so many primary sources from where
material can be accessed. Students must be trained in all forms of writing and must also be assessed in it.
7. Information Gathering
It is crucial for teachers to train students in various ways of information gathering and data collection. The
purpose of a school is not really to cram information in the mind of the student but train him in acquiring
information. The tools and techniques that CCE offers serve in this regard.
8. Deductive teaching techniques
CCE lays emphasis on the different areas of learning
knowledge, understanding/comprehension, application, skill, analysis, synthesis, evaluation. As teachers, we
learnt the pyramid. Through deductive teaching techniques teachers can move through the learning process as
illustrated by the following set of questions
What does a plant require to grow?
Why does a plant require sunlight to grow?
Where will you plant a sapling in your house? Why?
Why do you need to know that plants require sunlight?
A plant has died in your backyard. Assess why?
QUESTIONS AND SUGGESTIONS
Please e-mail us your questions about CCE, any suggestions for future topics and any feedback about this
newsletter to cce4u@ratnasagar.com
ENABLING CCE
We, at Ratna Sagar, have come out with CCE editions of our English, Science and Social Science textbooks.
Apart from the other unique features, they include activities that can be used for formative and summative
assesment, life skills, multiple-choice questions, and more. To know more please contact any of our
representatives, or email us
at cce4u@ratnasagar.com
MANAGE SUBSCRIPTION
To subscribe to this monthly newsletter, please visit http://subscribe.ratnasagar.com
After you submit your details you will receive an email to reconrm your subscription.
For other back issues write to us at cce4u@ratnasagar.com
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2010 is witness to many exciting changes in our
education system. However, things are moving at a
very fast pace and at times it becomes too hectic for
teachers and students to acclimatize and assimilate.
The introduction of CCE is one such development.
Since we at Ratna Sagar aspire to be facilitators in
the education process, we thought we should discuss
and brainstorm on the subject with experienced and
committed educationists, including Principals of
leading schools and CCE experts affiliated to
the NCERT initiative.
A Synopsis of the Session Held in IIC on
30 October 2010
The seminar opened with a short prayer by Brother
Lobo, Principal, St Colombas School who urged us
to ask God to visit the assembly to bless us with His
spirit of wisdom, understanding and collaboration so
that each one of us can draw on the reserves of our
experience and expertise in all that we do today the
best interests of our students will always be secured.
The session was ably moderated by Mrs Ameeta Mulla
Wattal, Principal of Springdales School, Pusa Road,
New Delhi. She has been spearheading the CCE
movement since its inception.
The speakers included Mrs Neena Sehgal, Director,
Delhi Public School, Vasant Kunj, Mrs Goldy Malhotra,
Principal, Modern School, Vasant Vihar, Mrs Richa
Sood, Principal, Dehradun Public School, Mrs Sangeeta
Sheel, Head Mistress, St Columbas School, Ashok
Place, Mrs Suman Nath, Principal, Tagore International
School, East of Kailash, Dr Ruchi Seth, Principal,
Delhi Public School, Sushant Lok and Mrs Rina Singh,
Principal, Gargi Girls School, Meerut.
Mrs Ameeta Wattal said, When we look at the
demographics of change that are happening, its very
essential that children learn formatively because every
child has to learn at his or her own pace and level.
There can be classrooms where you have children
who have different systems of learning. Its very
important that children hook themselves onto the
global understanding of education.
She assured teachers that, If we work in a committed
way and in a more precise and involved manner, over
a couple of years our children will start thinking out of
the box and with a certain level of connectivity and not
in isolation as textbook thinking happens.
Some participants who raised crucial issues were,
Mrs Kalsi, Principal, Cambridge School, Sriniwaspuri,
Mrs Homi Astawan, Head Mistress, Salwan Public
School, Mrs Aditi Basu Rai, Principal, Sardar Patel
School, Noida, Mr Sanjeev K Jolly, Principal, Maxfort
School, Rohini, Ms Amita Gupta, Air Force School,
Ms Sumita Anand, Gyan Mandir School, Ms Renu
Srivastava, St Teresas School, Indirapuram,
Ghaziabad, Ms Deepa Narula, Shiv Vani School,
Dwarka, and so on.
Other learned participants included Mrs Purnima
Mehta, Principal, Cambridge School, Noida, Sister
Hema, Notra Dame School, Badarpur, Mr Tripathi,
Principal, Balwantrai Mehta School, Mrs Savita Mehta,
Darshan Education Foundation, Mr Vineet Tandon,
Director Rockwood School, Noida, Mrs Jaya Pillai,
Principal, Little Scholar School, Sonepat,
Mrs Sanyogita Sharma, Principal, Manav Rachna
International School, Faridabad, Mrs Sangeeta Bhati,
Principal, St Columbus School, Dayal Bagh,
Mr Din Dayal Sharma, Director and Mrs Sunita
Nandwani, Principal of Saffron Public School,
Faridabad, and so on.
BRAINSTORMING SESSION on CCE
SAMPLE LESSON PLAN*
Class: VII
Subject: SCIENCE
No. of Periods: 1012
Unit 2: MATERIALS
Chapter 3: STRUCTURE OF MATTER
PREVIOUS KNOWLEDGE:
The students know that all matter is made up of atoms. They also have the idea that atoms of same kind or different kinds
combine together and form molecules, that is, of an element or of a compound, respectively. They also know the properties
of different materials.
INTRODUCTION:
The students could be asked the following questions.
1. The total number of elements is
2. An atom can be observed under a
3. The scientist who coined the term atom:
4. Water is made up of: and
5. The smallest particle of a compound:
6. A yellow metal:
7. The smallest particle of an element:
8. The gas we breathe out:
9. Two immiscible liquids: and
10. The state of matter with a defnite volume but no defnite shape:
ANSWERS:
1. 117 2. microscope
3. John Dalton 4. oxygen, hydrogen
5. molecule 6. gold
7. atom 8. carbon dioxide
9. water, oil 10. liquid
Let start the lesson Structure of Matter
LEARNING OBJECTIVES:
The students will be able to understand
1. Atoms are so small that they cannot be seen even by the most powerful microscope.
2. One water molecule contains two atoms of hydrogen and one atom of oxygen.
3. The smallest particle of a compound is a molecule.
4. The differences between elements and compounds
5. How elements occur in nature?
6. Properties of compounds
7. How mixtures are formed?
8. Differences between a compound and a mixture
9. Symbols are used to represent elements.
10. A compound is represented by a formula.
11. Atomicity of elements
12. What information does a formula give?
13. Concepts of radicals, valency
14. How to write a formula?
15. How to write chemical equations?
* The following lesson plan is meant to be a sample. It is suggestive of the kind of lesson plans that would be useful in planning the teaching programme for the
year. It can be modifed to suit the needs of the school.
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METHODOLOGIES:
1. Play-way
2. Discussion
3. Group activity
4. Observation and inference
5. Investigation
6. Experiments
7. Drawing
TEACHING AIDS:
1. Coursebook Living Science 7
2. CD provided with the book
3. Blackboard and chalk
4. Iron, sulphur powder
5. China dish
6. Magnet
7. Bunsen burner
8. A chart of Periodic Table
ACTIVITIES:
The following activities could be done:
1. To show that mixture of iron and sulphur can be easily separated by using a magnet
2. To show that a compound can not be easily separated into its constituent elements
ASSIGNEMENTS:
A. Class Assignment or Classwork:
1. New words like atomicity, valency, radical to be written in notebook
2. Q. A to be done in book
3. Q. B, C to be done in notebook after discussion in Class
4. Q. D answers to be discussed in Class
B. Home Assignment or Homework:
1. Reading the lesson properly
2. Q. D answers to be written in notebook at home
3. Figure 3.1 and Figure 3.2 to be drawn in notebook
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ASSESSMENT FOR FORMATIVE TASKS
The assessment can be on a 5-point scale. The general points for four types of projects are given below.
Teachers will need to prepare specifc rubrics for each project based on these points.
I. For a research and presentation project, the following points can be used for assessment. Each of
these can be assessed on a 3-point scale 0, 0.5 and 1.
1. Sincerity in gathering material from varied sources
2. Shifting the material intelligently and choosing relevant portions
3. Drawing valid conclusions
4. Making a logical presentation in his/her own words
5. Showing originality of thought
II. For an experimental project, the following points can be used for assessment. Each of these can be
assessed on a 3-point scale 0, 0.5 and 1.
1. Understanding the purpose of the experiment
2. Planning of the experiment by making a complete list of equipments used and procedure to be
followed
3. Following the procedure correctly
4. Getting clear, correct and well organized experimental results
5. Stating the conclusions clearly, supported by the experimental data and results
III. For a model-making project, the following points can be used for assessment. Each of these can be
assessed on a 3-point scale 0, 0.5 and 1.
1. Understanding the purpose of the model
2. Planning of the model by making a complete list of equipments used and procedure to be followed
3. Following the procedure correctly
4. Using originality in solving problems encountered while making the model
5. How well the model works
IV. For a feld trip project, the following points can be used for assessment. Each of these can be assessed
on a 3-point scale 0, 0.5 and 1.
1. Curiosity and excitement shown
2. Resourcefulness in getting facts and information
3. Initiative taken
4. Relating classroom learning to the knowledge gained from the trip
5. Cooperation with one another in the group (as most trips will be group tasks)
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1. NUTRITION IN PLANTS
P. 10 Oral Questions For Formative Assessment
1. The new organism will be classifed as an
autotroph. This is because only green plants or
autotrophs can make food from simple non-living
substances, that are carbon dioxide and water.
2. The absence of oxygen will not affect
photosynthesis. In photosynthesis, carbon
dioxide and water combine in the presence
of chlorophyll and sunlight to form glucose
(food) and oxygen. So, oxygen is released
in the process and hence not needed in
photosynthesis.
3. Yes, the intensity of light will affect the rate of
photosynthesis.
1. No, the statement is not true. A tiger does not
eat plants but it does depend on plants for
food. A tiger eat herbivores which in turn eat
plants. Thus, a tiger indirectly depends on food
prepared by plants.
2. All plants are not autotrophic. Non-green plants
cannot prepare their own food as they do not
have chlorophyll.
3. No, I do not agree with this statement that
after sometime the nutrient level of the soil in a
forest becomes so low that growth of trees will
suffer. Because, in a forest the nutrients in the
soil get naturally replenished by decaying of
dead plants and animals.
4. No, the plants cannot absorb nitrogen from the
atmosphere. They get it in a soluble form from
the soil.
P. 13 For Formative and Summative Assessment
A. 1. c 2. b 3. d 4. a
5. c 6. d 7. a 8. b
B. 1. heterotrophs 2. chloroplasts
3. light 4. Rhizobium
5. plant parasite 6. symbiosis
7. saprotrophs, 8. blue-black
for example, fungi
9. sun or solar energy 10. false
11. true 12. guard cells
C. 1. The process of taking in food by an organism
and its utilization by the body is called nutrition.
2. Stomata are tiny pores through which leaves
take in carbon dioxide from the air. Stomata
are found on the underside of the leaves.
3. Carbon dioxide + Water

Sunlight
Chlorophyll
Glucose + Oxygen
4. Water, carbon dioxide, chlorophyll and sunlight
are essential for photosynthesis to take place.
In photosynthesis, carbon dioxide and water
combine in the presence of chlorophyll and
sunlight to form glucose and oxygen.
5. The cells of an insectivorous plant secrete
digestive juices to absorb nutrients from an
insect trapped by it.
6. Nitrogenous fertilizer is not added in soil in
which leguminous plants are grown. This is so
because farmers know that leguminous plants
like gram, peas contain Rhizobium bacteria in
their roots which convert atmospheric nitrogen
into a soluble form that the plants can absorb.
7. Saprophyte like a mushroom secretes digestive
juice on the dead and decaying matter. This
juice converts the solid matter into a liquid. The
saprophyte then absorbs the nutrients from this
liquid.
D. 1. Autotrophs: The organisms which can make
their food from simple non-living substances
are called autotrophs. Examples: green plants
and Sulphur bacteria.
Heterotrophs: The organisms which can not
make their own food, and depend on green
plants for their nutrition directly or indirectly are
called heterotrophs. Examples: animals and
non-green plants.
2. To test a leaf for starch: Pluck a leaf from a
plant that has been exposed to sunlight. Boil it
for about fve minutes in water to soften it. Place
it in a test tube containing alcohol and indirectly
boil it in a water-flled beaker or water-trough.
The alcohol will dissolve the chlorophyll and the
leaf will lose its green colour. Wash the leaf in
warm water to remove the alcohol. Now spread
the leaf out fat on a tile and pour iodine solution
on it. Remove the leaf from the iodine and wash
it with water. Hold it up against the light. You will
observe that parts of the leaf become blue-black
which proves the presence of starch in it.
Precaution: The water in the beaker should not
be allowed to boil.
3. Plants get nitrogen to synthesize proteins in
two ways:
a. Soil contains certain bacteria called
Rhizobium that can convert atmospheric
nitrogen into water-soluble compounds.
Plants absorb these compounds along with
water to get nitrogen.
b. Farmers add fertilizers rich in nitrogen to
the soil. These are absorbed by plants.
4. All animals whether herbivores, carnivores
or omnivores can not prepare their own
food. They are known as heterotrophs. They
depend directly or indirectly on green plants
for their nutrition. Herbivores depend directly
on plants for their food. Carnivores depend
on other animals, which in turn depend on
plants. Omnivores depend both on plants and
herbivores for their food.
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5. a. Parasitic nutrition: The mode of nutrition
in which organisms live in or on other living
organisms (hosts) to derive their food from
them is known as parasitic nutrition.
Example: dodder
b. Symbiosis: The mode of nutrition where
two different organisms work together for
their mutual beneft is called symbiosis.
Example: Rhizobium and leguminous
plants. Rhizobium converts atmospheric
nitrogen to soluble nitrogen for the host
plant and the host plant in turn supplies
food and shelter to Rhizobium.
c. Saprotrophic nutrition: The mode of
nutrition in which organisms live on dead
and decaying matter (plants and animals)
to derive their food from them is known as
saprotrophic nutrition. Example: mushroom
6. Plants absorb nutrients from the soil.
Therefore, the amount of nutrients in the soil
goes on decreasing. In a farm these nutrients
have to be added to the soil in the form of
manure and fertilizers. They contain plant
nutrients such as nitrogen, potassium and
phosphorus.
7. Parasites: Some non-green plants live in or on
other living organisms to derive their food from
them. These plants are known as parasites.
Example: dodder.
Partial parasites: Some parasitic plants
growing on other trees have green leaves and
can synthesize their food. They take water and
minerals from the host plants. Such plants are
known as partial parasites. Example: mistletoe
plant grows on mango tree
HOTS Questions
1. Green plants are autotrophs because they
synthesize their own food from simple non-
living raw materials carbon dioxide and water.
We cannot be called autotrophs because the
food we make in the kitchen comes directly or
indirectly from the food made by plants.
2. Animals cannot make food from carbon
dioxide, water and sunlight like plants do
because photosynthesis requires chlorophyll
also which animals do not have.
3. Pitcher plant and Venus fytrap plant grow in
soil that is not so rich in nutrients. They need
to feed on insects to use the nutrition obtained
from insects to supplement the food they
prepare by photosynthesis.
4. Plants do not need a digestive system because
they do not consume complex food like us.
They prepare their own simple food (glucose)
which can be directly used by the plant without
the need to digest it frst.
2. NUTRITION IN ANIMALS
1. Food needs to be digested because the
food we eat is not in a form that can instantly
provide us with nutrients. Food has to be
broken down to a simple, soluble form which
the body cells can absorb.
2. No, digestion of food does not occur inside the
body in all animals. For example, the digestion
of a spiders food takes place outside the
spiders body.
3. Mosquito, housefy
1. Stomach, small intestine
2. No, absorption of the digested food occurs in
the small intestine.
3. No, I do not agree. Some digestive juices
are also secreted by the liver and pancreas.
The liver secretes bile juice and the pancreas
secretes the pancreatic juice.
4. The food after it is digested, and absorbed by
the blood is transported to different parts of
the body. This is used to provide energy and
materials for growth and repair of body tissue.
A. 1. d 2. d 3. b 4. d
5. c 6. b 7. b 8. d
9. a 10. b
B. 1. soluble 2. assimilation 3. food vacuole
4. false 5. false 6. stomach
7. enamel 8. large intestine
9. cud 10. false
C. 1. A frog uses its long sticky tongue to catch its prey.
2. A spider injects digestive juices into the body of
the insect caught in a sticky web formed by the
spider. This digests the body parts of the insect
and the spider then sucks up the digested food.
3. The organs that make up the human alimentary
canal are
(i) mouth, (ii) food pipe or oesophagus,
(iii) stomach, (iv) small intestine,
(v) large intestine, (vi) rectum, and
(vii) anus.
4. Differences between milk teeth and permanent
teeth are as follows.
Milk teeth: The frst set of teeth, 20 in number,
grown in a child are milk teeth.
Permanent teeth: Milk teeth fall off by the age
of ten and are replaced by larger permanent
teeth, 32 in number.
5. Saliva is a digestive juice. It is produced by
three pairs of salivary glands in our mouth.
6. Taste buds detect all tastes sweet, salty, sour
and bitter.
7. Food stays in the stomach from a few minutes to a
few hours depending on the type of food eaten.
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8. The acid in the stomach kills bacteria present
in the food and also helps in digestion of
proteins.
D. 1. The various processes involved in nutrition in
animals are as follows:
(i) Ingestion: It is the process of taking in food
through the mouth and eating it.
(ii) Digestion: It is the process of breaking
down of food into a simple, soluble form
with the help of digestive juices in the body.
(iii) Absorption: It is the process by which the
food in the soluble form passes into the
body fuids such as blood.
(iv) Assimilation: It is the process of using the
absorbed food to produce energy and for
growth.
(v) Egestion: It is the process of elimination of
undigested solid parts of the food.
2. a. Amoeba engulfs tiny particles of food
by throwing its false feet, known as
pseudopodia around it. The pseudopodia
join together to form a small cavity known
as a food vacuole.

b. Hydra has a number of tentacles around
its mouth, which are used for ingestion of
food. The tentacles entangle small aquatic
animals and kill them with their stinging
cells. They then push them into the mouth.

3. The four types of teeth in our mouth and their
functions are:
(i) Incisors (or biting teeth): are used for biting
and cutting.
(ii) Canines (or tearing teeth): are used for
tearing pieces of food such as meat.
(iii) Premolars (or crushing teeth): are used for
crushing food like nuts.
(iv) Molars (or grinding teeth): are used for
grinding and chewing food.
4. The muscular movement of contraction
and expansion to push food down in our
oesophagus to our stomach in a wave-like
action is called peristalsis.
5. a. The function of saliva: (i) It helps to break
down starch of the food into sugars that are
easier to digest. (ii) It also makes food
softer and easier to swallow by making it
wet and slippery.
b. The function of bile juice: The bile breaks
up fats into tiny droplets that can be
digested and absorbed more easily.
c. The function of pancreatic juice: Pancreatic
juice changes starch into simple sugars in
small intestine and proteins into simpler
compounds called amino acids.
6. a. Food in stomach: Stomach secretes
mucous, hydrochloric acid and digestive
juices. The acid kills bacteria that enter
alongwith food and also helps in digestion
of proteins. The digestive juices break
down proteins to simpler substances. Thus,
food gets partly digested in the stomach.
b. Food in small intestine: The muscles in
the small intestine mix food with more
digestive juices from its wall, some from
liver (bile juice) and some from pancreas
(pancreatic juice). Bile and digestive juice
from intestinal wall together act on fats and
break it into simplest form as fatty acids and
glycerol. Pancreatic juice changes starch
into simple sugars and proteins into simpler
compounds called amino acids. Thus,
digestion completes in small intestine and
then it is absorbed by the intestinal wall.
7. The digested food is absorbed into thousands
of small fnger-like projections in the inner walls
of small intestine. These projections called
villi increase the surface area of absorption
of digested food. Each villus has a network of
fne blood capillaries close to the surface. So
the food absorbed on the surface of the villus
passes into the blood in the capillaries.
8. Process of digestion in ruminants: Ruminants
have stomachs consisting of four chambers.
Food that is swallowed goes into the frst
chamber called the rumen. Here it is partially
digested and is called cud. Then it goes to the
second chamber from where it is returned to
the mouth for thorough chewing. This process
is called rumination. After chewing, the food is
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swallowed for a second time and then digested
further in the remaining chambers. Absorption
of the nutrients is done in small intestine.
HOTS Questions
1. Sugar is a simpler food than proteins and
carbohydrates (present in beans). Therefore
sugar will be digested faster than beans.
2. Digestion needs the help of the respiratory and
circulatory systems to get energy from food.
The circulatory system takes the digested food
to the cells of the body. The respiratory system
provides the oxygen required to convert the
food into energy.
3. If we eat food while hanging upside down it will
still go through the alimentary canal because
of peristaltic movement of the oesophagus and
the alimentary canal.
3. STRUCTURE OF MATTER
1. Smallest particle of an element is an atom of
that element.
Smallest particle of a compound is a molecule
of that compound.
2. No, as atoms of some elements may not exist
independently.
3. No, because most elements have a tendency to
combine with each other to form compounds.
4. No, it is incorrect.
5. Yes, it is correct.
1. Symbol O, formula O
2
2. Valency. No, this is not a modern defnition.
3. 3, 6
4. No, the number of hydrogen atoms is not equal
in both sides.
A. 1. c 2. d 3. a
4. b 5. c 6. c
7. b 8. d 9. b
B. 1. atom 2. molecule 3. oxygen
4. hydrogen 5. 3 6. a mixture
7. a mixture
8. an atom, a. Co, b. Cu, c. Cl, d. C
9. a. H
2
SO
4
, b. Ca(OH)
2
, c. C
6
H
12
O
6
, d. NaCl
10. 2 11. true 12. false
C. 1. When two elements mix together, they
combine chemically in a fxed ratio to form a
compound.
2. The properties of different compounds are so
different from each other due to following reasons:
(i) Their constituent elements are different.
(ii) Sometimes their constituent elements are
same but ratios are different. Example, H
2
O
(Water) and H
2
O
2
(Hydrogen peroxide)
3. Many elements have a great tendency to
combine with each other to form compounds.
These elements are, therefore, not found in the
free state in nature.
4. On heating a mixture of iron and sulphur, a
black substance called iron sulphide is formed.
The ratio of iron and sulphur in iron sulphide is
always 7 : 4.
5. A formula represents:
(i) the types of elements present in the
compound.
(ii) the number of atoms of each element
present in the compound.
(iii) the molecule of the compound.
6. A radical is a group of atoms either in a
compound or existing alone.
Examples: Nitrate NO
3

Valency 1
Ammonium NH
4
+
Valency 1
Sulphate SO
4
2
Valency 2
Carbonate CO
3
2
Valency 2
7. The valencies of other elements or radicals
is the number of hydrogen atoms which can
combine with or be displaced by one atom of
that element or radical.
D. 1. The differences between an element and a
compound are as follows.
Element
(i) A substance that cannot be decomposed
into simpler substances by chemical means
and is made up of only one kind of atoms
is called an element. Examples: hydrogen,
oxygen
(ii) An element cannot be broken further.
(iii) There are 117 elements on the earth.
Compound
(i) A substance formed by the chemical
combination of two or more elements in
fxed proportions is called a compound.
Example: water
(ii) A compound can be broken into its
constituent elements by chemical reaction.
(iii) There are innumerable compounds around us.
2. An atom is the smallest particle of an element
that can take part in a chemical reaction. It may
or may not exist independently.
A molecule is the smallest particle of an
element that can normally exist independently.
Yes, a molecule of an element can be the
same as its atom. That means its atom exists
independently. This element is known as
monoatomic element. Example: He (Helium).
3. a. sodium oxide Na
1
O
2
Na
2
O
b. magnesium nitrate Mg
2
(NO
3
)
1
Mg(NO
3
)
2
c. magnesium sulphate Mg
2
(SO
4
)
2
MgSO
4
d. aluminium chloride Al
3
Cl
1
AlCl
3
4. A chemical equation shows the result of a
chemical reaction in which the reactants and
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the products are represented by symbols or
formulae.
Example: Fe + S FeS
iron sulphur iron sulphide
It is necessary to balance an equation because
the number of each element should be the
same on both sides of the equation.
Example: H
2
O H
2
+ O
2
[Not balanced]
2H
2
O 2H
2
+ O
2
[Balanced]
5. a. Mg + H
2
SO
4
MgSO
4
+ H
2
It is a balanced equation.
b. CaCO
3
+ HCl CaCl
2
+ H
2
O + CO
2

[Not balanced]
CaCO
3
+ 2HCl CaCl
2
+ H
2
O + CO
2

[Balanced]
c. CaO + H
2
O Ca(OH)
2
It is a balanced equation.
d. Ag + HNO
3
AgNO
3
+ H
2
O + NO
2

[Not balanced]
Ag + 2HNO
3
AgNO
3
+ H
2
O + NO
2

[Balanced]
6. The formula of a compound can be written if
the symbols of its elements or radicals and
their valencies are known.
For example, calcium chloride
The elements in calcium chloride are calcium
and chlorine. The valency of calcium is 2 and
the valency of chlorine is 1. So we write them
as Ca
2
Cl
1
. There is no common factor in the
valencies 2 and 1. Interchanging the valencies
and writing them as subscripts, we get the
formula of calcium chloride as CaCl
2
.
HOTS Questions
1. Its formula is X only if it is a monoatomic
element, e.g. helium He; calcium Ca, carbon C.
In case of elements that are not monoatomic,
the formula is different; e.g. nitrogen N
2
,
Phosphorus P
4
.
2. A broken atom of gold will not have the same
properties as an atom of gold.
3. In spite of being the second most abundant
element in the universe, there are no known
compounds of helium because it is an
unreactive element with 0 valency.
4. ANIMAL FIBRES
1. cotton V, cashmere A, fax V, jute V,
wool A, silk A
(V for vegetable fbre and A for animal fbre)
2. Angora fbre comes from Angora rabbit.
3. Air spaces between the wool fbres trap air. Air
is a bad conductor of heat. So this shields the
body from cold and keeps it warm.
4. Thickness, length, shine, strength and colour
decide the quality of the wool.
1. pupa, 5500
2. The thread obtained by twisting the flaments of
cocoons is called raw silk.
3. boiling water, flaments, flaments, raw
4. Because they inhale the vapours arising from
cocoons undergoing various processes like
steaming, cooking and reeling.
A. 1. c 2. c 3. a
4. c 5. c
B. 1. Name of the source
a. silk silkworm
b. wool sheep
c. angora Angora rabbit
2. proteins 3. cellulose 4. shearing
5. Sericulture 6. true
C. 1. The fbres that are obtained from natural
sources like plants and animals are called
natural fbres.
2. Five animals from which wool is obtained are
(i) sheep normal wool
(ii) cashmere goat cashmere
(iii) Angora rabbit angora
(iv) Angora goat mohair
(v) yak yak wool
3. cotton, fax, jute
4. Natural lustrous appearance of silk makes it so
attractive.
5. The basis to decide the qualities of wool
obtained from sheep are thickness, length,
shine, strength and colour of the fbre.
6. The two types of fbres obtained from the
feece of a sheep are the coarse beard hair,
and the fne and soft under-hair that grows
close to the skin. The under-hair is used to
make wool.
D. 1. We wear clothes to protect us against heat,
cold and rain mainly. Thus, it has to be suited
to the weather. In summer, we wear loose,
light-coloured cotton clothes. Cotton clothes
allow air to circulate freely and so the heat
of the body escapes. Light coloured cotton
clothes refect heat and keep the body cool.
They absorb sweat and also prevent skin irritation.
In winter, we wear thick, dark-coloured clothes
made of wool, fur, or leather to prevent our body
heat from escaping. During the rainy season, we
use raincoats and umbrellas.
2. Differences between animal and vegetable
fbres as follows:
Animal fbres:
(i) Animal fbres are made up of proteins.
(ii) Examples are wool and silk.
Vegetable fbres:
(i) The base of vegetable fbres is cellulose.
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(ii) Examples are cotton, the most widely used
of all textile fbres, and jute.
3. Air spaces between the wool fbres trap air.
Since air is a poor conductor of heat, this
shields the body from cold and keeps it warm.
Again wool is a bad conductor of heat. This
way woollen clothes help in keeping our body
warm.
4.
5. a. Incubation: The silk moth eggs are warmed
to a temperature suitable for hatching. This
is known as incubation.
b. Rearing: After hatching, the silkworms are
fed on mulberry leaves for six weeks, and
the worms eat almost continuously and
increase in size.
c. Spinning: Branches of trees or shrubs are
placed in their rearing houses. The worms
climb these branches and make their
cocoons out of one continuous thread.
d. Reeling: The cocoons are frst boiled or treated
in ovens, killing the insects by heat. The silk
fbre is then obtained from the cocoons by a
delicate process known as reeling.
6. Workers employed in the sericulture industry
are adversely affected by a number of diseases.
(i) Respiratory diseases: Inhalation of vapours
arising from cocoons undergoing steaming,
cooking and reeling produces breathing
problems, asthma and other bronchial
ailments.
(ii) Scabies and other skin infections: As
a result of constant dipping of cocoons
in boiling water, the skin of the workers
becomes raw and blistered, resulting in
peeling of the skin of hands and feet.
HOTS Questions
1. Shearing of sheep is not done during the cold
season because nothing will be left on their
bare bodies to protect them from severe cold.
They may even die without wool in winter.
2. Shearing does not hurt a sheep. It is just like
getting a haircut.
3. Animal activists are against the present
process of getting silk from the cocoon
because in this process the pupa are killed in a
cruel way by boiling them in water.
4. Wool traps the most air. Because of this, it
is the best insulator and hence very good for
winter clothing.
5. HEAT AND ITS EFFECTS
1. Heat is a form of energy. It is known as thermal
energy.
2. When we heat a substance, three of the
changes that can be observed are: increase
in temperature, change of state, occurrence of
chemical change
3. No, I do not agree. The expansion will be
different for different solids for the same
increase in temperature. Because, the
molecular arrangement and the average
distance between the molecules in different
solids are different.
4. solids, liquids, gases
1. We use the measure of temperature to
compare the hotness or coldness of a body.
2. The Celsius scale is more convenient to
use. Because it correlates well with the more
convenient decimal system.
3. The Kelvin temperature scale is used for
scientifc work.
4. The property of expansion of matter on heating
is used to measure temperature. For this,
matter in liquid state is more commonly used.
5. A thermometer is used to measure
temperature. The special name given to the
instrument used to measure body temperature
is clinical thermometer.
A. 1. d 2. b 3. d 4. c
5. b 6. b 7. b 8. a
B. 1. energy 2. Kelvin
3. ball 4. V
1
5. gases 6. false
7. left a little loose 8. F =
9
5
C
+ 32
9. false
10. Upper fxed point of Celsius scale is 100 C
and that of Fahrenheit scale is 212 F.
11. clinical
C. 1. Four effects that heat produces are:
a. increase in temperature
b. expansion
c. change of state
d. chemical changes
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2. A bimetallic strip consists of two metal strips,
one of iron and the other of brass.
3. In a steel bridge, one end is kept on rollers
having enough space for expansion in
summer.
4. Temperature and hotness of a body are
related in a way that hotter the body is, the
higher is its temperature.
5. Upper fxed point is the temperature (on a
scale) at which pure water boils at sea level.
6. A clinical thermometer has a kink on its stem
because when taken out of ones mouth, the
liquid in the bulb contracts and the mercury
column breaks at the kink. Thus the level of
mercury in the stem remains the same and we
get a correct reading.
D. 1. When we heat a substance, the movements
of its molecules increase. This increases the
average distance between the molecules.
Therefore, the space occupied by the
molecules, i.e. the volume of the substance
increases. Thus we say that heat causes
expansion.
2. In steel bridges, one end is made to rest
on rollers with enough space provided for
expansion during summers. This is one
example where expansion on heating is put to
good use.
3. On heating a gas, the vibrations of its
molecules increase. Since the molecules are
not bound to each other at all, the average
distance between the molecules increases
considerably. Hence, the expansion will be
more in case of gases than in liquids or solids.
4. Fill a fask up to the brim with water. Take a
rubber cork with a hole in it and insert a narrow
tube into the hole. Fix the cork frmly in the
mouth of the fask. The liquid will rise a little in
the tube. Note the level of the liquid. Now, heat
the liquid. You will notice that the level of the
liquid in the tube goes down a little and then
starts rising. It goes down initially as the fask
gets heated frst and expands. When the heat
reaches the liquid, it expands, and its level in
the tube goes up.
5. Expansion on heating can cause some
problems as explained below.
a. In summers, electric cables between two
poles expand and sag. In winters, they
contract and become taut. If cables are laid
in summers, they must be left a little loose
to allow for contraction during winters. If this
is not done, they may break on contraction
in winters.
b. The railway tracks over which trains run
are made of iron. During summers, the iron
expands. To allow this expansion, space
has to be left between two sections of the
rail tracks. If this is not done, expansion of
the tracks can cause them to bend. This
can cause serious accidents.
6. Convert 25 C to F
Solution: F =
9
5
C
+ 32
=
9
5
25 + 32
5
= 45 + 32
= 77 F
Convert 86 F to C
Solution: C =
5
9
(F 32)
=
5
9
(86 32)
=
5
9
54
6
= 30 C
7. Let us take C = x, thus F = 2x
According to the formula, we get
F =
9
5
C
+ 32
or 2x =
9
5
x
+ 32
or 2x =
9
5
x
+ 32
or 10x 9x = 32 5
\ x = 160 C
\ 2x = 2 160 = 320 F
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Thus, at 320 F, the reading on the Fahrenheit
scale will be double of the reading on the
Celsius scale, i.e. 160 C.
8. While measuring temperature with a laboratory
thermometer, the following precautions should
be observed:
(i) The thermometer should be washed before
and after use.
(ii) A thermometer is delicate and should be
handled with care to avoid breakage.
(iii) It should not be held by the bulb while
reading the temperature.
(iv) It should be kept upright and not tilted.
(v) The bulb should be completely surrounded
by the substance whose temperature is
being measured and the bulb should not
touch the sides of the container.
(vi) While reading the thermometer, the level of
mercury should be at the same level as the eye.
The extra precautions to be taken while
measuring body temperature with a clinical
thermometer are:
(i) Wash the clinical thermometer before use,
preferably with an antiseptic solution.
(ii) Hold it with the stem and give it a few jerks,
to ensure that the level of mercury falls to
its normal level.
HOTS Questions
1. In a cold place where the night temperature
drops to 50 C, we must carry alcohol
thermometer because alcohol freezes at
117 C whereas mercury freezes at 39 C.
2. 1 rise in the Celsius scale is greater than 1
rise in the Fahrenheit scale.
3. A clinical thermometer cannot be used to
measure the temperature of boiling water
because it has a range of 35 C to 42 C
whereas boiling waters temperature is
100 C. If inserted in boiling water, a clinical
thermometer will crack as the mercury will
expand beyond the stem.
4. A laboratory thermometer is not used to measure
body temperature because its mercury level
falls as soon as it is taken out of the mouth and
the reading cannot be correctly taken.
5. The thick-walled glass tumbler is more likely to
crack. There is greater temperature difference
between the inner and the outer surfaces of a
thick-walled tumbler when hot water is poured
into it, as compared to a thin-walled tumbler.
This causes greater difference in expansion
between the inner and the outer surfaces. The
resulting strain cracks the tumbler.
P. 54 Checklist for Making a Model
1. Did the student understand the purpose of the
model? Yes / No
2. Did the student make a list of materials, and
follow the procedure correctly? Yes / No
3. Was the student creative and imaginative while
solving the problems while making the model?
Yes / No
4. Was the student able to make the model work?
Yes / No
6. FLOW OF HEAT
1. The difference in the temperatures of the two
objects in contact determines the direction of
fow of heat.
2. conduction
3. iron, silver are conductors; wood, plastic are
insulators
4. bad conductors of heat
1. by the heated molecules themselves
2. Because, the positions of the molecules in solid
are fxed.
3. sea breeze
1. radiation 2. radiation
3. dark-coloured object 4. dark-coloured object
5. thermos fask
A. 1. a 2. b 3. b
4. d 5. b 6. d
7. a 8. c 9. a
B. 1. conduction 2. good conductors
3. true 4. convection
5. mercury 6. convection
7. radiation 8. false
9. refected, transmitted
C. 1. The conditions necessary for transfer of heat
from one body to another by conduction are:
a. The two objects must be in contact; b. Their
temperatures should not be the same.
2. Substances which allow heat to be conducted
through them easily are called good conductors
of heat. For example, iron and silver are good
conductors of heat.
Substances which do not allow heat to be
conducted through them easily are called bad
conductors of heat. For example, wood and
plastic are bad conductors of heat.
3. Wool fbres have pores in them which are
flled up with air which is a bad conductor of
heat. Thus, wool (an insulator) and air together
prevent the heat from our bodies from escaping
out. So, woollen clothes keep us warmer in
winters than cotton clothes.
4. Ventilators in houses are provided high up
on the walls because the air we breathe out
is warmer and lighter, and rises up. Warm air
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escapes from the ventilators. It is replaced by
cool and heavier fresh air coming in from doors
and windows below due to the convection.
5. The heat from the sun reaches us through millions
of miles of empty space by radiation only. This
heat travels with the same speed as light.
6. The polished curved surface at the back of the
heating rod in a room heater refects almost all the
radiant heat from the heating element that falls on
it. This makes the room heater more effective.
D. 1. Take an iron rod. Fix thumb-tacks along the
length of the rod, using wax. Heat one end of
the rod. As the rod gets heated, the wax melts
and the thumb-tacks fall off. We will fnd that
the thumb-tack nearest to the end being heated
falls off frst. The farthest thumb-tack falls off
last. This shows that heat is travelling along
the length of the rod from the hot end to the
cold end.
2. Use of good conductors of heat: We use good
conductors of heat whenever we want heat to
be transferred fast, e.g. cooking utensils are
made of metals such as brass or aluminium
which are good conductors of heat.
Use of bad conductors of heat: We use bad
conductors of heat whenever we do not want
heat to be transferred quickly, e.g. handles of
cooking utensils are made of bad conductors of
heat such as wood or plastic.
3. Take a closed rectangular glass box. With two
holes in its top, ft two wide glass tubes to form
chimneys. Put a small lighted candle below
one of the chimneys. Hold a smouldering piece
of paper at the top of the other chimney. We
will see smoke entering the box through that
chimney. It then gets heated up by the candle
and comes out of the other chimney. As the
air above the candle gets heated, it becomes
lighter and rises up. It is replaced by fresh
air sucked in from the other chimney. The
smoke is sucked in along with air and sets the
convection current shown in the box.
4. Sea breeze: During the day, land heats
up more than water. The air over the land
becomes hotter and lighter and rises up. The
air from the sea, which is cooler and heavier,
rushes to take the place created by the hot
rising air. Therefore, a sea breeze blows during
the day.
Land breeze: During the night, land loses heat
faster than water and becomes cooler. The air
over the sea is now warmer. It rises up and the
cooler air over the land rushes to take its place.
Thus, we observe a land breeze at night.

5. Black objects absorb more heat than white or
polished ones. Two daily uses of this are:
(i) The outer base of a cooking utensil is
painted black so that it absorbs more heat
so that cooking can be done in less time.
(ii) Dark-coloured clothes are suitable in
winters as they absorb more heat.
6. Black objects radiate more heat than white
objects. Two everyday uses of this principle are:
(i) The back of refrigerators are coloured dull
black to radiate heat more effectively in
order to cool down the refrigerator pipes.
(ii) Electric hot plates are also coloured dull
black to radiate maximum heat.
7. The vacuum between the two glass walls of the
thermos fask considerably reduces the fow
of heat by conduction and convection. This is
because both conduction and convection need
molecules of a medium for transfer of heat. The
silvered surfaces refect the heat back, thus,
reducing radiation.
8. The water in the test tube which is heated
from below will heat up faster. Water is a bad
conductor of heat. So, in case of the test tube
heated from top, it will not easily conduct heat
from the top to the bottom.
But, water transfers heat through convection. In
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case of the test tube heated from the bottom,
water molecules getting heated become lighter
and rise up. These molecules pass on their
heat energy to the surrounding cold molecules
and this heat is carried to all parts of water.
HOTS Questions
1. In water, heat travels down by conduction and
up by convection. Water is a bad conductor
of heat, therefore, heat travels down slowly
in it. Since the molecules of water are free to
move around in the water, transfer of heat by
convection is faster. That is why heat travels up
faster in it.
2. In places with hot climate, it is advised that the
outer walls of houses be painted white because
white colour absorbs less radiant heat than any
dark colour.
3. Heat will not be transferred from one object to
another because heat is only transferred from
hot object to cold object and not from equally
hot bigger object to smaller object.
4. In a room, it is best to place a room heater on the
foor because hot air is lighter and rises up. But
an air-conditioner is best placed near the ceiling
because cold air is heavier, thus comes down.
5. Cloudy nights are warmer than clear nights
because heat radiated from earth at night cannot
escape in the atmosphere due to clouds.
6. Feathers of a bird trap air which acts as
insulator, protecting its body from cold.
7. ACIDS, BASES AND SALTS
1. acetic acid and citric acid
2. Acids are corrosive in nature. Strong acids can
corrode even metals like iron and aluminium.
Hence, acids are not stored in metal
containers.
3. litmus paper and methyl orange; acidbase
indicators
4. neutralization reaction, salt
5. Organic acids are naturally occurring acids that
are present in animal and plant products. They
are normally weak acids. Hydrochloric acid,
sulphuric acid and nitric acid are known as
mineral acids. They are normally strong acids.
1. Bases which are soluble in water are called
alkalis. But some bases are not soluble in
water, so they are not alkalis. That is why all
alkalis are bases but all bases are not alkalis.
2. I will not recommend that quicklime or slaked
lime be added to the soil to neutralize the acid
present in it.
3. sodium hydroxide (NaOH)
4. hydrochloric acid (HCl), magnesium hydroxide
is used as an antacid to neutralize the excess
acid in the stomach
1. If we replace hydrogen of an acid with a metal,
a salt is formed.
2. a salt and water
3. a. nitric acid b. carbonic acid c. hydrochloric
acid d. sulphuric acid
4. a salt; sodium bicarbonate (NaHCO
3
)
A. 1. d 2. a 3. c
4. d 5. c 6. a
7. d 8. d 9. b
B. 1. sodium chloride 2. an acid
3. red 4. false
5. nitric acid 6. lactic
7. carbon dioxide 8. neutralization
9. sulphuric acid 10. alkali
11. ammonium hydroxide
12. a base 13. pale yellow
14. caustic soda 15. magnesium hydroxide
16. true 17. blue
C. 1. The substance which can be used to test if a
given substance is acidic or basic in nature is
known as an acidbase indicator, for example,
methyl orange.
2. lemon, antacid, common salt
3. When dilute sulphuric acid is added to zinc,
hydrogen gas is produced along with zinc sulphate.
4. Dilute acids react with carbonates such as
calcium carbonate (CaCO
3
) to form salt and
carbon dioxide gas.
5. Examples of strong acids:
(i) Nitric acid
(ii) Sulphuric acid
Examples of weak acids:
(i) Lactic acid
(ii) Acetic acid
6. Ant bite injects formic acid inside the skin, and
thus skin irritates for some time. To get relief, a
base (baking soda) is applied to neutralize the
acid. The irritation ends with forming salt and
water and provides relief.
D. 1. a. Uses of sulphuric acid:
(i) To manufacture fertilizers such as
ammonium sulphate and superphosphate.
(ii) In automobile batteries.
b. Uses of hydrochloric acid:
(i) In the oil industry to dissolve oil-bearing
rocks.
(ii) To purify salts.
c. Uses of nitric acid:
ammonium nitrate.
(ii) To manufacture explosives such as TNT
(trinitrotoluene) and nitroglycerine.
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2. The reaction of an acid with a base to form a salt
and water is known as neutralization reaction.
The reaction gets its name because the
acid and the base cancel out each others
properties to produce a solution, which is
neutral, i.e. it is neither acidic nor basic.
The reaction of making common salt is:
NaOH + HCl NaCl + H
2
O
sodium hydrochloric sodium water
hydroxide acid chloride
3. Some acids are dangerous, others are not.
Concentrated mineral acids like sulphuric acid
(H
2
SO
4
), nitric acid (HNO
3
) and hydrochloric
acid (HCl) are strong acids. They can cause
serious skin burns, thus they are considered
dangerous acids. Organic acids like citric acid,
lactic acid, acetic acid, tartaric acid and amino
acids are not at all dangerous.
4. Bases are hydroxides of metals (or of
ammonium).
Their physical properties are:
(i) They have a bitter taste.
(ii) They turn red litmus blue.
(iii) They have a soapy feel.
(iv) Bases react with acids to form salt and water.
5. a. Uses of calcium hydroxide (or slaked lime):
(i) As a substitute for cement in low cost
construction.
(ii) To manufacture bleaching powder.
b. Uses of ammonium hydroxide:
ammonium nitrate.
(ii) To manufacture nylons, plastics, dyes and
so on.
c. Uses of sodium hydroxide (or caustic soda):
(i) To manufacture soap.
(ii) To manufacture paper, rayon, textiles,
medicines and so on.
6. The two methods by which salts can be
prepared are:
a. Reaction between an acid and a base:
For example, common salt can be prepared
by the reaction of sodium hydroxide with
hydrochloric acid.
NaOH + HCl NaCl + H
2
O
sodium hydrochloric sodium water
hydroxide acid chloride
b. Reaction between an acid and a metal:
A metal displaces hydrogen from an acid to
form a salt.
Zn + H
2
SO
4
ZnSO
4
+ H
2
zinc sulphuric zinc hydrogen
acid sulphate
7. Soaps are actually sodium salts of some acids.
Soap can be prepared in the laboratory by
boiling vegetable oil or animal fat with caustic
soda (NaOH).
Take 20 mL of castor oil in a beaker. Other oils
such as coconut oil can also be used. Prepare
sodium hydroxide solution by dissolving half
a teaspoonful of caustic soda in about 20 mL
water. Mix the oil and the sodium hydroxide
solution. Heat the mixture and let it boil for
510 minutes. Stir continuously. The reaction
that occurs is:
oil + sodium hydroxide soap + glycerine
To separate the soap from the mixture add a
teaspoonful of salt to the beaker and stir. On
cooling, solid soap separates out as a crust on
the top of the solution.
8. The name of a salt is derived from the name
of the metal contributed by the base and the
radical contributed by the acid.
Examples:
(i) Sulphates are obtained from sulphuric acid
(H
2
SO
4
), for example, sodium sulphate
(ii) Carbonates are obtained from carbonic acid
(H
2
CO
3
), for example, calcium carbonate
(iii) Chlorides are obtained from hydrochloric
acid (HCl), for example, sodium chloride
(iv) Acetates are obtained from acetic acid
(CH
3
COOH), for example, sodium acetate
HOTS Questions
1. Turmeric stain becomes red when we try to
wash it off with soap. This is because turmeric,
the indicator, turns red with base, i.e. caustic
soda present in soap. It is diffcult to remove
haldi stains. Some methods that work to some
extent are:
(i) Apply baking soda and water and leave it
for some time.
(ii) Dab with hydrogen peroxide.
(iii) Apply bleach and water.
2. Weak acid refers to the nature of the acid, for
example, acids present in foodstuffs such as
acetic acid and tartaric acid are weak acids.
Dilute acid refers to amount of water added
to the acid the greater the amount of water
added, the more dilute it is.
3. It is considered necessary to neutralize the
acid in factory wastes before allowing them to
fow into water bodies because otherwise it will
make the water acidic. This will be harmful for
aquatic life.
8. PHYSICAL AND CHEMICAL CHANGES
1. chemical change 2. chemical change
3. physical change, chemical change
1. precipitate
2. exothermic reaction
3. combination reaction
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4. precipitate formation can occur in precipitation
reactions; double displacement reaction
5. Both are same
1. No. They are arranged in a regular pattern only
in some solids for example in a crystal.
2. By completely evaporating the liquid
3. crystallization
A. 1. a 2. d 3. b 4. a 5. c
6. a 7. d 8. c 9. b 10. a
B. 1. chemical 2. false
3. galvanization 4. carbon dioxide
5. precipitate 6. endothermic
7. exothermic
8. a. combination reaction
b. decomposition reaction
c. double displacement reaction
d. single displacement reaction
e. double displacement reaction
f. neutralization reaction
9. oxygen, hydrogen 10. crystallization
11. false 12. true
C. 1. Water pipes are galvanized to prevent them
from rusting.
2. Ice has different properties from water that is
different physical properties. But both have the
same chemical properties. Therefore, freezing
is a physical change.
3. a. Evolution of gas:
CaCO
3
+ 2HCl CaCl
2
+ H
2
O + CO
2
calcium hydrochloric calcium water carbon
carbonate acid chloride dioxide
b. Change of colour:
CuCO
3
CuO + CO
2

copper carbonate copper oxide carbon dioxide
(green) (black)
c. Formation of precipitate:
CuSO
4
+ H
2
S CuS + H
2
SO
4
copper sulphate hydrogen copper sulphide sulphuric
(blue) sulphide (black) acid
d. Change of state from liquid to gas:
2H
2
O(l) 2H
2
(g) + O
2
(g)
water (l) hydrogen (g) oxygen (g)
e. Change of state from gas to liquid:
2H
2
(g) + O
2
(g) 2H
2
O(l)
hydrogen oxygen water
4. Exothermic Reactions: Reactions accompanied
with release of heat are called exothermic
reactions. Example:
CaO + H
2
O Ca(OH)
2
+ Heat
calcium water calcium
oxide hydroxide
Endothermic Reactions: Reactions
accompanied with absorption of heat are called
endothermic reactions.
Example:
C + 2S CS
2
Heat
carbon sulphur carbon disulphide
5. When a compound is formed from its elements,
or from simpler substances, the reaction is
called combination reaction.
A + B AB
Example: 2Mg + O
2
2MgO
magnesium oxygen magnesium oxide
6. A substance is said to be reduced in a chemical
reaction when it loses oxygen or adds hydrogen.
7. The process by which crystals of common
substances like salt or alum are obtained from
a solution of these substances in water is
known as crystallization.
8. The state of a solution which is unable to
saturate any extra solute in the solvent is
known as supersaturated solution.
D. 1. Rusting can be prevented by not allowing the
iron to come in contact with moisture and air.
Two methods by which rusting of iron can be
prevented are:
(i) by coating the iron with oil, grease or paint.
(ii) by depositing a layer of zinc or chromium
on the iron.
2. When dilute hydrochloric acid is added to calcium
carbonate, carbon dioxide gas is given off.
CaCO
3
+ 2HCl CaCl
2
+ H
2
O + CO
2

calcium hydrochloric calcium water carbon
carbonate acid chloride dioxide
We can test the gas by passing it through
transparent lime water, which turns milky white
after passing CO
2
in it. The reaction is:
Ca(OH)
2
+ CO
2
CaCO
3
+ H
2
O
calcium carbon calcium water
hydroxide or dioxide carbonate
lime water
3. The following steps are involved in preparing
magnesium hydroxide:
Take a small piece of magnesium ribbon.
Clean its tip with sandpaper. Hold it with a
pair of tongs and bring it near a fame. It burns
with a dazzling white fame. A powdery ash
(magnesium oxide, MgO), that does not look
like magnesium is formed. Collect the ash, mix
it with a small amount of water in a test tube
and stir. When magnesium oxide dissolves
in water, it forms magnesium hydroxide
[Mg(OH)
2
].
4. If combination reaction is denoted by A + B
AB, then decomposition reaction is denoted by
AB A + B.
For example:
If 2H
2
(g) + O
2
(g) 2H
2
O(l)
hydrogen oxygen water
is a combination reaction;
then 2H
2
O(l) 2H
2
(g) + O
2
(g)
water hydrogen oxygen
is a decomposition reaction.
In combination reaction, compound is
formed from simpler substances whereas in
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decomposition reaction, a compound breaks up
into two or more substances.
5. Decomposition reactions normally take place
under two conditions. They are:
(i) By heating the substance.
Ca(OH)
2

heat
CaO + H
2
O
calcium calcium water
hydroxide oxide (steam)
(ii) By passing electricity through the solution.
2H
2
O(l)
electricity

2H
2
(g) + O
2
(g)
water hydrogen oxygen
6. The chemical reaction in which one element
replaces another element is known as
displacement reaction.
The rule of displacement reaction is that a
more reactive element replaces a less reactive
element from its compound.
A + BC AC + B
Example:
CuSO
4
+ Fe FeSO
4
+ Cu
copper sulphate iron iron sulphate copper
Iron is a more reactive element than copper.
So iron displaces copper from copper sulphate.
7. In a double decomposition reaction, two
compounds react by exchanging their radicals.
AB + CD AD + CB

These reactions are of two types:
(a) Precipitation reactions:
NaCl + AgNO
3
AgCl + NaNO
3
sodium silver silver sodium
chloride nitrate chloride nitrate
[ sign means precipitation]
(b) Neutralization reactions:
H
2
SO
4
+ 2NaOH Na
2
SO
4
+ 2H
2
O
sulphuric sodium sodium water
acid hydroxide sulphate
8. Oxidation: Oxidation is a chemical reaction
that involves addition of oxygen or removal of
hydrogen from a substance. Examples:
(i) C + O
2
CO
2

carbon oxygen carbon dioxide
(ii) H
2
S + Cl
2
S + 2HCl
hydrogen chlorine sulphur hydrogen
sulphide chloride
Oxidizing Agent: An oxidizing agent is one that
oxidizes other substances by providing oxygen
to them or by removing hydrogen from them.
In Eq. (i) oxygen and in Eq. (ii) chlorine are the
oxidizing agents respectively.
HOTS Questions
1. Rusting is a greater problem in Mumbai as it is
situated near the sea and hence the air is more
humid.
2. Physical changes: Melting of wax on heating
and solidifcation on cooling; vaporization of
molten wax on heating
Chemical change: Burning of wax
3. Physical change: Liquid LPG changing into gas
on coming in contact with air
Chemical change: Burning of gaseous LPG
4. No, there is no chemical reaction. Only the gas
dissolved in water escapes.
5. Pickles contains certain amounts of acids.
These acids may react with stainless steel
spoons.
9. WEATHER, CLIMATE AND ADAPTATION
1. weather
2. colder, as the rays of the sun become more
slanting as latitude, that is, distance of the place
from the equator increases. Also the rays pass
through a thicker layer of atmosphere. This
causes the land there to get heated up less.
Also the region received sunlight for less time.
3. No. Weather is a very complex phenomenon
and is affected by so many factors. So it is very
diffcult to predict the weather accurately.
4. winter
1. In a cold place; because these body parts lose
heat frst. So this help keep them warm.
2. cool the body
3. The elephant uses its trunk as a nose and also
to pull down fruits and leaves to eat.
4. The fur traps air to keep the polar bear warm.
Again the white fur helps the polar bear camoufage
with its surroundings that is the white snow.
A. 1. b 2. c 3. a 4. b
5. a 6. d 7. d 8. d
B. 1. true 2. meteorologists
3. cooler 4. false
5. warm, humid 6. hot, dry
7. air 8. migrate
9. hot climate places or deserts
10. false
C. 1. Four elements of weather are:
(i) temperature (ii) humidity
(iii) rainfall and (iv) winds
2. Weather is a very complex phenomenon. It is
affected by hundreds of factors and so very
diffcult to predict.
3. Winds affect the weather of a given place. Like,
during summers, the winds blow from the hot
desert of Rajasthan towards Delhi and Delhi
becomes very hot.
4. Huddling helps penguins to retain the warmth
created in them as a group. If they stay
separately, they will feel more cold.
5. In general, places near the sea have a moderate
climate, neither very cold nor very hot.
6. Polar bear has two thick layers of fur that traps
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air, and a layer of fat under its skin. These
provide excellent insulation. So if it does more
physical activity, the heat generated will not be
lost to the surroundings and the body will thus
get overheated.
D. 1. Weather
(i) The day-to-day conditions of the
atmosphere at a place with regard to factors
like temperature, humidity, rainfall, speed
and direction of wind and so on is called the
weather at that place.
(ii) The factors of weather are temperature,
humidity, rainfall and wind.
Climate
(i) The average weather pattern of a place
taken over a long time, say 25 years, is
called the climate of that place.
(ii) The factors of climate are distance from the
equator, height above sea level, distance
from sea or high mountain ranges, winds
and moisture.
2. The factors on which the climate of a place
depends are:
(i) distance from the equator (latitude)
(ii) height above sea level the higher we go
the cooler it becomes
(iii) distance from the sea or from high mountain
ranges; mountains affect winds and rainfall
(iv) winds
(v) humidity in air
3. Further away from the equator, the regions are
cooler because as the distance from the equator
increases, the sun rays become more and more
slanting. Slanting rays spread over a larger
land area and pass through a thicker layer of
atmosphere. So the land heated up less there.
4. Three ways in which a polar bear is adapted for
living in the Polar Regions are:
(i) The body is covered with two thick layers of
fur, as well as a layer of fat under the skin.
These provide excellent insulation.
(ii) It moves slowly to avoid being overheated
due to physical activity.
(iii) White fur can camoufage white snow and
makes it diffcult to be seen. This protects it
against predators and also helps it to catch
prey.
5. Adaptations to prevent heat loss from the body
of different animals in colder regions are:
(i) The bodies of polar bears and several other
animals are covered with dense, fne fur
that traps air, which acts as an insulator to
keep them warm.
(ii) Parts of bodies such as ears, tails and legs
lose heat frst; hence animals in cold climates
have small ears and tails, and short legs.
(iii) Birds migrate to warmer regions during
winters to escape the cold.
6. Adaptations in hot climate animals which keep
their body cool are:
(i) Animals spend the daylight hours hiding in
shady places such as burrows or behind
boulders. They come out at night to look for
food, for example, snakes.
(ii) They have long legs and tails, and very
large ears. The ears have blood vessels
near the surface; the air blowing across the
ears cools the blood, which in turn cools the
body, for example, fennec fox.
(iii) The animals sweat, pant and lick to cool
themselves.
7. The lion-tailed macaque (also called beard
ape) is a good climber and lives on trees. It
gets all the food it needs on trees and hardly
ever comes down. It mainly eats fruits, as well
as other plant parts. It also catches insects
from under the bark of trees.
8. The elephant is well adapted for living in
rainforests. It has a strong sense of smell because
it uses its long trunk as a nose. It uses its trunk to
pull down fruits and leaves to eat. It uses its tusks
to tear the bark from trees, which it eats.
HOTS Questions
1. Wet clothes dry faster in dry weather because
water evaporates faster on a dry day than on a
humid day.
2. The southwest monsoon winds pick up humidity
from the Indian Ocean and Bay of Bengal.
3. Usually in the Southern Hemisphere, the
longest day is 22 December and the shortest
day is 21 June, opposite to that in the Northern
Hemisphere.
4. Sunrise is earlier in summer than in winter.
Sunset is earlier in winter than in summer. This
happens due to the tilted axis of the earths
rotation around the sun.
10. SOIL
1. mineral particles, humus
2. Rainwater enters crevices of rocks. When this
water expands on freezing, the expansion
breaks the rock into smaller pieces to form soil.
3. soil with small particles
4. loam, this soil has right water holding capacity
and is also able to trap enough air
5. Weathering is the breaking down of huge
pieces of rocks into smaller pieces by the
action of natural forces like water, glaciers,
wind, rain and roots of plants.
1. above the bedrock, water table
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2. soil that has more sand in it
3. clayey or loamy, loamy soil that drains water
easily, sandy-loam (loam that has more sand)
4. food and water, clothing, shelter
A. 1. a 2. c 3. d 4. a
5. d 6. b 7. a
B. 1. weathering 2. sandy soil 3. bedrock
4. loam 5. false 6. yes
7. false 8. false 9. false
10. true
C. 1. Soil consists of mineral particles, humus, air,
water and living organisms.
action of natural forces, such as water,
glaciers, wind, roots of plants and so on.
3. Sandy soil will allow more water to percolate.
This is because water drains quickly through
large spaces between the sand particles.
4. Clayey soil will absorb more water. In clayey
soil, which mostly contains clay, water drains
through very slowly, since the particles are very
small and tightly packed.
5. Humus is the component of soil which consists
of decaying remains of plants and animals.
6. The rocks expand during the day and contract at
night. This constant expansion and contraction
weakens the rocks, and they crack and crumble.
7. Rainwater that percolates through the soil
collects above the bedrock. This natural level
of groundwater is called the water table.
D. 1. Rainwater enters crevices of rocks. In winters,
as this water freezes, it expands. This
expansion breaks the rocks into smaller pieces.
The broken pieces roll down by the force of
fowing water and they collide against the
ground and against each other to break down
further. Finally, they get converted into very
fne particles and mix with humus to form soil.
2. Roots of trees growing through rocks exert
great pressure on the rocks. This causes
cracks in the rocks, leading to weathering.
On the other hand, roots of plants growing on
slopy hilly areas hold soil tightly and prevents
soil erosion. Thus, we can say that trees help
in soil formation as well as in its protection.
3. The different layers of soil are
(i) Top soil (A-horizon): Humus and the
smallest particles of rock form the upper
layer of soil called topsoil or A-horizon. It
contains the most nutrients for plants.
(ii) Sub soil (B-horizon): It is mostly made up
of rock bits and some nutrients, such as
soluble minerals and iron oxides.
(iii) Parent rock (C-horizon): It consists of small
pieces of rocks with cracks and crevices.
4. (i) Clay has the smallest size of particles less
than 0.002 mm in diameter. In fact, we
cannot see a single clay particle. Clay feels
smooth because of its small particle size.
(ii) Silt has particles larger than clay (diameter
between 0.002 mm and 0.2 mm).
Therefore, it is not so smooth. It can be
found, for example, in a river bed.
(iii) Sand has the largest-sized particles, which
can easily be seen (diameter greater than
0.2 mm). They are coarse to touch.
5. The best topsoil for growing plants is loam.
Loam is a mixture of sand, silt and clay and
also has humus in it. It has the right water-
holding capacity for plant growth. It also has
adequate spaces between the soil particles to
trap air required by the roots of the plants.
6. Soil is our most important natural resource. It is
useful to us in many ways:
(i) We depend on the soil for food, clothing
and shelter: By supporting growth of plants,
the soil provides us with food. Much of our
clothing, such as cotton and wool, can be
traced to the soil. Plants also provide us
with the medicines, fuel, paper and wood
which is used in making furniture and for
constructing houses.
(ii) We depend on the soil for minerals:
Industries use the minerals dug out from
the earth to extract metals, such as iron,
gold, silver and so on. These are used
in thousands of industries that produce
various useful things for us.
(iii) We depend on the soil for water: Water that
seeps into the soil is stored underground
as subsoil water. We use this water for
drinking and other purposes.
7. The earthworm makes burrow in the soil. This
makes the soil loose thus allowing air into it
and water to drain from it. Earthworm also
forms channels in the soil for the root to spread
through. For this reason, the earthworm is
referred to as the farmers friend.
HOTS Questions
1. Construction of buildings and roads stops
water percolation through the soil. This causes
the water table to go down.
2. Formation of 1 cm of soil by natural method
may take 100 years or more. However, erosion
of soil happens in a matter of days. That is why
soil erosion is of great concern.
3. The decay of the remains of plants and animals
that forms humus mostly happens on top of
the soil. Therefore the humus formed remains
mostly on the top soil.
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4. Clayey soil is smooth and stickly. It does not
crumble apart easily. So it is most suitable
for making toys as it can be moulded into any
shape without breaking.
P. 108 Checklist for Experimental Project
1. Did the student have an understanding of the
concept? Yes / No
2. Did the student use appropriate material and
methodology? Yes / No
3. Was the student able to achieve the desired
results? Yes / No
4. Could the student state the conclusion
supported by the experimental results?
Yes / No
5. Was the student able to give the correct reason
in the case of wet sand? Yes / No
TEST PAPER 1 FOR SUMMATIVE ASSESSMENT 1
for Chapters 110
A. 1. heterotrophic 2. chemical 3. cellulose
4. convection 5. base
B. 1. The ingredients required for photosynthesis to
occur are carbon dioxide from the air, water
from the soil.
2. After it is swallowed, solid food travels down
the oesophagus through a wave-like motion
called peristalsis.
3. The number of atoms present in a molecule of
an element is known as its atomicity.
4. The breeding and management of silkworms for
the production of silk is known as sericulture.
5. Temperature of an object is the degree of
hotness or coldness of that object.
6. Water has higher heat capacity than stone. So
the time taken by water to heat up or cool down
will be more than that by stone.
7. Excess hydrochloric acid in the stomach
causes indigestion and pain.
8. Zn + H
2
SO
4
ZnSO
4
+ H
2
9. Two thick layers of fur and a layer of fat under
the skin provide protection to a polar bear from
the extreme cold weather.
action of natural forces, such as water,
glaciers, wind and roots of plants, etc.
C. 1. A villus is a small fnger like projection in the
inner walls of the small intestine. It has a
network of fne blood capillaries close to the
surface which absorbs the digested food.
2. A mixture has two or more elements or
compounds mixed in any ratio. A compound is
always made up of elements combined
in a certain fxed ratio that always remain the
same.
3. When matter is heated, its molecules gain
energy and their movement increases. This
increases the average distance between the
molecules and so the volume of the substance
increases. So matter expands.
4. Sulphuric acid reacts with zinc metal to form
zinc sulphate and hydrogen gas.
Zn + H
2
SO
4
ZnSO
4
+ H
2
5. The day-to-day conditions of the atmosphere at
a place with regard to factors like temperature,
humidity, rainfall, speed and direction of wind
etc is called the weather at that place. The
climate of a place is the average weather
pattern of it taken place over a long time, say
25 years.
D. 1. b 2. d 3. a 4. b
5. c 6. a 7. a 8. b
9. b 10. c
11. RESPIRATION
1. Breathing is the word used for external
respiration, that is, taking in oxygen and
giving out carbon dioxide. But the process of
respiration consists of breathing as well as
cellular respiration, that is, using oxygen to
break down food to release energy.
2. animals
3. through cell membrane or skin, for example, in
Amoeba and earthworm; through air holes in
cockroaches; through gills in fshes
1. alveoli 2. oxyhaemoglobin
3. oxidation oxidation of sugar molecules to
form carbon dioxide, water and give out energy
4. anaerobic respiration
5. combustion
A. 1. a 2. a 3. d 4. b
5. d 6. a 7. b 8. c
B. 1. cellular respiration 2. epiglottis
3. diaphragm 4. breathing, external
5. stomata 6. diffusion
7. true 8. oxidized
9. false
10. Trachea, bronchi, lungs, blood vessels, blood
11. haemoglobin
C. 1. The reaction of any substance with oxygen is
known as oxidation.
2. We should not overwater potted plants as the
water replaces the air in the soil and the roots
cannot breathe.
3. Stomata along with its nearby guard cells and
other cells are called the stomatal apparatus.
4. The main organs of the respiratory system in
human beings are
(i) nostrils
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(ii) pharynx or throat cavity
(iii) trachea or wind pipe
(iv) bronchus
(v) bronchioles in lungs
(vi) alveoli in lungs
(vii) diaphragm
5. During cellular respiration, the sugar molecules
in food are oxidized to form carbon dioxide and
water, and energy is given out.
The reaction involved is as follows:
C
6
H
12
O
6
+ 6O
2
6CO
2
+ 6H
2
O + energy
glucose oxygen carbon water
dioxide
6. While doing exercise, a person needs extra
energy. So, the breathing becomes faster,
supplying more oxygen, thus releasing more
energy.
7. During anaerobic respiration in yeast, glucose
is broken into alcohol and carbon dioxide
releasing energy.
8. The athlete can overcome the cramps by
massaging the affected part or by taking a hot
bath.
D. 1. The two main processes of respiration are:
a. External respiration or breathing, that is,
taking in air rich in oxygen (inhalation)
and giving out air rich in carbon dioxide
(exhalation).
b. Internal respiration or cellular respiration,
that is, using oxygen to break down food to
release energy. Internal respiration occurs
in the body cells.
2. a. Fishes use gills for exchange of gases.
Gills are made up of a large numbers of
flaments, richly supplied with thin blood
veins called capillaries. As water enters
through the mouth it fows over the gills. The
blood in the capillaries absorbs oxygen and
gives out carbon dioxide through its walls.
b. Cockroaches have openings called
spiracles on their bodies. Air enters
through these openings and reaches all
parts of the body through respiratory tubes
called trachea and their branches called
tracheoles.
3. The air around us is impure. Our lungs require
air which is moist, warm and clean. As the air,
we breathe in, passes through the nostrils,
it is moistened by the slimy mucous present
in the nose. Mucous is secreted by the inner
lining of the nose. The air becomes warm by
the blood circulating in the nose. The mucous
and the hair present inside our nose trap dirt,
dust particles and disease-causing germs,
and prevent them from entering the respiratory
system.
4.
Two fasks were used in the experiment because
two types of seeds were taken in them fask A
contains germinating bean seeds whereas fask
B contains boiled bean seeds.
5. The air we breathe in eventually reaches the
tiny air sacs called alveoli through the bronchus
and its smaller branches, the bronchioles. The
sacs are surrounded by blood vessels. The
oxygen present in the air we breathe in, goes
into the blood contained in blood vessels. The
carbon dioxide present in the blood (as a waste
product of respiration) passes out of the blood
into the air sacs. Thus, exchange of gases
takes place in the lungs.
6. In the lungs, each bronchus branches out into
smaller tubes called bronchioles. At the end
of these tubes are tiny air sacs called alveoli.
Each lung contain about 300 million alveoli.
The air we breathe in eventually reaches these
air sacs. The sacs are surrounded by blood
vessels. The oxygen present in the air we
breathe in, goes into the blood contained in
blood vessels. The carbon dioxide present in
the blood passes out of the blood into the air
sacs. Thus, exchange of gases takes place in
the lungs.
7. Similarity between cellular respiration and
combustion is that the similar kind of chemical
reaction occurs in both of them. Both the
processes release energy.
Differences between combustion and cellular
respiration are:
Combustion
(i) Combustion is a fast process and can occur
anywhere.
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(ii) It occurs at high temperature.
(iii) Energy is released in a single step in the
form of heat and light.
Cellular respiration
(i) Cellular respiration is a slow process which
occurs only in living cells.
(ii) It occurs at body temperature.
(iii) Energy is released in steps, and stored in
chemical molecules called ATP.
8. Let us take two test tubes each of them half-
flled with lime water. Using two-holed stoppers,
glass tubes and clips, we set up the apparatus
as shown. We use the rubber tube at the middle
to breathe in and out through the mouth. As
we suck in air through the rubber tube, clip X
is opened and clip Y is closed. The inhaled air
passes through lime water in test tube A. As we
exhale through the rubber tube, clip Y is opened
and clip X is closed. The exhaled air passes
through the lime water in test tube B.
Lime water turns more milky in test tube B. This
shows that exhaled air has more carbon dioxide.

9. Breathing
(i) It is a physical process of exchange of
gases. No chemical reaction takes place.
(ii) It takes place outside the cells.
(iii) There is no release of energy.
Cellular respiration
(i) Chemical reaction of oxidation of food takes
place.
(ii) It takes place within the cells.
(iii) There is release of energy.
10. Some organisms such as yeast and some
bacteria can live without oxygen. In their cells,
glucose is broken into alcohol and cabon
dioxide without using oxygen, to give energy.
This process is called anaerobic respiration.
The amount of energy given out in anaerobic
respiration is much less than that in aerobic
respiration.
Sometimes during strenuous activity such
as long distance running, our body cannot
get enough oxygen to produce the required
energy. To get the additional energy, anaerobic
respiration occurs within our muscle cells.
11. During exercise, our body can not get enough
oxygen to produce the required energy. To get
the extra energy, anaerobic respiration takes
place in our muscle cells. In this process, there
is partial breakdown of glucose to produce
lactic acid. The accumulation of lactic acid in
the body causes muscular cramps. That is
why we sometimes have cramps after heavy
exercise.
HOTS Questions
1. a. It is wise to sleep under a tree during the
day as plants give out oxygen.
b. It is not wise to sleep under a tree at night.
This is because plants give out carbon
dioxide at night.
2. Solubility of gases in water reduces with
increase of temperature. Therefore warm
water has less oxygen dissolved in it, and
the fsh died because they did not get enough
oxygen.
3. When we run, extra oxygen needed by the
body cells to generate more energy is taken in
by faster breathing. It is supplied to the body
cells by increase in the rate of heartbeat, which
increases the blood fow through the body.
4. Plants do not need a respiratory system
because plants show the simplest form of
respiration, i.e. taking in oxygen and giving out
carbon dioxide through stomatal openings in
the leaves. This oxygen directly goes into the
cells and no separate organs for breathing are
necessary.
5. If we hold our breath for some time, the body
cells get starved of oxygen, and we have to
then breathe heavily to supply extra oxygen.
6. Yawns occur when the body needs additional
oxygen or in other words, when there is an
increased amount of carbon dioxide in the
blood. When people are sleepy or drowsy,
their respiration slows down. This phenomenon
leads to decrease in the level of oxygen and an
increased carbon dioxide level in the blood.
7. When we climb high mountains, we face
oxygen defciency as the air is thinner higher
up. To supplement that scarcity, mountaineers
climbing high mountains carry oxygen cylinders
with them.
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12. TRANSPORTATION OF MATERIALS
IN PLANTS AND ANIMALS
1. No. Xylem, a set of pipe-like vessels,
transports water and mineral salts whereas
another set of tubes, phloem, transports food.
2. A semi-permeable membrane is a membrane
that will allow certain molecules or ions to pass
through it by diffusion.
Through such a membrane, passage
of water takes place from the region of
more concentration to the region of less
concentration.
3. Transpiration creates a suction pull which pulls
water up the plant from the roots. Transpiration
also cools the plants.
4. If water is lost more quickly through
transpiration than it is absorbed by the root
hairs, the leaves of a plant will wilt.
1. No 2. RBC
3. They fght against diseases by destroying
harmful bacteria and other foreign materials.
4. In the lungs, carbon dioxide is removed from
the blood and oxygen is absorbed.
5. The weak sound is due to contraction of
auricles and the stronger sound is due to the
contraction of the ventricles.
1. No, removal of waste like carbon dioxide is
included under respiration. Again the removal
of waste food, that is mainly undigested food, is
included under digestion.
2. nephrons
3. No, lower animals have no special excretory
organs. In these animals, waste products are
excreted by the process of diffusion through
the body surface.
4. diabetes
A. 1. a 2. d 3. c 4. d
5. a 6. b 7. b 8. c
9. a 10. c
B. 1. diffusion 2. ascent of sap
3. Phloem 4. blood
5. ventricles 6. true
7. haemoglobin 8. haemoglobin
9. white blood cells or WBCs
10. auricles, ventricles 11. veins
12. pulse 13. left
14. false 15. false
16. true 17. false
18. nephrons 19. diffusion
20. dialysis
C. 1. Plants have a transport system consisting of
xylem and phloem. Xylem carries water and
minerals from the roots to the stem and leaves
whereas phloem carries food from leaves to all
parts of the plant.
2. The process of losing water in the form of
water vapour from the leaves of a plant is
known as transpiration.
3. The process of transport of food from the
leaves to other parts of the plant is known as
translocation.
4. Circulatory system is responsible for
transportation of materials in humans. The
circulatory system consists of the blood, the
blood vessels and the heart.
5. Valves are present inside heart in between two
chambers which prevent the blood from going
in the wrong direction in the heart.
6. The stretching and relaxing of the arteries
with each heartbeat is felt as a throbbing
called pulse. In this way heartbeat is related to
pulse which is normally 6080 times a minute
throughout our life.
7. After running, the body needs more oxygen for
extra energy. To supplement the requirement,
the rate of heartbeat increases after running.
8. The process of removal of metabolic wastes
from the body is known as excretion. This
is important because accumulation of these
wastes beyond a level inside the body is
harmful to the body.
9. Urine examination is useful to the doctor
because an examination of urine tells a
lot whether various organs in the body are
functioning normally. For example, the
presence of sugar in the urine indicates that
the person may be suffering from diabetes.
10. Dialysis is a method of removing body wastes
from the blood when the kidneys no longer
function adequately.
D. 1. Root hairs are outgrowths from the layer of
outer cells of the root. The root hairs increase
the surface area of the root for absorption of
water. This absorption of water takes place by
a process called osmosis. The root hairs are in
close contact with water surrounded by the soil
particles. Normally, water molecules are more
crowded outside the root hairs than inside. So
they move into the root hairs by osmosis. The
water molecules then move through the root
tissues to the xylem in the root.
2. The process of losing excess water in the
form of water vapour from a plant is known as
transpiration. It creates a suction pull, which
pulls water up the plants from the roots. As
water is given out by transpiration, more water
is absorbed. This pull is strong enough to force
water up high trees.
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3. In humans, food, oxygen, waste products,
and so on have to be transported from one
part of the body to another. Food and oxygen
are transported to all the cells in the body for
respiration and growth. Waste products are
transported from the cells to the organs that
excrete them.
4. The circulatory system consists of the blood,
the blood vessels, and the heart.
Function of the blood: a. It transports digested
food from the small intestine to all parts of the
body; b. It transports oxygen from the lungs
to the body cells and carbon dioxide from the
cells to the lungs; c. It transports liquid waste
from the body cells to the kidneys for removal
from the body.
Function of blood vessels: They circulate blood
through the body.
Function of heart: The heart pumps blood to all
parts of the body.
5. Arteries:
(i) Arteries carry blood away from the heart.
(ii) They have thick elastic walls.
(iii) Pulse can be felt in arteries.
(iv) They generally carry oxygen mixed pure
blood except the pulmonary artery.
Veins:
(i) Veins carry the blood towards the heart.
(ii) They have thin walls.
(iii) Pulse can not be felt in veins.
(iv) They generally carry carbon dioxide mixed
impure blood except the pulmonary vein.
Importance of capillaries:
Capillaries have very thin walls through which
oxygen, digested food, carbon dioxide and
other waste products are exchanged between
the blood and the surrounding cells. Arteries
branch into capillaries and again the capillaries
join up to form the veins.
6. If we observe a drop of blood under a microscope,
we would see RBCs, WBCs and platelets.
Functions of RBCs: They contain a red-
coloured protein called haemoglobin, which
absorbs oxygen and transports it to the cells all
over the body.
Functions of WBCs: They fght against
diseases by destroying harmful bacteria and
other foreign materials.
Functions of platelets: They help blood to clot
whenever there is a wound on the body.
7. The blood enters the right side of the heart and
is pumped to the lungs where it gives up carbon
dioxide and takes up oxygen. This oxygen-rich
blood travels back to the left side of the heart. It
is again sent to all other parts of the body and
the process is repeated again and again.
8.
9. The blood gets fltered through the nephrons.
They flter out excess water, salts and urea
from the blood as it passes through them. The
clean blood leaves the kidneys and continues
its circulation in the body. The wastes removed
by the kidneys form a liquid called urine. It
passes from the kidneys through two tubes
called ureters into an elastic sac called the
urinary bladder. The bladder stores the urine
until it is excreted from the body through the
urethra.
HOTS Questions
1. The colour of blood is red due to presence of
maximum number of red blood cells. The RBCs
contain a red pigment called haemoglobin.
2. Left side of heart has oxygen-rich blood
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whereas right side of heart has carbon dioxide-
rich blood.
3. Water enters the vegetables by the process of
osmosis.
4. Plants absorb so much water because the
evaporation of excess water from the leaves
produces a pulling force that causes the water
to move upwards in the plant.
5. Xylem transports water and minerals and this
takes place from the roots to all parts of the
plant, mostly leaves. So this transportation is
in only one direction, upward. Food has to be
reached all parts of plant including roots and
the top most shoot. So the transport of food in
phloem takes place in both directions.
6. No, excretion is the removal of metabolic
wastes from the body, that is, the wastes
produces by the various chemical reactions
that take place in the body. Undigested food
are nothing but the undigested part of the food
taken by the body.
7. The auricles only receive the blood. But the
ventricles pump the blood to various parts of
the body. For this action, thick muscular walls
are necessary in the ventricles.
13. REPRODUCTION IN PLANTS
1. No, in plants, it can be 2 parents for some and
only one parent for some.
2. a. binary fssion b. budding c. budding
d. fragmentation e. vegetative reproduction
3. A seed is multicellular and contains the embryo
and food for the young plant. A spore is
usually unicellular and has no embryo and very
little stored food.
4. vegetative reproduction, potato, strawberry
5. grafting, tissue culture
1. No, because complete fowers like rose contain
both female and male reproductive organs. So
in these plants, only one fower is required for
reproduction.
2. Pollination means the process of transference
of pollen grains from the anthers to the stigma.
3. This helps in making wind pollination easier in
these fowers.
4. ovary, fruit
5. This is because the seeds need enough space,
water, minerals and sunlight to develop into
healthy plants. This will not happen if the seeds
fall below the plant.
A. 1. b 2. d 3. a 4. b
5. b 6. d 7. c 8. c
9. a 10. d
B. 1. asexual reproduction 2. spore
3. fragmentation 4. false
5. artifcial propagation 6. fertilization
7. zygote 8. true
9. a. cotton b. pea 10. false
C. 1. It is because of reproduction that life continues
from generation to generation. Thus, it is important.
2. fower, leaf
3. Yeast reproduces by budding.
4. Plants of lower order like mosses, ferns,
moulds reproduce by spore formation.
5. Asexual reproduction requires only one parent
and the offspring is genetically identical to the
parent. In sexual reproduction, two parents,
one male and one female are required. The
offspring has a mix of inherited genes.
6. There are many forms of asexual reproduction
in plants. They are:
(i) Fragmentation, for example, in spirogyra
(ii) Budding, for example, in yeast
(iii) Spore formation, for example, in mosses
7. When new plants are produced from the
vegetative parts of the mother plant, such as
root, stem, or leaves, without the help of any
reproductive organs, it is known as vegetative
reproduction.
8. The process of growing new plants by artifcial
methods is known as artifcial propagation.
Four methods of artifcial propagation are:
(i) grafting (ii) cutting
(iii) layering (iv) tissue-culture
9. The process of fertilization consists of the
fusion of the male cell and the egg cell.
10. A seed starts germinating only under
favourable conditions that is when it gets
moisture, warmth and oxygen.
D. 1. Three different ways of vegetative reproduction
are explained below.
(i) Potato is an underground stem tuber. When
it is cut into parts and planted in the soil,
each part with an eye develops into a new
potato plant. At each eye is a bud which
can develop into a new plant.
(ii) In some plants, such as strawberry and
grasses, the main plant develops side
shoots which have buds that grow into new
plants.
(iii) The leaf of Bryophyllum has many buds
on its margin. These buds give rise to new
plants.
2. Advantages of vegetative reproduction of
plants are:
(i) It allows to produce new plants quickly.
(ii) The plants produced by this method are
exact copies of the parent plant.
(iii) They usually need less attention than plants
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grown from seeds in the early stages of
growth.
(iv) New varieties of plants having required
characteristics can be developed by this
method.
3. a. Cutting: In this method, a healthy young
branch of a plant having leaf buds is cut
off and planted in moist soil. The cutting
develops roots and grows into a new plant,
for example, rose, sugarcane.
b. Layering: In this method, a young branch is
bent towards the ground and covered with
moist soil. After some time roots developed
from the covered part. This is called a layer.
The branch can now be cut and made
to grow into a new plant, for example,
jasmine, rose.
c. Grafting: In this method, a twig or bud of
one plant (called the scion) is kept over the
cut stem of another plant (called the stock)
tying them up together. The tissues of stock
and scion join together to form one plant,
for example, mango.
4. The process of transference of pollen grains
from the anthers to the stigma is called
pollination. After pollination, a thin tube called
the pollen tube grows down from the pollen
grain through the pistil. The pollen tube carries
the male cell. It grows until it reaches the ovule
and enters it. Fertilization takes place and the
zygote is formed.
5. A plant produces a large number of seeds. If
all these fall below the plant and start growing,
they will not get enough space, water, minerals
and sunlight. So they will not develop into
healthy plants and many of them may even die.
So dispersal of seeds is necessary by some
natural agents by which the seeds of a plant
get scattered over a large area.
Agent of dispersal seed dispersed
wind cotton
water coconut
animal xanthium
explosion pea
6. After the formation of the zygote in fertilization,
the petals, sepals and stamens wither away
and fall off. Often the style and the stigma also
fall off. Only the ovary remains. The ovules in
the ovary contain a supply of food. The zygote
takes in this food and begins to grow by cell
division. In some time, it becomes an embryo.
Meanwhile, the walls of the ovules develop
hard layers and form seeds. As the seeds
form, the ovary begins to swell and in time, it
becomes a fruit.
7. In this method, a piece of tissue is cut off
from the growing tip of a plant. The cells are
separated and kept in a nutrient medium under
controlled conditions. The nutrient medium
contains hormones that make the cells divide
and form groups of cells. Roots also develop.
These are then kept in a different nutrient
medium containing hormones that enable
shoots to develop.
HOTS Questions
1. The statement is false because reproductive
system is not needed for the organism to stay
alive.
2. Insect-pollinated fowers are expected to be
more attractive to attract insects for pollination.
Wind-pollinated fowers do not need to attract
insects.
3. If there is favourable wind, it can carry pollen
grains from one insect-pollinated fower to the
stigma of another and thus help in pollination.
4. The number of cells gets multiplied by 2 every
hour. Therefore:
a. After 5 hours: No. of cells = 2 2 2 2
2 = 32
b. After 10 hours: No. of cells = 2 2 2 2
2 2 2 2 2 2 = 1024
c. After 15 hours: No. of cells = 2 2 2 2
2 2 2 2 2 2 2 2 2 2 2 =
32768
(From the above it can be seen that the
general formula is: No. of cells = 2
n
, where n is
the time in which the number of cells doubles.)
14. MOTION AND TIME
1. metre, kilogram, second, kelvin
2. Yes. We need to measure something that occurs
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or appears at regular intervals to measure time
and this is very diffcult to carry out.
3. increases
1. s = d/t
2. uniform motion
3. a straight line
A. 1. c 2. b 3. c 4. a
5. b 6. c 7. b
B. 1. physical quantities 2. false
3. true 4. oscillation
5. false 6. alance-wheel
7. stopwatch 8. speed
9. odometer 10. uniform motion
C. 1. Standard units are used in measurements
because they can be uniformly used by
everyone.
2. Discovery of the simple pendulum by Galileo
Galilei made the accurate measurement of time
possible.
If a weight hung from a string is made to swing,
it always completes one to-and-fro motion in
exactly the same time.
3. The time taken by a pendulum for one
oscillation is known as its time period.
4. The periodic change, rotation of earth on its
axis, can be used to measure time.
5. Modern electronic watches have the crystals of
a substance called quartz. These crystals can
vibrate very fast at a very precise rate. These
vibrations are used to measure time accurately.
6. An object is said to be in uniform motion when
it travels in a straight line and covers equal
distances in equal intervals of time.
D. 1. SI is the abbreviation of Systeme International
dUnites in French. In this system the standard
units are metre, kilogram, second and kelvin.
Two other systems of units are FPS system
and CGS system.
2. distance (d) = 270 km
time (t) = 4
1
2
h =
9
2
h
Thus,

speed (s) =
d
t
=
270
270
9
2
30
/
=
2
9
= 60 km/h
Thus, the speed of the car is 60 km/h.
3. a. distance (d) = 200 m
time (t) = 10 s
speed (s) =
d
t
=
200
10
= 20 m/s
b. d = 200 m =
200
1000
km =
2
10
km
t = 10 s =
10
60 60
=
1
360
h
Thus,
speed s =
d
t
=
2
10
1
360
=
2
10
360 = 72 km/h
4. An aeroplane takes time to travel from New
Delhi to London = 7 h.
Plane travels at a speed = 950 km/h
Thus, distance (d) = s t = 950 7 = 6650 km
5.
105
90
75
60
45
30
15
0
1 2 3 4 5 6 7
D
i
s
t
a
n
c
e
(
m
)
Time (s)
A
B
C
D
E
Distance-time graph for uniform motion
6.
The speed of the car is s =
d
t
=
60
4
15
= 15 m/s
7.
The car does not have uniform motion.
8. An object is said to be in uniform motion when
it travels in a straight line and covers equal
distances in equal intervals of time. The graph
of distance versus time for uniform motion is
a straight line. A body is said to be in non-
uniform motion if the speed or direction of the
body does not remain constant.
The graph of distance versus time for non-
uniform motion is not a straight line.
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HOTS Questions
1. Making accurate measurements of length and
mass is relatively simpler than making accurate
measurement of time. We need to measure
something that occurs or appears at regular
intervals to measure time and this is very diffcult
to carry out.
2. By using a string shorter than 25 cm.
3. No, it does not have uniform motion as its
direction is changing continuously.
4. Car A won the race as its speed is higher.
5. Object A is at rest. Object B is travelling at
infnite speed.
P. 159 Checklist for Research on Scientist
1. Did the student know about the invention of
pendulum clock? Yes / No
2. Was the student able to fnd out the various
works of Galileo? Yes / No
3. Did the student collect information and facts
from different sources? Yes / No
4. Was the student able to take inspiration from
the life of Galileo? Yes / No
15. WINDS, STORMS AND CYCLONES
1. The atmospheric pressure at Mumbai;
because air pressure decreases as we go
higher
2. reduced pressure
3. upwards
1. Towards the equator for both the cases; Air is
cool in this place in comparison to that in the
equator. So air from these places rush to take
the place of warm air near equator as it rises
up producing a low pressure.
2. Heating of the earths surface by the sun.
3. No. The strongest winds occur in the regions
surrounding the eye. The cyclone consists of a
low pressure region with a higher pressure all
around. So the winds tend to blow towards the
low pressure region.
4. over the sea
A. 1. a 2. d 3. d 4. c
5. c 6. c 7. b 8. d
B. 1. decrease 2. decrease
3. less 4. smaller
5. true 6. Poles
7. sea/water 8. true
9. false 10. eye
C. 1. Four natural hazards are earthquakes, foods,
droughts and cyclones.
2. Air exerts pressure in all directions.
3. This will reduce the pressure in the region.
4. When air is heated, it expands. This causes it
to become lighter than the surrounding cooler
air, thus it rises up.
5. Monsoon winds are caused by uneven heating
of land and sea.
6. Static electricity is produced due to the
collisions between water droplets and ice
crystals in atmosphere. This causes huge
sparks between clouds or between a cloud
and the ground in the form of lightning during a
thunderstorm.
7. The cyclone becomes weak once it hits land
due to friction with land and shortage of
moisture.
8. A tornado is formed when a funnel-like column
of cold air sinks down from a storm cloud.
Warm air from the surface rises up, whirls
around it and causes very high speed winds.
D. 1. Rubber sucker when pressed against a fat
smooth surface, forces air out between the
smooth surface and the sucker. This reduces
air pressure in the space between the sucker
and the smooth surface. There is greater air
pressure outside. Hence, this air pressure
outside frmly presses the rubber sucker to the
smooth surface.
2. We have to tape cotton threads to two tennis
balls and hang them 23 cm apart from each
other at the same height. Now, we should
blow air between them using a drinking straw.
Harder we blow, the closer the balls come to
each other. This happens because, when we
blow between the two balls, the air pressure
between them reduces.
3. a. The wind blows towards the equator. This
happens because the regions close to
the equator get the maximum heat from
the sun. The air near the earths surface
becomes warm and rises, producing a low
pressure region. Cooler air from either side
of the equator up to a latitude of about 30
rushes in to take its place.
b. If the earth had stood still, these winds
would have blown straight. But as the
earth rotates, the winds in the Northern
Hemisphere swerve to the right, and the
winds in the Southern Hemisphere swerve
to the left.
4. The hazards associated with a cyclone are
strong winds, heavy rains, tidal waves and
foods. The high speed winds of tropical
cyclones are accompanied by heavy rains
and huge sea waves. Flooding is caused by
the huge sea waves as they hit the coast, and
the accompanying rain further worsens the
situation. Trees get uprooted, houses collapse,
and telecommunication lines get disrupted,
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leading to heavy loss of life and property.
5. At the centre of the cyclonic storm is a calm,
cloudless area. This is called the eye. Its
diameter may vary from 10 km to 30 km. There
is no rain here, and the winds are fairly light.
6. The Indian Meteorological Department studies
the development and movement of cyclones.
This is done with the help of INSAT satellite
and chain of Cyclone Detection Radars (CDRs)
installed along the coastal belt of India. These
radars can locate and track an approaching
cyclone within a range of 400 km.
7. Precautions needed for the cyclone-prone
regions are:
(i) Listen weather bulletins regularly in radio
and TV.
(ii) Store enough food articles in waterproof
bags. Also store safe drinking water.
(iii) As soon as a warning is sounded, secure
home well or move to the safer places.
(iv) Do not venture into the sea.
8.

HOTS Questions
1. Holes are necessary in hoardings to reduce the
air pressure on them when the wind blows, as
much of the air passes through the holes.
2. No. We can not expect a cyclone to be formed
in the desert of Rajasthan as it usually forms
over the sea.
3. In winter the sea near the equator is warmer than
the land. As the air above the sea rises, the air
above the cooler land blows to take its place.
4. If the earth rotated from east to west, instead
of west to east, the winds in the northern
hemisphere would swerve to the left instead
of right, and the winds in the southern
hemisphere would swerve to the right instead
of left.
5. The pressure would be low at B and C.
However at A, directly in the path of the wind,
the pressure would be high.
16. LIGHT
1. No 2. virtual image 3. all but E
4. 90 the angle between the mirror and the
incident ray
1. outwards
2. the rays meet (converge) at a point called the
Principal Focus (F) after refection.
3. they diverge after refection
4. No, the image is real for all other positions
except when the object is between F and P in
case of concave mirror.
5. concave mirror
6. Convex because it forms smaller images and
hence can be used to view a much larger area.
1. yes
2. they will diverge
3. they converge at a single point called the
Principal Focus
4. This point lies at the centre of the lens and is
called the optical centre of the lens.
5. convex
6. No, there are seven colours but they appear
as one, that is, white as our eyes can not
distinguish them separately.
A. 1. d 2. d 3. c 4. b
5. b 6. b 7. d 8. c
9. a 10. c
B. 1. false 2. false 3. behind
4. focus 5. concave 6. true
7. concave 8. converges 9. a thick lens
10. at 2F 11. false 12. prism
C. 1. The angle formed by the ray of light or incident
ray and the normal drawn at the point of
incidence to the mirror surface is called the
angle of incidence of that ray of light.
2. The angle of incidence is equal to the angle of
refection.
3. The image which can be formed on a screen is
called a real image.
4. In the image formed by a plane mirror, there is
an interchange of left and right. This is called
lateral inversion.
5. Because a convex mirror forms smaller images
of objects, it can be used to view a much larger
area than would be possible with a plane mirror.
6. A convex lens bends all parallel rays passing
through it inwards to meet or converge at a
point called the focus. Thus, it is said to have
a real focus. A concave lens makes spread all
parallel rays away or diverge and it appears
as if they were coming from a point called the
focus. Thus, it is said to have a virtual focus.
7. The pattern formed by the seven colours of
ordinary white light is called a spectrum.
8. The convex lens forms a virtual image when
the object is between O and F. Bigger than the
object.
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D. 1.
2. The characteristics of the image formed by a
plane mirror are:
(i) It is virtual (ii) It is erect
(iii) It is of the same size as the object
(iv) It appears to be as much behind the mirror
as the object is in front of it
(v) It is laterally inverted
3. Three uses of concave mirrors are:
(i) Used in torches and car headlights to refect
the light to form a poweful beam of light
(ii) Used in the astronomical telescope to form
an image of the star or planet
(iii) Used by dentists to magnify the image of teeth
4. A real image can be taken on screen whereas a
virtual image cannot be taken on screen. In case
of convex lens real images are always formed
(except in magnifying glass) whereas in case of
concave lens virtual images are always formed.
5. a. Position of the object between O and F:
Position of the image behind the mirror
Nature of the image virtual, magnifed
and erect
b. Position of the object between F and C:
Position of the image beyond C
Nature of the image real, magnifed and
inverted
c. Position of the object beyond C:
Position of the image between F and C
Nature of the image real, diminished and
inverted
6. a. Position of the object between O and F:
Position of the image on same side as
object
Nature of the image virtual, erect,
magnifed
b. Position of the object between F and 2F:
Position of the image beyond 2F
Nature of the image real, inverted,
magnifed
c. Position of the object beyond 2F:
Position of the image between F & 2F
Nature of the image real, inverted,
diminished
7.
Principal focus: The point F in the fgure for
convex lens is actually the real image of the
sun formed on a screen. This point is called
the principal focus of the lens. In the case of
a concave lens, a virtual image will be formed
at the point F which is the pricipal focus of the
lens.
Focal length: The distance between the optical
centre O and the focus F of a lens is called the
focal length (OF).
8. Newton showed that a prism can produce a
spectrum. He allowed a thin beam of light to
fall on a prism in a dark room. After passing
through the prism, the beam splits into its
different colours. A spectrum was seen on a
screen kept behind the prism.
HOTS Questions
1. No difference. The size of the image of any
object formed on a plane mirror does not
depend on the size of the mirror.
2. Four identical mirror image letters H, I, O, X
3. Rear view mirrors are convex to have a useful
feld of view. They form a smaller image of the
object behind them. Since smaller objects
appear farther away, the objects seen in the
mirror look further away than they really are. If
the driver does not realise this, he might turn
or change lanes thinking that the car behind is
further away than it actually is. This can result
in an accident. The warning is there to remind
the driver of this potential problem.
4. A concave mirror converges parallel rays of
light after refection so that they actually meet
at the focus and form a real image. Therefore
the focus is real. A convex mirror diverges
parallel rays of light after refection so that they
appear to come from the focus. Therefore the
focus is virtual.
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By the same logic a convex lens has a real
focus (as it converges parallel rays), and a
concave lens a virtual focus (as it diverges
parallel rays).
5. Glass lens will have a greater focal length
because it bends light less than diamond.
6. In plane mirror, all normals at the surface are
parallel to each other.
7. Infnite number of images, as the image formed
by one mirror becomes the object for the other
mirror and so on.
17. ELECTRIC CURRENT AND ITS EFFECTS
1. No, it can be placed anywhere in the circuit. The
function of the switch is to either open or close
the circuit, and it has no relation with the cell.
2. air
3. low resistance, high resistance
4. positive, so current always fows from positive
terminal to negative terminal
1. It must have a low melting point.
2. only when a current is fowing in the wire
3. to increase the strength of the magnet
A. 1. a 2. a 3. d 4. c 5. d 6. d
B. 1. air 2. true
3. true 4. diagram
5. B A 6. false
7. heating effect 8. false
9. electromagnet 10. false
C. 1. The arrangement where an electric current
fows in a conductor when it is connected to
a source of electric current is known as an
electric circuit.
2. Electric current always fows from high
potential to low potential. This creates the fow
of electric current in an electric circuit.
3. Every conductor does not heat up when an
electric current is passed through it. The
amount of heat depends on the resistance
offered by the conductor and also the length
and thickness of the conductor. Nichrome
and tungsten are conductors normally used in
heating appliances.
4. The fuse wire will melt.
5. A miniature circuit breaker is a switch that
automatically stops the current in a circuit if the
current in it exceeds the specifed maximum
limit.
6. Symbols used in the circuit:
a battery of four cells :
+
a switch :
a lamp :
D. 1.
2. The magnetic strength of a solenoid can be
increased by:
(i) Increasing the number of turns in the
solenoid
(ii) Increasing the current in the solenoid
(iii) Winding the solenoid around a magnetic
material
3. An electromagnet is a coil of insulated wire
wound around a piece of magnetic substance,
such as soft iron, which acts as a magnet only
as long as the current is fowing in the wire.
Three uses of electromagnets are:
(i) Used in a number of electrical appliances,
such as electric bells and electric buzzers
(ii) Used in electric motors, which fnd wide
application in fans, washing machines, air
conditioners and so on
(iii) Used in factories and cranes for lifting
heavy iron pieces
4. An electric bell consists of an electromagnet,
an armature, a contact adjusting screw, a gong
and a hammer. The armature consists of a soft
iron rod mounted on a spring. One end of the
iron rod presses against the top of the contact
adjusting screw. When the switch is pressed
on, current fows in the electromagnet. It then
attracts the iron rod towards itself, causing the
hammer to strike the gong. At the same time,
the armature loses contact with the screw and
the current is switched off. This causes the
electromagnet to lose its magnetism and the
armature springs back to its original position
to close the circuit once again. Current fows
again and the cycle repeats itself till the current
is switched off.
HOTS Questions
1. An electric cell gives a very low voltage as
compared to the mains. Therefore, there is
no danger of high current fow in a circuit
containing electric cells. Hence fuse wires and
circuit breakers, which are safety devices to
prevent accidents, are not required.
2. Copper wire cannot be used in electric bulbs
as it will offer very little resistance to the fow of
current and will therefore not get heated up.
3. The fuse wire will melt when the AC is switched
on, as the normal current that the AC will draw
(10 A) is greater than the rating of the fuse
wire (5 A). Mohit should use a fuse wire of
specifcation greater than 10 A, e.g. 15 A.
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4. 100 A is much higher than the total maximum
current of 20 A drawn when all appliances are
switched on. Hence the fuse wire specifcation
is not right. It should be a little higher than
20 A, e.g. 25 A.
5. Heating up of fans, air conditioners, refrigerators,
computers etc., when current is passed through
them are examples of wastage of energy.
6. If a current is passed through the coil, the
freely suspended coil will defect towards
northsouth direction because the current
carrying coil acts as a magnet.
18. WATERA NATURAL RESOURCE
1. a renewable resource
2. sea water, frozen water, groundwater
3. Yes. I do agree.
4. No, water evaporates at all temperatures.
1. The depth of the water surface in the well from
the surface of the earth.
2. Yes. Because forest and vegetation slows
down the fow of rainwater on land and
increases the absorption of water by the soil
which in turn recharges the groundwater.
3. conservation
4. rainwater harvesting
A. 1. b 2. c 3. a 4. b
5. a 6. c 7. a 8. d
B. 1. both 2. false 3. false
4. true 5. absorption 6. false
7. conservation 8. water table 9. true
10. true
C. 1. There is shortage of water even though three-
fourths of the earth is covered with water because
it is not evenly spread throughout the earth, and
also because most of it is not in a usable form.
2. The three states of water are ice, water and
steam. The state of water can be changed by
heating or cooling.
3. The rainwater falling on land may drain into
rivers and streams or seep through the soil and
gather underground as groundwater, or fall on
high mountains and get frozen.
4. The level at which all the spaces between the
soil particles and the gaps between rocks are
flled with water is known as the water table.
5. The groundwater may run along the surface
of the non-porous rocks and come out of the
surface at some places to form a natural spring.
6. Drip irrigation is a method of irrigation where
water is supplied to the roots of plants drop by
drop instead of flling the entire feld with water.
7. Trees and vegetation slows down the fow of
rainwater on land and increases the absorption
of water by the soil. Also, planting trees helps
in soil conservation which in turn helps in
groundwater conservation.
D. 1. (i) Renewable resources are those that will
never run out or are replaced through
natural processes. They are of two types:
a. inexhaustible, like sunlight, air, water
b. exhaustible, like soil, forests, groundwater
(ii) Non-renewable resources are those that
once used up cannot be replaced in a
reasonable period of time. They are of two
types: a. can be recycled like minerals
b. cannot be recycled like topsoil, fossil fuels
2. a. Groundwater is a renewable resource
However, today we are using it, at a faster
rate than the rate at which it is renewed which
leads to the depletion of the water table.
b. Forests are destroyed increasingly by cutting
or burning of trees to obtain wood, land,
etc. due to which they are disappearing at a
faster rate and getting exhausted.
3. It is seen that the water table in our cities is
constantly going down and there is shortage of
groundwater. The reasons are as follow:
Rising population leads to an increase in
the water consumption. There is also a need
for moe number of houses, offces, shops and
roads, and this means more construction work
which uses a lot of water, mostly groundwater.
Also as the build-up areas increases and
open areas reduces, there is a reduction in the
amount of water seeping into the ground.
For these reasons, the water table in the cities
constantly decreases.
4. The water in seas, rivers, lakes and streams
evaporates due to the heat of the sun. The
water vapour rises up. The air higher up is
cooler. This cools the water vapour and it
condenses to form tiny drops of water. These
drops of water unite together to form clouds. As
the clouds get cooled further, more water drops
unite together and become bigger. When they
become too heavy, they fall on the earth as rain.
5. Conservation of resources means avoiding
their wasteful use. This defnition does not
cover the other aspects of conservation, i.e. it
means not only wasting the resources, but also
maintaining their quality. The natural resources
today are getting used up and depleted much
faster which leads to an imbalance in nature.
So the main purpose of conservation is to
use resources wisely and carefully so that a
balance in nature is maintained.
6. Four methods of conserving water are:
1. Rainwater harvesting: It is done by allowing
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rainwater, falling on roofs of buildings, to
fow into a deep trench in the ground. It,
thus, replenishes groundwater.
2. Using better methods of irrigation, such as
drip irrigation in which water is supplied to
the root of plants drop by drop.
3. Using less water and avoiding wastage at
home, for example, turning off the tap while
brushing teeth, etc.
4. Better management of water by the civic
authorities, e.g. preventing leakage from pipes.
7. Rainwater harvesting is being encouraged by
the government these days as an important
method of conserving groundwater. It is a method
of storing rainwater for future use. In houses, it
is done by allowing rainwater, falling on roofs
of buildings, to fow into a deep trench in the
ground. It, thus, replenishes groundwater, instead
of fowing off into drains that empty into rivers.
HOTS Questions
1. Renewable resource (but exhaustible if we use
it faster than it is replenished) as 10 years is a
resonable period of time for the resource to be
replaced.
2. We feel greater need for conservation today
because with increase in population, and with
advancement in science and technology, we
are using up much more resources than our
ancestors did.
3. Wells go dry because of decrease of the
water table to below the depth to which the
wells were dug. Either the well should be dug
to a greater depth, or we should recharge
groundwater by using rainwater harvesting to
increase the water table.
4. The density of air is less high up in the atmosphere.
It can therefore not retain heat and is cooler.
5. When the humidity is high and the temperature
is low, condensation takes place because of
which fog forms.
P. 213 Checklist for Field Trip
1. Was the student excited and curious about the
trip? Yes / No
2. Did the student fnd out about the various
aspects of studying the weather and monsoon
for a particular area? Yes / No
3. Did the student become more aware about the
importance of rain and monsoon, particularly in
his/her locality? Yes / No
19. OUR FORESTS
1. canopy
2. small trees, shrubs and tall grasses, herbs
3. Rainwater falls on the leaves of trees and
plants and then drips slowly onto the forest
foor. Thus water does not fall directly on the
forest foor and hence does not collect and
stagnate there. So even after heavy rains,
forest generally do not get fooded.
4. Plants and trees in the forest release water into
the air through transpiration. This increases
the amount of water vapour or moisture in the
air and this increased amount of moisture also
cools the air.
1. Help in pollination, help in dispersal of seeds,
animal excreta and their dead bodies provide
nutrients
2. No, consumers are those that depend directly
or indirectly on plants for food. So all animals
including humans are consumers.
3. The balance of nutrients in the soil must
be maintained as the total amount of these
nutrients does not change. This happens when
the decomposers break down the dead bodies
of plants and animals into the nutrients they are
made up of and mix them with the soil.
4. food web
5. In planned harvesting, the uncut trees prevent
soil erosion. Again, the fruits of these trees
produce seeds so that new trees can grow and
thus the forest cover is almost maintained.
A. 1. b 2. c 3. c 4. c 5. d
6. d 7. d 8. b 9. b 10. c
B. 1. canopy 2. neem
3. erosion 4. oxygen
5. water vapour 6. secondary consumers
7. sun 8. mushroom
9. web
C. 1. The thick covering of leaves like a roof known
as canopy hardly allows any sunlight to come
in. Thus, it is quite dark inside a thick forest.
2. When a city is made in place of forest, the
water table goes down because people
need water for drinking, washing, cooking,
cleaning and so on. More construction of
houses is needed which uses a lot of water
mostly groundwater. Again increase in build-
up areas and reduction in open areas causes
a decrease in the seepage of water into the
ground lowering the water table.
3. Five products that we get from forests are timber,
wood pulp (for making paper), turpentine, latex
(for manufacture of rubber) and resin.
4. Jackal, vulture. They consume dead animals
and dispose them off thus keeping our
environment clean.
5. Suppose there is a food chain:
plant rat snake.
But there are several animals other than the
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snake that eat rat, for example, cat or owl. So
another food chain can be:
plant rat cat.
Now, as we see, these two food chains are
interconnected:
cat
plant rat
snake
6. Forest fres are controlled by spraying fre
extinguishing solutions from aircrafts or by
changing the direction of wind by using strong
blowers.
7. Afforestation is the practice of renewing a
forest by planting seedlings or small trees.
D. 1. Two ways in which plants are useful to animals are:
(i) Plants release oxygen during
photosynthesis.
(ii) Plants provide food to all animals including
human beings.
Two ways in which animals are useful to plants are:
(i) Some animals such as butterfy, honeybee,
humming bird, bat and moth help fowers in
pollination.
(ii) Animal excreta and their dead bodies add
nutrients to the soil. They act as manure
and provide minerals for plant growth.
2. A food chain tells us who eats what in the
environment. It shows how energy in the form
of food is passed from one organism to other.
For example, green plants deer lion.
This means that green plants are eaten by deer
and a deer is eaten by a lion.
3. There are several food chains in nature that
are connected to each other. A food web is
a web of a number of interconnected food
chains. For example,
small birds
plants or grass grasshopper frog snake
rat snake
There are animals other than the grasshopper
that eat plants. There are also animals other
than the frog that eat grasshoppers.
4. Nature maintains the population of each species
of animals in suffcient numbers to maintain a
balance. That is why we say that to kill and to be
killed, to grow and to die and get decomposed is
the law of nature. It is due to these activities that
the balance in nature is maintained.
5. The roots of plants bind the soil particles together
and prevent soil erosion, and thus maintain
the fertility of the soil. Soil erosion is also
prevented because raindrops do not fall directly
on the forest foor with full force. In this way by
conserving forests, we also conserve soil.
6. An effcient way to get wood from forests for
our requirements is to cut only some of the
trees in an area. The uncut trees prevent
erosion. Fruits of these trees produce seeds
so that new trees can grow. This way the
forest cover is maintained. In this way planned
harvesting also helps in conservation.
7. Forests prevent soil erosion. Again forests
provide the best habitat for wildlife as food
and shelter are available for a large number of
wild animals in the forests. So conservation of
forests helps in wildlife conservation as well as
soil conservation.
8. Five ways in which forests are useful to us are:
(i) Prevent foods and maintain the water table
(ii) Prevent soil erosion
(iii) Supply oxygen and Absorb carbon dioxide
(iv) Cool the air and increase rainfall
(v) Yield valuable products such as timber, wood
pulp, latex, spices and medicinal plants.
9. Yes, large scale cutting down of forests have
an effect on rainfall in the area. Plants in the
forest absorb water from the soil and release
it into the air through transpiration. This
increases the amount of water vapour in the
air and helps in cloud formation. This ultimately
causes an increase in rainfall.
HOTS Questions
1. If all forests on the earth disappear, most
plants and animals would disappear, the
carbon dioxide levels in the air would increase,
the rain patterns would get adversely affected,
and soil erosion would increase. Therefore,
survival of life would become more diffcult.
2. Banning the cutting down of trees completely
is not practical as we need wood for several
purposes. Planned harvesting of trees so that
we get our requirements without reducing the
forest cover is a practical method.
3. A forest has no waste. It is true because every
bit of it is used in one or other way. Even the
dead leaves decay and make compost.
4. If the number of carnivores became more than
the number of herbivores, the carnivores will frst
eat up all the herbivores. Once the herbivores
fnish, all food chains will get disrupted as
transfer of food from plants to animals would not
take place. The carnivores will therefore also
perish. Thus all animal life would end.
20. WASTEWATER MANAGEMENT
1. In our homes, industries, offces, hospitals, and
other places. It is also generated as rainwater
runs down the land through roofs, ground and
agricultural felds.
2. There can be blockages in open drains. So
sewage may stagnate and even overfow. This
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results in breeding of mosquitoes, fies and
other germs.
3. No, there can be leaks at the damaged joints in
the pipes. This could be a major risk for public
health particularly where drinking water pipe
and sewage pipe pass close to each other.
1. The aim of sewage treatment is to remove the
solid material from the sewage and also to
make its liquid part less harmful for humans
and other animals.
2. Cooking oil can block pipes when it hardens.
3. Sanitary napkins can clog drains and prevent
free fow of oxygen that interferes with the
decomposition process.
4. Paints can kill microbes that clean the water.
5. Faeces, food waste, soap. They grow in
air pumped in the tank and consume these
contaminants to remove them.
A. 1. b 2. c 3. d 4. a
B. 1. mosquitoes 2. false
3. oxygen 4. true
C. 1. Wastewater from houses, industries, hospitals,
etc., and rainwater that runs over land containing
waste matter such as excreta is called sewage.
2. It is necessary to treat sewage before
disposing it off in a water body. Without being
treated, it can result in a major health hazard
for humans and animals.
3. yellow fever, malaria, dengue, cholera
4. During foods, sanitation system can overfow
and this may contaminate drinking water supply
and cause sewage to back fow. For this reason,
cholera outbreak is common after foods.
5. In a city, the amount of storm water collected
can be very large. This can cause overfowing
of and bursting of sewage pipes, if there are
no separate pipes for sewage and storm water.
Also the large quantity of storm water can not
be properly treated in a treatment plant.
6. Sewage treatment involves physical, chemical
and biological processes.
7. Contamination of drinking water can happen
in covered drains also. A common reason is
damaged, leaky joints in water pipes in areas
where the water pipes and sewage lines are
close to each other.
D. 1. When we use water at home to wash clothes
and utensils, bathe and fush toilets, it becomes
dirty. This dirty water is called wastewater.
It contains urine, faeces, detergent and dirt
released after washing clothes and utensils,
and food wastes. Harmful microorganisms that
can cause diseases such as jaundice, cholera
and typhoid are present in it.
Wastewater is also generated in industries,
hospitals, hotels, offces and at other places.
Industrial wastewater contains poisonous
chemicals. Wastewater from hospitals may
contain several types of disease-causing
germs, and dangerous radioactive materials.
Rainwater that has run down the land also forms
wastewater. It may pick up various contaminants
including soil particles, heavy metals, organic
compounds, animal waste, and oil and grease.
It may also pick up human faeces. It also picks
up fertilizers and pesticides.
2. Due to improper drainage, sewage may collect
in pools and stagnate. These are perfect
places for fies and mosquitoes to breed. This
may spread diseases such as yellow fever,
malaria and dengue. Different types of germs
such as those of cholera can also grow and
multiply in stagnant wastewater. Decay of
organic waste present in wastewater leads to
unpleasent smell.
3. If a city does not have proper storm water
drainage system, this water starts overfowing
on the streets and may even enter houses.
This is dangerous for public health and
property. Sanitation system can overfow
during foods. There is also the risk of
foodwater contaminating drinking water
supplies, bursting pipelines and cause sewers
to back fow or even break.
4. The main steps used in sewage treatment are:
(i) The wastewater is frst passed through
screens of vertical bars, which remove large
soild materials such as plastic bags, sticks, etc.
(ii) The water is then passed through settling
tanks known as grit chambers. Its speed
is reduced so that solids such as sand,
silt and gravel settle down and are removed.
(iii) After this, the wastewater passes into a
sedimentation tank called a clarifer, in
which organic materials settle down and are
removed with a scraper. Floating materials like
oil and grease are removed with the help of
a skimmer. The water that emerges from the
settling tank is called clarifed water.
(iv) Next air is passed through the clarifed water
in an aeration tank. This allows aerobic
bacteria to grow and consume organic
contaminants. The treated water is removed
from the top and discharged into a water body.
5. The sludge is used to obtain methane, carbon
dioxide and humus like material by a process
called digestion. It consists of decomposing the
sludge with the help of anaerobic bacteria. Dried
sludge can be used as a fertilizer. The methane
formed can be used as a fuel.
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6. Do not dispose off cooking oils and fats in the
kitchen sink. They can block pipes when they
harden. Throw them in dustbins.
Do not dispose off used tea leaves, solid food
remains, sanitary napkins, etc. in the kitchen
sink or in the toilet. They clog drains and prevent
free fow of oxygen that interferes with the
decomposition process. Throw them in dustbins.
7. One such method involves making a septic
tank. The sewage is allowed to fow into a tank
in which anaerobic bacteria decompose the
waste. Another method allows the excreta to
fow into a biogas plant through covered drains.
The biogas produced can be used as a fuel. A
new method recently tested in India is to use
red worms to treat human excreta and convert
it into vermicompost. This method is simple,
hygienic and uses less water.
HOTS Questions
1. Storm water disposal pipes should be bigger
because the amount of storm water can be
very large.
2. Because the quantum of plastic disposed off
in the form of plastic bags is many times more
than the quantum disposed off as other plastic
products such as buckets or TV cabinets. This
is because plastic bags normally get disposed
off after a single use, whereas one bucket may
be disposed off after several years of use.
TEST PAPER 2 FOR SUMMATIVE ASSESSMENT 2
for Chapters 1120
A. 1. respiration 2. asexual reproduction
3. oscillatory motion 4. real
5. inexhaustible renewable resource
B. 1. In insects, exchange of gases for respiration
occurs through openings called spiracles on
their bodies.
2. Transpiration creates a suction pull which pulls
water up the stem from the roots.
3. Nephrons are the tiny fltering units of the
kidney.
4. Wind, water, animals and explosion of fruits are
the agents of dispersal of seeds.
5. d = s t, or d = 60 = 45
So the distance AB is 45 km.
6. High speed winds often lift off roofs of houses
with tin or thatch roofs due to reduction in air
pressure above the roofs.
7. The angle of incidence is same as the angle of
refection.
8. A miniature circuit breaker is a switch that
automatically stops the current in a circuit if
the current in it exceeds the specifed
maximum limit.
9. Water exists in nature in solid form in glaciers;
in liquid form in ponds, lakes, rivers, oceans
and underground; and in the form of water
vapour in air.
10. Rainwater falls on the leaves of plants and
trees in the forest and then drips slowly onto
the forest foor which helps this water to easily
seep into the soil and recharge the water table.
C. 1. Cellular respiration occurs in the cells. During
cellular respiration, the sugar molecules in food
are oxidized to form carbon dioxide and water
and energy is given out.
The reaction is:
C
6
H
12
O
6
+ 6O
2
6CO
2
+ 6H
2
O + energy
2. The cyclone consists of a low pressure region
with higher pressure all around. The winds tend
to blow towards the low pressure region and
circulate violently around the centre with great
speed. At the centre of the storm is a calm,
cloudless area called the eye. There is no rain
here, and the winds are fairly light.
3. When the object is far away from the convex
lens, the image will be real and inverted. Then,
as the object is brought close to the lens, the
image becomes bigger and moves further
away from the lens. When the object is very
close to the lens, an erect, magnifed, virtual
image can be seen on the same side as the
object.
4.
5. Rainwater harvesting is a method of storing
rainwater for future use. It is done by allowing
rainwater falling on roofs of buildings to fow
into a deep trench in the ground. It replenishes
groundwater instead of allowing the water to
fow off into drains and water bodies.
D. 1. a 2. c 3. c 4. b
5. c 6. b 7. b 8. c
9. a 10. b

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CONTINUOUS AND COMPREHENSIVE EVALUATION 2

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