New Directions Science Book 6

Answer Keys
 1. The Wonderful World of Science

Answer Key

In-text Questions
Diving Deep (Page 2)
Students are expected to do this on their own.
Hint: Students can discuss about ground breaking scientific discoveries that have made life much
easier, such as discovery of car, airplane, refrigerator and x-ray machine.
Apply Concept in Context (Page 5)
1. Some groundbreaking discoveries of science are as follows.
•  The Wheel: Wheel changed how we travel and carry things. It made transportation faster and
easier. It is used in bicycles, cars, trucks and buses.
•  The Airplane: Airplanes let us travel quickly across countries. This discovery connects people
all over the world.
• The Mobile Phones: Mobile phones allow us to talk to people from far away, send messages,
take pictures, and even access the Internet.
2. Plants and animals grow by using food. Plants make their food using sunlight, water and nutrients.
Animals get their food in different ways, like eating plants or other animals. Food helps plants and
animals grow, develop, and survive in different regions and climates.
3. We use a thermometre to measure our temperature when we have a fever.
Examine Further (Page 5)
1. The atmosphere of the earth is made up of different layers of air that vary in temperature and
density. As the light from the stars moves through these layers, it bends, causing the light to
change in brightness and colour, which make the stars look twinkling.
2. Plants make their food through a process called photosynthesis. They use sunlight, water and
carbon dioxide from the air to produce food in the form of sugar. This happens in the leaves,
where chlorophyll helps capture sunlight to make the food.
Self-assessment (Page 5)
1. We need food to grow and gain energy. Food provides the nutrients our body needs, such as
carbohydrates, fats, proteins, vitamins and minerals, which help our body function properly and
fight illnesses.
2. Temperature is the measure of how hot or cold something is. It is the degree of hotness or
coldness.
3. Scientists are people who gather data or evidence and use it to develop hypotheses. They then
perform experiments based on this information to test their hypotheses and gain deeper insights.
This approach allows them to solve known problems and discover new things.

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 4. The process of finding the answer to a question can be done through the scientific method. The
steps involved are as follows:
(a) Observation: You observe something that you want to understand.
(b) Ask Questions: You think and ask questions about your observations.
(c) Construct a hypothesis: You assess the question and guess a possible answer to that question.
(d) Experimentation: You perform experiments to test your hypothesis.
(e) Analysis and Conclusion: When you finish your experiments and observations, check the
results to see whether they match your hypothesis.
Creative Insight (Page 5)
Students are expected to do this on their own.
Hints: Question: Does the presence of sunlight affect plants growth and health?
The flow chart of the steps to find the answer is given below.

Observe and Ask Question

It can be observed that plants kept in the dark don’t grow well. Does presence of
sunlight have any effect on plant’s growth and health?

Hypothesis
There is a significant difference between plants growing in a sunlight and a dark place.

Experimentation
Grow two plants – one in sunlight and one in the dark. Observe the differences in their
height and colour.

Analysis
Compare the growth of two plants to check if sunlight made a difference.

Conclusion
Decide if your hypothesis was correct and discuss the findings.

Learning Quest (Page 6)

A.
1. (c) 2. (d) 3. (b) 4. (d)
B.
1. Science 2. discoveries 3. Earth 4. freezes
C.
1. False 2. False 3. True 4. True
D.
1. EARTH 2. SCIENCE 3. DISCOVERIES 4. ENVIRONMENT
E.
1. (c) 2. (a) 3. (d) 4. (b)

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 F. 1. Science is how we learn about the world by asking questions, making guesses, and testing
those guesses through experiments to discover how things work.
2. We study science to understand how the world works, solve problems and improve lives by
using knowledge to create tools and solutions.
3. Science helps us understand our surroundings, such as how plants grow, why water turns to
ice, and how animals survive in different climates.
4. Groundbreaking discoveries often come from unexpected places, like studying the ocean
depths, exploring outer space or observing everyday life.
G. 1. The steps involved in the scientific method are as follows.
• Observation: First, we notice something interesting around us that we want to learn more
about and understand.
• Questioning: After observing, we ask questions about what we noticed.
• Hypothesis: Next, we develop an educated guess to answer our question.
• Experimentation: Then, we test the hypothesis through experiments. Your experiment
checks if your guess is correct and shows whether your hypothesis is right.
• Analysis and Conclusion: After testing, we look at the results and see if they support our
hypothesis. Finally, based on the results, we conclude.
2. We search for answers because we are naturally curious and want to understand the world
around us. Asking questions helps us solve problems, learn new things and make life better.
For example, by asking why something happens or how something works, we can find ways
to improve our lives, like making better tools or understanding how to stay healthy.
3. Earth supports life by having the right conditions for living things to survive. It has the following
things that help us servive.
• Air: The air has oxygen and other atmospheric gases essential for animals and plants to
breathe and live.
• Water: Water is crucial for all living things. It helps plants grow, and animals stay hydrated.
• Temperature: Earth has a suitable range of temperatures supporting life, neither hot nor
too cold.
• Soil: Earth has soil that contains essential nutrients that support plant growth. Plants, in
turn, provide food for many living creatures and purify the air by producing oxygen.
4. To grow and develop, plants and animals need food. Plants make their own food and animals
get it by different means. We humans get our food from farms. We need food and nutrients
in a proper quantity. The nutrients in food, like proteins, carbohydrates, fats, vitamins and
minerals, provide growth, strength and intelligence. Food gives us the energy to play, work,
study, and do all our daily tasks and helps us fight diseases.
H. 1. Science helps us understand everything around us, from small things like a blade of grass to
vast mountains, from kitchen activities to outer space discoveries.
2. Earth has the right conditions, like air, water and a suitable temperature, which make it the
only known planet to support life.
3. Science leads to endless discoveries, and each new finding raises more questions, paving the
way for further exploration and knowledge.
4. Whenever we observe, ask questions, form guesses and test them, we follow the scientific
method, just like scientists.

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Skill-based Activities
Science Simplified (Page 8)
Students are expected to do this on their own.
Hint: Students can answer in the following manner.
What will happen to the freezing time if we add salt to the water? Will it take less time or more time to
freeze? To find out, we need to follow the steps of the scientific method.
• Make a Hypothesis: My first guess is that both types of water will freeze simultaneously. Another
idea is that the water with salt might freeze slower or faster than plain water.
• Test the Hypothesis: Take two same-sized containers and fill them with the same amount of water
at room temperature. Add salt to one container and mix it well. Leave the other container plain.
Put both containers in the freezer. Check every 15 minutes to see how frozen each container is.
Keep doing this until both are fully frozen. Write down how long it took for each to freeze.
• Analyse the Results: Analyse the recorded time. Did the water with salt take more or less time to
freeze than the plain water?
• Draw a Conclusion: Decide from your results if salt makes water freeze slower, faster or at the
same speed as plain water.
Science Milestones (Page 8)
Students are expected to do this on their own.
Hint: Explore the websites Canva and Slidesgo, where you can create AI-powered presentations. Choose
a science-related template and customise it by adding relevant images, diagrams and text about
‘Discoveries in Science.’ You can change the design elements, such as colour, font and background, to
make the presentation visually appealing. Once you’re done, preview your work to ensure everything
looks good, and then save your presentation.
Taste of Region (Page 9)
Students are expected to do this on their own.
Hint: Students can start by identifying the popular food items in their area, such as snacks, sweets or
traditional dishes. Then, they can sketch these items. For a class presentation, students can describe
the dish and why it is famous locally.
Practical Science (Page 9)
Students are expected to do this on their own.
Hint: Students can work together to observe the following activities.
• Plants growing in the school garden.
• Fans operation with switch in classrooms.
• Wet floor getting dried after some time.
They can note observations such as photosynthesis, electricity usage or evaporation, respectively, and
explain scientific principles that these activities involve. Each group can then share their findings with
the class.

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Steps (Page 9)
Students are expected to do this on their own.
Hint: Students can create the mind map in the following manner.

Define a
question

Draw Make
Conclusion Hypothesis
Steps of
Scientific
Method

Analyse the Test the

Data Hypothesis

Scientific Approach (Page 9)

The various applications of magnets in everyday life in technology, transportation and healthcare are
discussed below.
• Technology: Magnets are used in doors and lids of objects like refrigerators and boxes to keep
them shut. They are also used inside computers to store data.
• Transportation: Magnets are used in high-speed trains. These trains use potent magnets to lift
and move the train without touching the tracks, making them super-fast and smooth.
• Healthcare: In hospitals, MRI machines use magnets to take pictures of the inside of our bodies.
The magnets help create images to show doctors what’s happening inside.
Eco Discoveries (Page 9)
Carbon Capture Technology is a discovery that helps protect or conserve the environment by acting
as a giant vacuum cleaner for the air. It catches carbon dioxide (CO₂), a gas from cars, factories and
power plants. This technology works by trapping the CO₂ before it escapes into the air. It then stores
the CO₂ deep underground, where it can’t harm the environment. This discovery helps keep earth
cooler and makes the environment healthier for all living things.
Climate Zones (Page 9)
In India, deserts are located in Rajasthan, mountains in Himachal Pradesh and Uttarakhand, coasts in
Kerala, Tamil Nadu, Odisha and Maharashtra, and snow in Jammu & Kashmir and Ladakh.

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 2. Diversity in the Living World

Answer Key

In-text Questions
Diving Deep (Page 11)
Students are expected to do this on their own.
Hint: Students can visit a nearby park. Observe their surroundings carefully. Share their observation in
class and discuss about it.
Apply Concept in Context (Page 16)
1. Two examples of plants exhibiting reticulate venation are as follows.
(i) Mango
(ii) Guava
Two examples of plants exhibiting parallel venation are as follows.
(i) Wheat
(ii) Bamboo
2. A plant’s leaf venation type is related to its root system. Plants with reticulate venation, like China
rose, usually have a taproot, one big root with smaller roots growing from it. Plants with parallel
venation, like grasses, have fibrous roots and many thin roots spreading out.
Examine Further (Page 16)
1. Some of the examples where plants and animals depend on each other are as follows.
•  Bees and Flowers: Bees collect nectar from flowers for food, and in return, they help pollinate
them, allowing plants to reproduce.
•  Birds and Trees: Birds build nests in trees for shelter and protection, while trees benefit as
birds spread their seeds.
•  Cows and Grass: Cows eat grass for nutrition, and their manure helps fertilise the soil, aiding
plant growth.
•  Squirrels and Oak Trees: Squirrels eat acorns from oak trees, and by burying some, they
unintentionally plant new trees.
• Herbivores and Plants: Animals like deer and rabbits eat plants for food, and as they move,
they spread seeds through their fur or droppings, helping plants grow in new areas.
2. Animals can be differentiated based on their shape, like the long body of a snake or the round
shell of a turtle. They vary in size, such as the tiny ant compared to the enormous elephant. The
structure of their bodies is different, too; for example, birds have wings, while fish have fins.
Animals also differ in colour, like the bright feathers of a peacock or the brown fur of a deer. These
features help us identify and group animals more efficiently.

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 3. Depending on their needs, some animals can show more than one type of movement. Some
examples are as follows.
• Frogs: They can jump on land and swim in water.
• Birds: They can fly with their wings and walk or hop on the ground with their legs.
• Snakes: They slither on the ground and can climb trees by coiling their body around branches.
• Cats: They can walk, run, climb and even leap great distances.
• Ducks: They can swim in water, walk on land, and fly in the air.
These movements help animals adapt to different environments, find food, escape predators or
search for shelter.
Self-assessment (Page 16)
1. Biodiversity refers to the variety of life on earth, including all plants, animals and other living
organisms. It is essential because it helps maintain balance in nature and supports life.
Every living thing in biodiversity has a role to play. For example, trees provide food and shelter to
animals, while animals help in seed dispersion for trees. This interaction forms a network that keeps
ecosystems healthy and functional. Without biodiversity, life on earth would not be sustainable.
2. Herbs are small plants with soft, green and tender stems. They are usually short and do not have
branches, such as coriander and mustard. Shrubs, on the other hand, are medium-sized plants
with hard stems. Their branches grow from the base of the plant, like roses and lemons. Both
herbs and shrubs have essential roles in nature and can be grouped based on their characteristics,
such as height and stem type.
3. Creepers are plants that cannot stand upright because their stems are weak, so they grow along
the ground. Examples of creepers include watermelon and pumpkin.
Climbers are also weak-stemmed plants, but they grow upward with the help of support, like
branches or walls. Examples of climbers are the money plant and the pea plant. Both creepers and
climbers are categorised based on their stem strength and growth habits.
4. The two differences between monocots and dicots are as follows.
(i) Monocot plants have seeds with only one cotyledon, while dicot plants have two cotyledons.
(ii) Monocot plants have parallel venation on their leaves and fibrous roots, while dicot plants
have reticulate venation and taproots.
These differences help scientists categorise plants based on their seeds, roots and venation.
Understanding these features also helps identify different types of plants quickly.
5. Animals that can fly use their wings to move through the air. Birds, houseflies and bees are some
examples of flying animals. Wings are specially designed body parts that allow animals to lift off
and glide through the air. Flying helps these animals search for food, escape predators, and find
new places to live.
Creative Insight (Page 16)
Students are expected to do this on their own.
Hint
For Plants
• Plants with Flowers and Soft Stems: Marigold, Hibiscus
• Plants with Flowers and Hard Stems: Sunflower, Rose

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 • Plants without Flowers and Soft Stems: Spinach, Mint
• Plants without Flowers and Hard Stems: Cactus, Bamboo
For Animals
• Herbivores (eat plants): Cow, Goat, Rabbit
• Carnivores (eat meat): Dog, Cat
• Omnivores (eat both plants and meat): Crow
• Insects: Ant, Butterfly, Bee
Diving Deep (Page 17)
Students are expected to do this on their own.
Hint: In deserts, you can find animals like camels and snakes. In snowy areas, there are polar bears
and penguins; in the mountains, snow leopards and mountain goats are common; and in the ocean,
dolphins and sharks live there.
Apply Concept in Context (Page 22)
1. Plants and animals in one region differ from those in another because they adapt to their specific
habitats. Each habitat provides the food, shelter, and conditions living things need to survive. For
example, a cactus grows in the desert with spines instead of leaves to save water, while a pine tree
grows in cold mountain areas with needle-shaped leaves to survive the snow.
2. If we keep a fish in a forest, it will not survive. Fish need water to live and cannot breathe air
like land animals. They have gills to take in oxygen from water, and their bodies are made for
swimming, not moving on land.
Examine Further (Page 22)
1. If an animal or plant’s habitat is harmed or destroyed, they might not be able to get the food,
shelter, water or the right climate they need to survive. This could make it hard for them to live,
and they might even die if they cannot find a new suitable habitat.
For example, if a forest is cut down, animals like birds and deer lose their homes. Plants might not
grow if the soil is damaged. That’s why it’s important to protect habitats so all living things can
survive and thrive.
2. Fish can swim in water because they have special features such as follows.
•  Streamlined Body: Fishes are narrow at the front and back, and slightly wider in the middle.
This shape helps fish move quickly through water by reducing resistance to swim fast and
smoothly.
• Fins: It helps them steer and move in different directions.
• Gills: It allows them to breathe underwater by taking in oxygen from the water.
3. Polar and black bears have different adaptations to survive in their habitat. Some of the contrasting
characteristics are mentioned below.
•  Fur and Fat: Polar bears have thick fur and a layer of fat under their skin to stay warm in the
cold. Black bears have shorter black or dark brown fur and do not have as much fat since they
live in warmer forests.
•  Feet: Polar bears have padded feet to walk on snow, while black bears have smaller feet suited
for walking in forests and climbing trees.
•  Colour: Polar bears are white, which helps them blend in with snow, but black bears are dark,
which helps them blend in with the forest.
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Self-assessment (Page 22)
1. The two adaptations that can be found in cacti are as follows.
(i) The leaves are reduced to spines to prevent water loss through transpiration.
(ii) The stem is green, thick and spongy to store water and perform photosynthesis.
2. Camels can survive in mountain regions because of the following adaptations.
• They have shorter legs and wide, cushioned feet that help them walk on uneven, rocky terrain.
• They also have thick fur to keep them warm in colder regions, and their ability to store energy
in the form of fat in their humps helps them survive in places where food might be scarce.
3. Mountain plants adapt to survive the cold and snowy climate. Some of the adaptations are
mentioned below.
• They are tall, straight and conical in shape, which helps them shed snow quickly.
• Their thick bark protects them from the cold.
• The needle-shaped leaves with a waxy coating reduce water loss through transpiration.
• These plants bear cones with seeds instead of flowers to protect the seeds from extreme cold.
• These trees remain green and carry out photosynthesis all year round
• Examples of these plants are pine, fir and cedar.
Creative Insight (Page 22)
Students are expected to do this on their own.
Hint: Some of the plants and animals found in the desert and mountain habitats are mentioned below.

Desert Mountain
• Cactus • Pine tree
• Aloe vera • Mosses
Plants • Date palm • Rhododendron
• Desert sage • Juniper
• Prickly pear • Fir tree
• Camel • Snow leopard
• Fennec fox • Yak
Animals • Kangaroo rat • Mountain goat
• Sidewinder snake • Himalayan tahr
• Scorpion • Golden eagle

Students can start by collecting information on the topic. To make the presentation, open MS
PowerPoint or LibreOffice Impress and click ‘New Presentation’ to start. Choose a simple or fun design
to make your slides look nice and colourful. Create a title slide by writing a title like ‘Amazing Desert
and Mountain Creatures’. Add your name if needed.
Students can now start adding information slides in the following manner.
• Make a slide for each habitat (Desert and Mountain).
• Add pictures of plants like cacti and pine trees and animals like camels and snow leopards.
• Write 2–3 points about how each plant or animal survives. For example, ‘Camels store water in their
body to survive in the desert’.
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 • Add fun images from the Internet. You can also use different colours for headings and text.
• Make a ‘Conclusion Slide’ by summarising how plants and animals adapt to their habitats.
Practise speaking about each slide to explain it to your audience confidently.

Learning Quest (Page 23)

A. 1. (a) 2. (a) 3. (b) 4. (a)
5. (d) 6. (c)
B. 1. herbs 2. climbers 3. monocots 4. legs
5. spines
C. 1. False 2. True 3. False 4. True
5. False
D. 1. CAMEL 2. ADAPTATION 3. MONOCOT 4. CLIMBERS
5. HERBS
E. 1. (c) 2. (e) 3. (a) 4. (b)
5. (d)
F. 1. The differences between herbs, shrubs and trees are mentioned below.

Size and Stem Branch

Category Examples
Characteristics Characteristics
Herbs Small plants with No branches. Coriander, mustard,
soft, green stems. petunia, wheat,
paddy
Shrubs Medium-sized Branches grow from Rose, China rose,
plants with hard the base of the lemon, tomato
stems. plant.
Trees Tall plants with Branches grow high Neem, peepal,
hard, brown stems. on the stem, far mango, amaltas,
above the ground. jamun

2. Leaf venation refers to the arrangement of veins in a leaf. Leaf venation can be classified into
two categories as follows.
(i) Parallel Venation: Veins run parallel to each other, as seen in bananas and grasses.
(ii) Reticulate Venation: Veins form a net-like pattern in mango and peepal leaves.
3. Habitat is the natural environment where organisms live and grow. It provides the necessary
resources like food, water, shelter and favourable conditions for survival. Examples of habitats
are deserts, forests and aquatic environments.
 Adaptation refers to the changes or features in organisms that help them survive and
reproduce in their specific habitats. For example, camels have padded feet and long eyelashes
to live in deserts, while aquatic plants have hollow stems to float in water.
4. The five adaptations in cacti are as follows.
(i) Leaves are reduced to spines to conserve water by reducing the transpiration rate.
(ii) Thick and spongy stems to store water.
(iii) A waxy coating on the stem to reduce water loss.

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 (iv) Widespread root system to absorb water more efficiently.
(v) The plant can survive extreme heat and dryness.
5. Rhododendrons of Nilgiri Hills and Sikkim differ primarily in their adaptations to the local climate.
In the Nilgiri Hills, rhododendrons have small leaves to conserve water, as the region experiences
less rainfall than Sikkim. On the other hand, rhododendrons in Sikkim have large leaves to capture
more sunlight and moisture, as Sikkim has a wetter and colder climate. These leaf size and structure
differences help the plants survive in their habitats.
G. 1. There is a close relationship between the leaf venation, root types, and the number of
cotyledons in plants. Plants with reticulate venation, a network-like arrangement of veins,
typically have two cotyledons and are dicots. These plants usually develop a taproot system,
where the primary root grows thick and deep into the soil.
On the other hand, plants with parallel venation, where veins run parallel to each other,
typically have one cotyledon and are monocots. These plants tend to have a fibrous root
system, where numerous thin roots emerge from the base of the stem.
2. (a) Creepers are plants that grow along the ground because their stems are weak, and they
are unable to stand upright. They spread horizontally and take root at different points
along the surface, like in watermelon and pumpkin.
Climbers, on the other hand, have weak stems but can grow upward by attaching
themselves to supports using tendrils or twining stems. This allows them to grow vertically
and reach light sources, as seen in plants like peas and money plants.
(b)  Reticulate venation is a type of leaf venation where veins form a branching network
across the leaf, as seen in dicots. This venation pattern helps distribute water and nutrients
throughout the leaf. Examples of plants with reticulate venation include leaves of rose
and China rose.
 In contrast, parallel venation features veins that run parallel to each other from the base
to the tip of the leaf, which is typical of monocots. Plants like grass, wheat and lilies exhibit
parallel venation, which supports the plant structure by making the leaf long and narrow,
enabling it to resist damage from wind and other factors.
(c)  Taproots are thick, main roots that grow deep into the soil, with smaller lateral roots
branching off them. This root system is commonly found in China and carrots. The taproot
anchors the plant securely and allows it to access deep water reserves.
 Fibrous roots, on the other hand, consist of many thin roots arising from the base of the
stem. These roots form a dense network close to the soil surface, helping monocots like
grasses, and sugarcane to absorb water and nutrients more efficiently from the topsoil.
The fibrous root system prevents soil erosion by binding the soil together.
(d)  Monocots have only one cotyledon (seed leaf ), parallel venation in their leaves, and
fibrous root systems. Examples of monocots include grasses, maize and lilies.
 In contrast, dicotyledons have two cotyledons and reticulate venation in their leaves and
taproots. Dicots are typically larger plants, such as roses, beans and sunflowers.
3. Camels are well-known for their remarkable adaptations to desert life, enabling them to
survive in extremely hot and arid conditions. Some of the adaptations are mentioned below.
• Their long legs help to keep their bodies away from the hot sand, providing them with
better heat insulation.
• Their feet are padded, preventing them from sinking into the soft desert sand.
• One of their most distinctive features is the hump, which stores fat that can be converted
into water and energy when needed.
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 • Camels can go without water for several days, as they can drink large amounts of water in
one go and store it efficiently.
• Their thick, hairy coats also protect them from the intense desert sun during the day while
keeping them warm at night.
• Their ability to close their nostrils and long eyelashes prevents sand from entering their
nose and eyes, allowing them to endure the harsh desert winds.
4. Mountain goats have evolved several adaptations, as mentioned below, that help them survive
in the harsh mountain environment.
• Their thick fur keeps them insulated against the cold, providing warmth even in freezing
temperatures.
• Their hooves are specially adapted to mountain climbing, with a hard outer shell for
traction on rocky surfaces and a soft inner pad for cushioning. This allows them to scale
steep, rocky terrains with ease.
• Mountain goats are herbivores and have eight teeth in front that help them graze on the
limited vegetation found in mountainous areas.
• The white coat helps them to hide from predators by blending with the snow.
• These adaptations ensure that mountain goats can survive in challenging mountainous
landscapes where food and shelter are scarce.
5. The movement of animals refers to the various ways in which animals change their position or
location, depending on their needs and the environment in which they live. Animals move for
several purposes, such as finding food, escaping predators, and seeking suitable habitats for
shelter or reproduction.
Different animals have evolved unique moving methods, such as walking, flying, swimming
or crawling. For example, birds fly to migrate to warmer climates, while fish swim to move
through water and search for food. Snakes crawl on the ground to navigate and search for prey.
Movements are essential for animals’ survival as they help them adapt to their environment,
protect themselves, and meet their basic needs.
H. 1. Plants and animals adapt to their environments to survive. Adaptations help them cope with
environmental factors such as temperature, water availability and food sources, allowing them
to thrive in specific conditions.
2. The leaves of cactus plants are reduced to spines to minimise water loss through transpiration
in the harsh desert environment. Spines protect the cactus from herbivores that might feed
on its moisture-rich tissues.
3. Desert camels have long eyelashes to protect their eyes from sand and dust in the desert.
The long eyelashes help keep the sand out while still allowing the camel to see, preventing
irritation and damage to their eyes.
4. Camels in colder regions have shorter legs which allows them to walk in mountain regions
more easily.
5. Trees in mountain regions have needle-shaped leaves with waxy coating to reduce water loss
through transpiration. The needle shape also helps snow to slide down easily, and their waxy
coating prevents water loss in freezing conditions.

Skill-based Activities
Wildlife Population (Page 25)
1. The major threat that causes the decline is wildlife population is exploitation, contributing 38% to
the decline in wildlife population.
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 2. 14% of the decline in wildlife population is due to habitat loss.
3. Climate change leads to a decline in wildlife populations in the following ways.
•  Habitat Loss: Rising temperatures, deforestation, and changing weather patterns destroy or
alter habitats, leaving animals without suitable places to live.
•  Food Scarcity: Climate changes affect the availability of food sources, making it harder for
animals to find enough to eat.
•  Influencing Behaviour: Increased frequency of floods, droughts and storms can directly harm
animals and disrupt their breeding or migration patterns.
•  Rising Sea Levels: Coastal habitats, like mangroves and wetlands, are submerged, impacting
species dependent on these areas.
•  Imbalanced Ecosystems: Some species may adapt better to climate changes, leading to the
overpopulation of certain animals and the decline of others, disrupting the food chain.
These factors collectively reduce biodiversity and threaten the survival of many species.
4. Governments around the world have established various policies to protect wildlife. Some key
measures include the following.
• Wildlife Protection Acts: Laws like the Wildlife Protection Act of 1972 in India prohibit the
hunting, poaching and trade of endangered species and their habitats.
•  Afforestation Programs: Large-scale tree-planting drives and restoration of degraded forests
to support wildlife habitats.
•  Protected Areas: National parks, wildlife sanctuaries and biosphere reserves are established
to conserve habitats and species.
•  Endangered Species Programs: Initiatives to identify, list and protect species at risk of
extinction, such as the IUCN Red List and related conservation efforts.
These policies aim to ensure the long-term survival of wildlife and maintain ecological balance.
5. Students are expected to do this on their own.
Hint: The bar graph from the data provided in the pie chart is represented below.

100

80
Percentage (%) decline
in wildlife population

60

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32%

20 14%
7% 5% 4%
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Factors responsible for decline in wildlife populatiopn

13
 Body Movements (Page 26)
Students are expected to do this on their own.
Hint: Explore online tools like Canva and Slidesgo to create visually appealing and informative
presentations using Artificial Intelligence.
Use Canva’s AI tools to add, delete or rearrange text, images and diagrams. Incorporate relevant
content about animal movements (for example, how fins help fish swim or wings help birds fly).
Modify colours, fonts, backgrounds and other design elements to enhance the visual appeal.
Bird Man of India (Page 26)
Students are expected to do this on their own.
Hint: Salim Ali studied birds all over India and helped people learn more about them. He wrote books
and guides to identify birds and worked to protect them. His efforts made people more aware of the
importance of saving birds and their habitats.
Nature Quests (Page 26)
Students are expected to do this on their own.
Hint: Common examples of herbs – coriander and petunia
Common examples of shrubs – rose and china rose
Common examples of trees – neem, peepal and mango
Plant Types (Page 27)
Students are expected to do this on their own.
Hint: The detailed mind map of plant categories based on their characteristics, with an example, is
represented below.
Shrubs
(Rose)
Herbs Trees
(Basil) (Mango)
Height

Dicots Climbers
(Beam) (Pea)
Plant
Seed Stem
Classification
Dicots Creepers
(Beam) (Watermelon)

Venation Root

Reticulate Parallel Taproots Fibrous roots

venation venation (Carrot) (Sugar cane)
(Leaves of (Leaves of
rose) banana)

14
Planting Paradise (Page 27)
1. Students are expected to do this on their own.
Hint: Flow chart showing the process of planting saplings can be made as follows.

Visit a local nursery to collect six saplings.

Prepare the soil in your garden by loosening it and removing weeds.

Dig small holes for each sapling, ensuring enough space for their growth.

Plant the saplings in the holes and cover the roots with soil.

Water the saplings regularly and monitor their growth.

2. Roots in a plants provide support to the plant by fixing it firmly in the soil. They also absorb water
and nutrients from the soil, which is essential for the plant’s growth and development.
3. Roots and leaf venation are interconnected. Plants with taproot systems typically have reticulate
venation in their leaves, while plants with fibrous root systems usually show parallel venation in
their leaves.
4. Plants are classified into two groups based on the type of venation – reticulate and parallel
venation.
(i)  Reticulate Venation: The veins form a network-like structure. This is commonly observed in
dicot plants like rose and mango.
Parallel Venation: The veins run parallel without forming a network. Common in monocot
(ii) 
plants like maize and grass.
Habitat Loss (Page 27)
The disappearance of various plants, animals and insects from the environment is mainly due to
human activities such as deforestation, urbanisation, pollution, overhunting and climate change. These
activities disrupt the natural balance of ecosystems, making it difficult for many species to survive. For
example, cutting down forests destroys the habitats of countless animals and plants, leaving them
with no place to live.
Damage to habitats is directly related to the loss of biodiversity. When habitats are destroyed, species
that depend on those environments for food, shelter, and reproduction are severely impacted. They
cannot survive without suitable conditions, leading to a decline in their population. Over time, this
can result in extinction. Protecting habitats is essential to preserving biodiversity, which is vital for
maintaining ecological balance and ensuring the health of our planet.

15
Adaptive Journeys (Page 27)
Students are expected to do this on their own.
Hint: Adaptations in fish, camel, pigeons and mountain goats are as follows.
Adaptation in Fish
• They have streamlined bodies, which helps them swim easily.
• They have specialised respiratory organs called gills to extract oxygen from water.
• Their different fins (dorsal, caudal and pectoral) assist in movement, balance and steering.
• Their scales provide protection and reduce friction in water.
• They have swim bladders, which help them swim in water.
Adaptation in Camel
• Their hump stores fat, which can be converted to energy and water during food scarcity.
• Their thick lips allow camels to eat thorny plants without injury.
• They have long eyelashes and nostrils to protect against sand and wind in the desert.
• Their feet are padded and adapted for walking on hot sand without sinking.
• They can store large amounts of water in their bloodstream, which allows them to survive with
minimal water for long periods.
Adaptation in Pigeon
• They have hollow bones, which makes flying easier.
• They have strong flight muscles which enable sustained and efficient flying.
• Their sharp vision helps them spot predators and navigate long distances.
• Their body shape is streamlined, which reduces air resistance during flight.
Adaptation in Mountain Goat
• They have hooves with a rough texture that provide grip on rocky surfaces.
• Their muscular legs are adapted for jumping and climbing steep terrains.
• To keep them warm in cold mountain climates, they have thick fur.
Students can expand these points and add images or diagrams to their presentation.

16
 3. Mindful Eating: A Path to a Healthy Body

Answer Key

In-text Questions
Diving Deep (Page 29)
The following table shows what food is called in different languages.

Language Word for Food

Hindi Khana ([kkuk)
Spanish Comida
French Nourriture
German Essen
Italian Cibo
Japanese Tabemono (食べ物)
Chinese (Mandarin) Shíwù (食物)
Arabic Ta’am (‫)ماعط‬
Russian Yeda (Еда)
Portuguese Comida
Tamil Unavu (உணவு)
Bengali Khabar (খাবার)
Telugu Aahaaram (ఆహారం)
Gujarati Ann (અન્ન)
Punjabi Khana (ਖਾਣਾ)
Korean Eumsik (음식)
Turkish Yiyecek
Dutch Eten
Swahili Chakula

Apply Concept in Context (Page 31)

1. In ancient times, humans developed unique culinary practices to suit their environment and
available resources. Five notable practices include the following.
• Open Fire Cooking: People cooked meat and vegetables directly on open flames.
•  Fermentation: Techniques like fermenting grains and fruits to make bread, beer or wine were
widely used.

17
 •  Sun Drying and Smoking: Perishable food items like meat, fish and fruits were preserved by
drying them under the sun or smoking them over wood.
• Stone Grinding: Grains were ground into flour using sil-batta.
•  Clay Pot Cooking: Foods were cooked in clay pots, which retained heat and imparted an
earthy flavour.
2. Culinary practices have evolved to meet the changing needs, preferences and challenges of
societies over time. Early culinary methods were primarily about survival, but as civilisations
developed, so did the art and science of cooking.
Culinary practices have evolved due to several factors. Some of these are as follows.
•  Technological Advancements: The invention of tools like metal utensils, stoves and electric
appliances improved efficiency and variety in cooking.
•  Cultural Exchange: Trade, exploration and migration introduced new ingredients and
methods to different parts of the world.
•  Urbanisation and Lifestyle Changes: Busy modern lifestyles led to the development of faster
and more convenient cooking methods, like microwaving and ready-to-eat foods.
Examine Further (Page 31)
1. Traditional methods of cooking and grinding in India were deeply rooted in the cultural and
environmental contexts of the time. Some of them are mentioned below.
•  Cooking Over An Open Fire: People used clay stoves fuelled by wood or cow dung to prepare
meals.
•  Grinding Using a Stone Grinder (Chakki): Grains were ground into flour using flat or round
stone grinders operated manually.
• Steaming in Banana Leaves: Ingredients were wrapped in banana or other plant leaves and
steamed.
The reasons behind these changes in traditional methods are as follows.
•  Technological Advancements: With the arrival of metal utensils, gas stoves and electric
appliances, traditional tools like stone grinders and clay stoves were gradually replaced by
faster and more efficient options.
•  Urbanisation: As people moved to cities, they adopted modern cooking methods that
required less time and space, leaving behind traditional practices.
•  Availability of Resources: Wood and cow dung, once common fuels, became less accessible
in urban areas, encouraging the shift to gas or electric stoves.
2. Students are expected to do this on their own.
Hint: Prepare a questionnaire to ask locals about traditional dishes, their ingredients and how they
have changed over time, then interview elders, chefs and restaurant owners to gather insights on
the evolution of these recipes.
Self-assessment (Page 31)
1. Food is any substance living organisms consume to sustain life and provide energy. Organisms
require food for several reasons:
• Energy: It fuels daily activities and bodily processes.
•  Growth and Development: Food provides the building blocks for growth, especially in young
organisms.

18
 • Repair: It helps in repairing damaged tissues and cells.
•  Immunity: Nutrients like vitamins and minerals strengthen the immune system to fight
diseases.
• Reproduction: Food ensures sufficient energy and health for reproductive functions.
2. Different regions have distinct traditional foods due to the following reasons:
•  Climate: Local climates influence crops that can grow, such as rice in humid areas and wheat
in drier regions.
•  Geography: The soil type, such as fertile riverbank soil, contributes to crop yields and
determines the availability of specific foods.
•  Resource Availability: The abundance or scarcity of ingredients determines regional dishes.
For example, coastal regions use more seafood.
3. The traditional cooking tools used in cooking are as follows.
• Sil-batta: Used for grinding spices and herbs.
• Stone Quern: A hand-operated grinding tool for grains.
• Chulha (Clay Stove): A traditional Indian stove made of clay and fueled by wood or cow dung.
The list of traditional food items from various states in India is mentioned below:
Creative Insight (Page 31)
The list of traditional food items from various states in India is as follows.
1. Punjab: Makki di Roti and Sarson da Saag
2. Gujarat: Dhokla, Thepla and Undhiyu
3. Rajasthan: Dal Baati Churma and Gatte ki Sabzi
4. Maharashtra: Puran Poli and Vada Pav
5. West Bengal: Rosogolla and Shorshe Ilish
6. Tamil Nadu: Idli, Dosa and Pongal
7. Kerala: Appam and Avial
8. Andhra Pradesh: Pulihora and Gongura Pachadi
9. Bihar: Litti Chokha
10. Uttar Pradesh: Awadhi Biryani and Peda
11. Assam: Masor Tenga (Tangy Fish Curry)
12. Karnataka: Bisi Bele Bath and Mysore Pak
13. Himachal Pradesh: Dham and Sidu
14. Odisha: Pakhala Bhata and Dalma
15. Goa: Goan Fish Curry and Bebinca
Students are expected to make the chart or poster on their own using the list.
Apply Concept in Context (Page 36)
1. Vitamins are essential for proper functioning of body. They are required in small amounts compared
to carbohydrates, fats and proteins. They serve as protective foods, protecting against diseases
and maintaining the health of bones, teeth, gums and eyes. Various types of vitamins such as A, B
complex, C, D, E and K fulfill specific roles in the body. Vitamins play a crucial role in maintaining
health by supporting various body functions. For example, Vitamin A supports vision, Vitamin C

19
 boosts immunity, Vitamin D strengthens bones, Vitamin E protects cells and Vitamin K helps in
blood clotting.
2. Some of the examples of food items containing cellulose are as follows.
• Leafy Vegetables: Spinach, lettuce, kale.
• Fruits: Apples, pears, oranges (in the skin and pulp).
• Whole Grains: Brown rice, wheat, oats.
• Legumes: Lentils and beans.
Cellulose plays a crucial role in our diet. Some of the benefits of taking cellulose in our diet are as
follows.
•  Improves Digestion: Cellulose adds bulk to the stool, making it easier to pass through the
intestines and preventing constipation.
•  Regulates Bowel Movements: Ensures smooth digestion and reduces the risk of gastrointestinal
disorders like irritable bowel syndrome (IBS).
• Supports Gut Health: Acts as food for beneficial gut bacteria, improving gut health.
Examine Further (Page 36)
1. The translucent appearance of paper when petrol or kerosene is applied does not indicate the
presence of fats. It occurs because these substances are non-polar solvents that seep into the
paper, reducing light scattering and creating a translucent effect.
Petrol and kerosene do not contain fats. Consuming petrol or kerosene is extremely dangerous
and can cause poisoning, respiratory issues and even death. Therefore, their ability to create a
translucent effect should not be mistaken as a sign of them being consumable.
2. Processed foods like jams and jellies contain a significant amount of carbohydrates in the form of
sugars. Sugar is added to enhance flavour.
Consuming processed food in excess is not a healthy habit and may result in various issues, as
discussed below.
• Weight Gain: High sugar intake can lead to obesity.
•  Diabetes Risk: Regularly consuming sugary processed foods can increase risk of getting type
2 diabetes.
• Dental Issues: Sugars in processed foods contribute to tooth decay and cavities.
3. The fat deposited under the skin of polar bears is highly beneficial for their survival in the Arctic
environment. Polar bears store fat for the following purposes.
•  Insulation: The thick layer of fat, called blubber, helps polar bears retain body heat in freezing
temperatures.
•  Energy Storage: Fat is an energy reserve, especially during the long Arctic winters when food
is scarce.
•  Helps in Swimming: The fat layer aids in swimming, helping polar bears move efficiently
through icy waters.
Self-assessment (Page 36)
1. Nutrition is the process by which living organisms obtain and utilise food to support growth,
energy production, and maintenance of their body functions. It involves the intake of essential

20
 nutrients like carbohydrates, proteins, fats, vitamins and minerals, which help sustain life and
promote overall health.
2. Nutrients are categorised into three main groups based on their role in the body.
(i) Energy-giving Nutrients
They provide energy for daily activities and bodily functions.
(ii)
For example,
• carbohydrates – rice, bread and potatoes.
• fats – butter, oil and nuts.
(iii) Body-building Nutrients
They helps in the growth, repair and development of body tissues.
For example, proteins – eggs, fish and lentils.
Protective Nutrients
They protect the body against diseases by boosting immunity and aiding various functions.
For example,
• vitamins – citrus fruits and carrots.
• minerals – spinach and milk.
3. Carbohydrates are energy-giving nutrients found in various foods. Some examples of
carbohydrate-rich foods are as follows.
• Rice
• Wheat and bread
• Potatoes
• Corn
• Sugar
• Fruits like bananas, mangoes and apples.
These foods are excellent sources of quick energy and are essential for active daily functioning.
4. The iodine test is used to detect the presence of starch in a food item.
The steps involved in the iodine test are as follows.
(i) Take a small sample of the food item (for example, a piece of bread or potato).
(ii) Add a few drops of iodine solution to the surface of the food item or its extract.
(iii) Observe the colour change.
Observation: If the iodine turns blue-black, it indicates the presence of starch in the food item. If
there is no colour change, starch is absent. This test is simple and widely used to identify starch in
foods.
Creative Insight (Page 36)
Students are expected to create the poster and present it to the class. The seven components of food
and their importance in maintaining good health are as follows.
(i) Carbohydrates: Carbohydrates are the energy providers and are the primary source of energy for
our body. They help us stay active and perform tasks efficiently. They provide fuel for the brain,
muscles and other organs.
Examples: Rice, wheat, bread and potatoes.

21
 (ii) Proteins: Proteins are the bodybuilders essential for growth, tissue repair and muscle-building.
They help heal wounds and develop strong muscles.
Examples: Eggs, fish, lentils and beans.
(iii) Fats: Fats store energy and protect internal organs. They regulate body temperature and provide
long-lasting energy.
Examples: Butter, nuts and oils.
(iv) Vitamins: Vitamins are protective nutrients that regulate various bodily functions and strengthen
the immune system by protecting against infections. They also maintain skin health.
Examples: Carrots, citrus fruits and milk.
(v) Minerals: Minerals control bone health, nerve function and blood production. They also help in
the growth and functioning of organs and bones.
Examples: Milk, spinach and salt
(vi) Fibre: Fibre acts as a digestive aid by helping digestion and preventing constipation by regulating
bowel movements. They keep the digestive system healthy.
Examples: Whole grains, fruits and vegetables.
(vii) Water: Water is a life sustainer and is essential for hydration, digestion and transportation of
nutrients in the body. It maintains body temperature, flushes toxins and prevents dehydration.
The seven components of food work together to keep us healthy, energetic and disease-free. A
balanced diet with all these components in the right proportions is key to a healthy and active life.
Apply Concept in Context (Page 40)
1. Deficiency diseases occur when the body does not get enough of the essential nutrients from
the diet over a long time. The lack of nutrients like carbohydrates, proteins, vitamins or minerals
causes them. Deficiency diseases are not contagious, meaning they do not spread from one
person to another. They can usually be cured by consuming a nutrient-rich diet.
Some examples of deficiency diseases are as follows.
• Night Blindness: Due to lack of Vitamin A.
• Anaemia: Due to lack of iron.
• Scurvy: Due to lack of Vitamin C.
Contagious diseases are caused by pathogens and can spread from one person to another. They
can pass through contact, air or other means, unlike deficiency diseases.
Some examples of contagious diseases are as follows.
• Common cold
• Flu
• Tuberculosis
2. Overeating refers to consuming excessive amounts of food, especially foods high in fats and
sugars. Over time, overeating leads to a condition called obesity, which is characterised by
excessive weight gain and fat storage in the body. Obesity increases the risk of several health
problems, particularly heart problems.
Additionally, it can impact overall health and reduce physical fitness. Therefore, eating a balanced
diet is essential to avoid overeating and the health issues it causes.

22
Examine Further (Page 40)
1. Rickets is a deficiency disease caused by the lack of Vitamin D, calcium or phosphorus, leading to
weak and soft bones, bent bones and tooth decay. To manage and prevent rickets, the following
food items are recommended.
• Vitamin D-rich Foods: Sunlight exposure is essential as the body produces Vitamin D when
exposed to sunlight. Additionally, consume food items like milk, fish, butter and eggs.
•  Calcium-rich Foods: Include milk, cheese, curd, green leafy vegetables and soya milk.
•  Phosphorus-rich Foods: Bread, cheese, potatoes, milk, eggs and meat are good sources of
phosphorus.
2. The potential issues through which a community can experience cases of iodine deficiency
disorders despite having access to iodised salt are as follows.
•  Improper Storage of Iodised Salt: Iodine evaporates easily when salt is exposed to moisture,
heat or sunlight.
•  Inadequate Consumption: The community might not be consuming iodised salt in sufficient
quantities or replacing it with non-iodised alternatives.
•  Other Dietary Deficiencies: Lack of complementary nutrients (like selenium) that support
iodine absorption may be an issue.
•  Unawareness or Misinformation: The community may not know the importance of iodised
salt.
Solutions to these potential issues are as follows.
• Educate the community about the importance of iodised salt and proper storage techniques
like keeping salt in airtight containers, and away from heat and sunlight.
• Conduct awareness campaigns to ensure the correct usage and consistent consumption of
iodised salt.
• Promote the inclusion of iodine-rich foods like seafood, dairy products and chestnuts in the
diet.
• Collaborate with healthcare authorities to monitor and ensure the quality of iodised salt
available in the community.
3. Salt farming is a centuries-old tradition practised by the Agariyas, a tribal community in the Rann
of Kutch, Gujarat, India. The Agariyas use traditional techniques to extract salt from the saline
desert lands. They dig shallow pans and allow seawater or brine to flow into them. The water
evaporates under the hot sun, leaving behind crystallised salt. This labour-intensive process takes
months, and the Agariyas rely on their knowledge of weather and brine composition to produce
high-quality salt.
Despite their significant contribution to India’s salt production, the Agariyas face challenges like
low income, lack of healthcare and environmental issues such as groundwater salinity. Supporting
their traditional methods and providing them with modern tools and fair trade opportunities can
improve their livelihoods and preserve this heritage.
Self-assessment (Page 40)
1. Deficiency diseases are conditions that arise when the body lacks any of the essential nutrients for
a prolonged period. These diseases are not contagious and are cured with the required nutrients.

23
 2. The symptoms of protein deficiency are as follows.
• Stunted growth
• Hair discolouration
• Face swelling
• Skin issues
• Diarrhoea
• Swollen abdomen
In children, it can lead to severe malnutrition, such as kwashiorkor and marasmus.
3. Night blindness is caused due to deficiency of vitamin A.
4. Goitre is a disease caused due to the lack of iodine.
Creative Insight (Page 40)
Students are expected to do this on their own.
Hint: Proper intake of nutrient rich food is essential to prevent deficiency diseases because it ensures
the body receives the essential nutrients required for growth, development, and the proper functioning
of bodily processes. A balanced diet containing carbohydrates, proteins, fats, vitamins, minerals and
water helps maintain good health and prevents deficiencies that can lead to various diseases. The
proper intake of nutrients is important because of the following reasons.
• Prevention of Fatigue and Stamina Loss: Carbohydrates are the primary source of energy for the
body. A lack of carbohydrates in the diet can lead to fatigue and a loss of stamina, causing the
body to get tired quickly. Proper intake of energy-giving foods, such as cereals, rice and potatoes,
helps maintain energy levels.
• Supporting Growth and Body Functions: Proteins are vital for building and repairing tissues,
supporting growth, and maintaining body functions. Protein deficiency can cause stunted growth,
hair discolouration, skin problems, and diseases like kwashiorkor and marasmus. A protein-rich
diet, including meat, eggs, milk and pulses, can prevent these issues.
• Maintaining Healthy Vision and Skin: Vitamin A is crucial for healthy eyes and skin. Its deficiency
causes night blindness, leading to poor vision in low light. Foods like carrots, spinach and mangoes
provide the necessary Vitamin A to maintain good eyesight.
• Preventing Bone and Teeth Disorders: Vitamins like Vitamin D, and minerals like calcium and
phosphorus are essential for strong bones and teeth. A deficiency in these nutrients leads to
diseases like rickets, characterised by weak and bent bones, and tooth decay. Consuming milk,
cheese, eggs, and exposure to sunlight helps meet these nutritional needs.
• Boosting Blood Health and Oxygen Supply: Iron is crucial for forming red blood cells and
preventing anaemia, which can cause pale skin, body weakness and fatigue. Foods like green
leafy vegetables, beetroot and meat help maintain healthy iron levels.
• Ensuring Proper Blood Clotting: Vitamin K is necessary for blood clotting. Its deficiency can lead
to excessive bleeding and gum issues. Foods like spinach, cabbage and eggs provide sufficient
Vitamin K.
• Preventing Thyroid Disorders: Iodine plays a significant role in the proper functioning of the
thyroid gland. A deficiency of iodine leads to goitre, characterised by swelling in the neck and
developmental issues in children. Using iodised salt and consuming seafood ensures adequate
iodine intake.

24
 • Avoiding Dehydration: Water is an essential part of a healthy diet. Its deficiency can cause
dehydration, leading to symptoms like dizziness, weakness and tiredness. Proper hydration
through water and fluids helps maintain body functions.
A nutrient-rich diet gives the body the essential components to prevent deficiency diseases, support
growth and development, and maintain overall health. A balanced diet, including energy-giving, body-
building and protective foods in appropriate proportions, is critical for avoiding nutritional deficiencies
and promoting well-being.
Diving Deep (Page 41)
Students are expected to do this on their own.
Hint: Go to a nearby supermarket or grocery store and select five different packaged food items.
These could include snacks, cereals, canned foods or ready-to-eat meals. Ensure that the items have a
nutrition label on the packaging. For each item, note down the percentage of key nutrients listed on
the nutrition label. Focus on nutrients like carbohydrates, proteins, fats, vitamins and minerals. Also,
check for additional information such as calories, fibre and sugar content.
Apply Concept in Context (Page 43)
1. The human body needs nutrients like carbohydrates, proteins, fats, vitamins, minerals, fibre and
water to function properly. Each food item contains different nutrients in varying amounts, but no
single food can supply all these nutrients adequately. This can be explained as follows.
• Carbohydrates are abundant in foods like rice, wheat and potatoes, which provide energy but
lack other essential nutrients like proteins and vitamins.
• Proteins, found in eggs, fish and pulses, are essential for growth and repair but do not supply
sufficient energy.
• Vitamins and minerals present in fruits and vegetables are necessary for immunity, healthy
skin and bones but lack macronutrients like proteins and carbohydrates.
• Fibre, found in whole grains and leafy vegetables, aids digestion but is not an energy source.
This is why a balanced diet, which includes various food items from all groups, is essential for
good health. Eating diverse foods ensures that the body gets the right mix of nutrients.
2. Steps Involved in the Transfer of Food from Farm to Plate
The journey of food from the farm to our plate involves several steps and the efforts of different
people, as described below.
•  Farmer Growing Wheat: Farmers prepare the soil by ploughing and adding fertilisers, then
sow wheat seeds. Once the crop matures, it is harvested using tools or machines like combine
harvesters. People involved in the process are farmers and agricultural workers.
•  Threshing and Winnowing of Grains: After harvesting, threshing is done to separate the
grains from the stalks. Machines or manual labour are used for this. Winnowing follows to
remove lighter husks and chaff, leaving clean grains ready for the next step. People involved
in the process are farmers, laboures and machine operators.
•  Storage of Grains: The cleaned grains are stored in warehouses, silos or gunny bags to keep
them safe from moisture, pests and spoilage. Proper storage ensures grains remain fresh until
they are needed for processing or sale. People involved in the process are farmers, storage
facility managers and warehouse workers.

25
 Grinding of Grains and Packing: The stored grains are sent to mills, where they are ground into
• 
flour. After grinding, the flour is packed into bags of different sizes, labelled and prepared for
distribution. People involved in the process are workers in grinding mills, machine operators
and packaging staff.
Transport to Retail Shop: The packed flour or grains are transported from warehouses or mills
• 
to retail shops using trucks or other vehicles. People involved in the process are transporters,
drivers and retailers.
Food on Our Plate: Consumers purchase grains or flour from retail shops, take them home
• 
and prepare meals. People involved in the process are consumers, cooks and family members.
Examine Further (Page 43)
1. For living organisms, food acts as fuel, much like petrol or diesel does for an automobile, as both
provide the energy required for functioning. However, they differ in their composition and use.
Food contains essential nutrients like carbohydrates, proteins, fats, vitamins and minerals that not
only supply energy but also support growth, repair tissues and maintain bodily functions.
In contrast, automobile fuel, like petrol or diesel, is a non-living chemical substance that provides
energy for mechanical systems but does not contribute to growth or repair. Food is consumed
within living organisms to release energy gradually, while fuel burns instantly to produce power.
Thus, food is life-sustaining, whereas fuel powers machines temporarily.
2. A burger is not a balanced diet. While it provides carbohydrates from the bun, fats from cheese
or mayonnaise, and proteins from the patty, it lacks essential nutrients like vitamins, minerals and
dietary fiber, which are found in fruits, vegetables and whole grains.
A balanced diet includes a proper mix of all seven food components, including vitamins, minerals,
carbohydrates, proteins, fats, water and dietary fibre, in appropriate proportions. A burger alone
does not meet this criteria, as it is often high in unhealthy fats and low in essential nutrients. To
make it more balanced, one could pair it with a fresh salad or a fruit serving.
3. Eating locally grown fruits and vegetables significantly reduces food miles, which is the distance
food travels from the farm to your plate. Locally sourced produce requires less transportation,
which minimises fuel usage, reduces greenhouse gas emissions and helps combat climate change.
Additionally, locally grown food is fresher, more nutritious, and often more flavourful since it
is harvested closer to the time of consumption. Choosing local produce also supports regional
farmers and strengthens the local economy, creating a sustainable food system while reducing
environmental impact.
Self-assessment (Page 43)
1. A balanced diet is defined as a diet that contains sufficient quantities of various nutrients, fibre
and water to meet the body’s energy and nutritional requirements for growth and development.
It includes energy-giving foods (carbohydrates and fats), body-building foods (proteins) and
protective foods (vitamins and minerals) in proper proportions.
A balanced diet is important for maintaining good health because of the following reasons.
• It ensures the body receives all the essential nutrients for maintaining good health and
preventing nutrient deficiencies.
• It provides the energy required for daily activities and bodily functions.
• It supports growth, development and repair of body tissues.
• It enhances immunity to fight against diseases.
• It promotes mental and physical well-being.

26
 2. A balanced diet is not the same for everyone; it varies based on factors like age, gender and
occupation.
•  Variation Based on Age: Young children require more protein-rich foods to support rapid
growth and development. Adults need a balanced intake of nutrients for maintaining their
health and preventing diseases. Elderly people may require more calcium, vitamins, and easily
digestible foods to maintain bone health and overall fitness.
•  Variation Based on Gender: Pregnant women require additional protein to support the
growth and development of the baby. Men typically require more calories and nutrients like
proteins and carbohydrates to support higher energy demands due to muscle mass.
• Variation Based on Occupation: Labourers or individuals engaged in strength-based work
need a higher intake of carbohydrates and fats to meet their increased energy demands.
People with sedentary jobs need a balanced diet with lower fats and carbohydrates to prevent
weight gain.
3. Junk foods are food items high in fats, sugar and calories but contain very low levels of dietary
fibre, vitamins, minerals and proteins. These foods are unhealthy when consumed regularly
because they contribute to obesity and several serious health issues.
Examples of junk foods: Fizzy beverages, candy bars and potato wafers.
4. Food miles refer to the total distance that food items travel from their point of production or farm
to the consumer’s plate. It measures the environmental impact of transporting food over long
distances. Crops and food items are often transported from one country to another via air or sea,
contributing to increased transportation costs and pollution. Long food miles result in a larger
carbon footprint due to fuel consumption and emissions.
Creative Insight (Page 43)
Students are expected to do this on their own.
Learning Quest (Page 44)
A. 1. (b) 2. (c) 3. (c) 4. (a)
5. (a) 6. (a)
B. 1. Carbohydrate 2. plants, animals 3. balanced diet 4. Fibre
5. A
C. 1. True 2. False 3. True 4. False
5. True
D. 1. Vitamin C 2. Carbohydrates 3. Calcium or Fluorine
4. Iodine 5. Vitamin B1
E. 1. (c) 2. (e) 3. (d) 4. (b)
5. (a)
F. 1. Nutrients are the chemical substances found in food that provide energy, help in growth, and
repair tissues. They are essential for the overall functioning and development of the body. The
seven components of food include carbohydrates, proteins, fats, vitamins, minerals, fibre and
water. Each of these plays a specific role, such as energy production, body repair or disease
prevention, and their balanced intake is necessary for maintaining good health.

27
 2. Proteins are considered bodybuilding foods because they are essential for the growth, repair
and maintenance of body tissues. They can also provide energy and are found in both plant and
animal sources. Plant-based protein sources include soybeans, peas, green gram and grains
like wheat and maize. Animal-based protein sources include milk, eggs, paneer, cheese, fish
and meat. Children, pregnant women and people recovering from injuries need more protein
for tissue development and repair.
3. It is advised to eat a variety of food because no single food item contains all the nutrients
required by the body. Consuming different types of food ensures a balanced intake of
carbohydrates, proteins, fats, vitamins, minerals and fibre. It helps maintain overall health,
prevents nutrient deficiencies, and reduces the risk of diseases. Additionally, eating diverse
foods supports good digestion and boosts immunity.
4. Fibre plays a crucial role in digestion and maintaining bowel health. It adds bulk to the
food, helps prevent constipation, and ensures smooth bowel movements. It is found in
fruits, vegetables and whole grains, fibre promotes a feeling of fullness, which helps control
overeating. Its regular intake contributes to overall digestive health.
5. A group of small-grained cereal food crop is known as millet. For example, jowar, bajra, ragi
and sanwa are examples of millet. These crops are native to India and can grow in a variety
of climatic conditions.These small grains are highly nutritious and have been a staple food in
Indian diets for centuries. Recently, they have gained the popularity due to their numerous
health benefits. Millets are rich in vitamins, minerals such as iron and calcium and dietary fibre.
Because of these qualities, they are often referred to as ‘nutri-cereals’. They play a crucial role in
maintaining a balanced diet for proper growth and development of the body.
G. 1. The presence of starch in a food item is indicated by a blue-black colour when an iodine
solution is added.
To conduct this experiment, take a small piece of food, such as a slice of bread, potato or rice.
Place the item on a clean surface or plate. Add a few drops of iodine solution directly onto the
food item. If starch is present, the iodine reacts with it, turning the area blue-black. If the food
does not contain starch, the iodine will retain its yellow-brown colour. This test is an easy and
effective way to detect starch.
2. Anaemia is characterised by several symptoms, including extreme fatigue, pale or yellowish
skin, dizziness, weakness, shortness of breath, headaches, brittle nails, and cold hands or feet.
In more severe cases, anaemia can cause chest pain, irregular heartbeats or fainting.
It is primarily caused by a deficiency of iron, an essential component of haemoglobin, the
protein in red blood cells responsible for transporting oxygen throughout the body. Without
sufficient iron, the body cannot produce enough healthy red blood cells, leading to oxygen
deprivation in tissues. Anaemia can be managed and prevented by consuming iron-rich
foods such as spinach, lentils, red meat and fortified cereals, along with supplements when
necessary.
3. Reducing food miles, which is the distance food travels from production to consumption,
is important because transporting food over long distances contributes to environmental
problems like greenhouse gas emissions and energy consumption. Using trucks, ships and
planes to transport food increases carbon dioxide levels in the atmosphere, worsening global
warming. Additionally, long food supply chains increase costs and reduce the freshness of
food items.
To reduce food miles, individuals can purchase locally grown and seasonal produce from
farmers’ markets or community-supported agriculture programs. Growing vegetables and

28
 herbs at home is another effective way to minimise food miles. Avoiding heavily packaged
and imported goods can also reduce waste and lower energy use. By supporting local farmers
and consuming fresh, sustainable foods, we can protect the environment, support local
economies, and promote healthier eating habits.
4. Proteins are crucial for building and repairing tissues, supporting muscle development and
maintaining a strong immune system. Protein deficiency has serious consequences for human
health. A lack of protein in the diet can lead to stunted growth, muscle wasting, fatigue, poor
wound healing and frequent infections due to a weakened immune response.
In children, severe protein deficiency can result in diseases like kwashiorkor and marasmus.
• Kwashiorkor: This condition is marked by a swollen belly, thinning hair, skin lesions and
irritability. It occurs when a child’s diet lacks adequate protein but provides sufficient
calories.
• Marasmus: This is caused by a severe deficiency of both protein and calories, leading to
extreme thinness, muscle wasting and a frail appearance.
These diseases are more common in impoverished regions where protein-rich foods like
lentils, eggs and dairy are unavailable. Ensuring a diet rich in plant-based and animal-based
protein sources can prevent such deficiencies and support healthy growth.
5. Water is essential for humans because it is required for smooth functioning of all the processes
taking place inside the body. Some of them are mentioned below.
• It regulates body temperature by facilitating sweating and heat dissipation, which helps
prevent overheating.
• Water aids digestion by breaking down food, dissolving nutrients and facilitating their
absorption into the bloodstream.
• It also serves as a medium for transporting oxygen and nutrients to cells and removing
waste products through urine, sweat and bowel movements.
• Water is crucial for maintaining healthy skin.
• It is a key component of blood plasma, which is necessary for circulation.
Without sufficient water intake, dehydration can occur, leading to symptoms such as dry
mouth, fatigue, headaches, dizziness and in severe cases, organ failure. Drinking 2-3 litres
of water daily and consuming water-rich foods like fruits and vegetables ensures proper
hydration, promotes overall well-being, and supports life-sustaining processes.
H. 1. Carbohydrates are the primary energy source in our diet as they are broken down into
glucose, which fuels our muscles and brain. Carbohydrates provide the energy needed for
daily activities and bodily functions.
2. Proteins are bodybuilding foods because they are essential for the growth, repair and
maintenance of tissues in the body. They help build muscles, produce enzymes, and support
the immune system.
3. We should support local farmers because supporting local farmers ensures access to fresh,
seasonal and nutritious produce. It also helps strengthen the local economy and reduces
environmental impacts by minimising food miles.
4. Water is essential for human survival as water regulates body temperature, aids digestion,
and helps transport nutrients and oxygen to cells. It also eliminates waste and keeps the body
hydrated for proper functioning.

29
 5. A balanced diet is crucial for maintaining good health because it provides all essential
nutrients like carbohydrates, proteins, fats, vitamins and minerals in the right amounts. It
boosts immunity, prevents deficiency diseases, and supports overall well-being.

Skill-based Activities
Nutrient Analysis (Page 46)
1. Students are expected to do this on their own.
Hint: Students can observe the food label carefully, and find the food items with highest and
lowest amount of proteins and fats.
2. A diet lacking proteins can result in significant health issues such as stunted physical and mental
growth, muscle loss, hair thinning and a weakened immune system. In severe cases, protein
deficiency causes kwashiorkor, characterised by a swollen abdomen, dry skin and fatigue in
children.
A lack of fats in the diet leads to hormonal imbalances, dry and flaky skin and low energy levels, as
fats are crucial for long-term energy storage. Together, deficiencies of proteins and fats severely
affect development, energy and overall well-being.
3. Common techniques used to seal food packets in industries include heat sealing, vacuum sealing,
zip-lock closures and aluminium foil sealing. These methods ensure airtight packaging, preventing
spoilage and contamination while extending shelf life.
At home, food packets are often sealed using rubber bands, clips or twist ties to secure the
opening. Many people transfer food into airtight containers or resealable zip-lock bags for long-
term storage. For temporary sealing, adhesive tapes or elastic bands can be used, especially for
snacks and dry food items. These methods help preserve freshness and protect food from pests,
air and moisture.
4. Students are expected to do this on their own.
Hint: Students can take the help of the following sample answer.
Below is the data for protein and carbohydrates in each food items.

Food Items Protein (g) Carbohydrates (g)

Whole grain cereal 10 65
Protein bar 30 40
Canned tuna 90 0
Potato chips 5 50
Fruit yogurt 5 20
Peanut butter 25 15
Instant noodles 8 60
Granola bars 10 45
Packaged soup 12 30
Dried fruits 3 70

30
 Observations from the Graph
• Highest Protein: Canned Tuna (90g)
• Lowest Protein: Dried Fruits (3g)
• Highest Carbohydrates: Dried Fruits (70g)
• Lowest Carbohydrates: Canned Tuna (0g)
Calorie Calculator (Page 46)
Several Artificial Intelligence (AI) tools are designed to calculate calorie intake and provide insights
into diet and nutrition. Some of them are as follows.
• My Fitness Pal: This app uses AI to track calorie intake by allowing users to log their meals manually
or by scanning barcodes of packaged foods. It has a vast database of food items with detailed
nutritional information.
• Lose It!: It uses AI-powered food recognition technology. Users can take photos of their meals,
and the app identifies the food items and calculates calorie content.
• Foodvisor: It works on image recognition and AI to analyse meal photos uploaded by users. It
estimates portion sizes and provides a breakdown of calories, macronutrients and other nutrients.
• Cronometer: Cronometer uses AI to calculate calorie intake by analysing the nutritional content
of logged foods. It emphasises micronutrient tracking and helps users meet their daily nutritional
requirements.
• Yazio: This AI-based app focuses on personalised nutrition plans. It tracks calorie intake and
provides tailored meal suggestions.
Students are expected to do the second part of the question independently by visiting the site through
the link given in the question.
Food Pyramid (Page 46)
Students are expected to do this on their own.
Hint: To create a food pyramid collage, first research its layers: grains and cereals (largest layer, providing
energy), fruits and vegetables (rich in vitamins and minerals), proteins (help in growth and repair),
dairy (for strong bones) and fats and oils (to be eaten in moderation). Find pictures online for each
group and arrange them in pyramid form. Add labels or short descriptions to explain the role of each
group. Decorate your collage creatively and present it, explaining how these food groups contribute
to a balanced diet.

31
Meal Management (Page 47)
Students are expected to do this on their own.
Hint: An example of a balanced diet plan for Abhimanyu is given below.
1. Breakfast (7:00 AM - 8:00 AM)
• Proteins: 2 boiled eggs or a bowl of scrambled paneer.
• Carbohydrates: A slice of whole-grain toast or a small bowl of oatmeal.
• Vitamins and Minerals: A glass of milk or a fruit smoothie.
• Fibre: A banana or apple.
2. Morning Snack (10:00 AM - 11:00 AM)
• Fats: Handful of almonds or walnuts.
• Vitamins and Fibre: A small bowl of yogurt or a fruit salad.
3. Lunch (1:00 PM - 2:00 PM)
• Carbohydrates: A bowl of steamed rice or 2 chapattis.
• Proteins: A portion of grilled chicken, fish or lentils.
• Vitamins, Minerals and Fibre: A serving of mixed vegetables like spinach, carrots, or broccoli.
4. Evening Snack (4:00 PM - 5:00 PM)
• Carbohydrates: A boiled sweet potato or roasted peanuts.
• Vitamins and Minerals: A glass of fresh fruit juice or coconut water.
5. Dinner (7:00 PM - 8:00 PM)
• Vitamins and Minerals: A small bowl of vegetable soup.
• Carbohydrates: 2 chapattis or a bowl of brown rice (for carbohydrates).
• Proteins: Grilled paneer, tofu or dal.
Nutrient Mapping (Page 47)
Students are expected to do this on their own.
Hint: A mind map illustrating the seven components of food with examples is given below.

Carbohydrates
(for example rice, wheat,
potatoes)

Vitamins Proteins
(for example carrots, (for example eggs,
fruits, milk) fish, lentils)

Components of
Food
Minerals
Fats (for example
(for example spinach,
butter, nuts, cheese)
bananas, dairy)

Water Fibre (for example

whole grains, fruits,
vegetables)

32
Balance Bite (Page 47)
Students are expected to do this on their own.
Hint: Survey your neighbourhood to learn what domestic animals eat by asking pet and livestock
owners. Note their responses, such as dogs eating rice and meat, cats having fish and milk, cows and
goats consuming grass and grains, and chickens pecking at grains and insects. Research the nutrients
in these foods, like carbohydrates in rice, proteins in meat and fibre in grass. Finally, organise your
findings in a table to compare the survey results with nutritional information.
Concern for Globe (Page 47)
Leafy vegetables, such as spinach, kale and fenugreek, are a powerhouse of nutrients. Some of the
nutrients that they provide are mentioned below with conditions their deficiency causes.
1. Vitamins
•  Vitamin A: It helps maintain good eyesight and healthy skin. A deficiency of Vitamin A can
cause night blindness, making it difficult to see in low light.
•  Vitamin C: It boosts immunity and protects against illnesses. A Vitamin C deficiency can lead
to weakened immunity and poor healing of wounds.
•  Vitamin K: It helps in blood clotting. A deficiency of Vitamin K can cause excessive bleeding
and delayed clotting.
2. Minerals
• Iron: It prevents anaemia and maintains energy levels. A lack of iron causes anaemia, leading
to tiredness, pale skin and low energy.
•  Calcium: It builds strong bones and teeth. Calcium deficiency results in weak bones and
conditions like osteoporosis.
•  Magnesium: It supports overall body functions and energy production. Its deficiency can
cause muscle cramps and fatigue.
3. Fibre: It helps in digestion and prevents constipation. A lack of fibre can cause poor digestion and
constipation.
4. Food waste has serious consequences for individuals, communities and the planet. Some of the
reasons why it is important to prevent food wastage are mentioned below.
• Respect for Resources: Food needs water, land, energy and labour. Wasting food means
wasting all these valuable resources.
• Hunger and Inequality: Millions of people worldwide struggle with hunger. If wasted food is
saved, it can feed the needy and reduce inequality.
• Environmental Impact: Food waste often ends up in landfills, where it rots and produces
harmful gases, contributing to climate change.
•  Economic Loss: Wasting food wastes money spent on buying or producing it, which could
have been used for other essential needs.
Nutrition Policies (Page 47)
Students are expected to do this on their own.
Hint: The Indian government has created several programs to help people stay healthy by fighting
malnutrition. Some of them are as follows.

33
 • Mid-Day Meal (MDM) Scheme
This scheme provides free meals to school-going children to improve their nutritional status and
encourage school attendance. This relieves classroom hunger, boosts nutritional intake and acts
as a safety net for children from economically weaker sections.
• National Nutrition Mission (POSHAN Abhiyaan)
This program helps to reduce stunting, undernutrition, anaemia, and low birth weight among
children. The scheme uses technology and community participation to monitor and improve
nutritional outcomes through mass campaigns on better nutrition practices.
• Public Distribution System (PDS)
This system aims to distribute subsidised food grains (rice, wheat and coarse grains) to low-income
families. It provides access to staple foods, reduces food insecurity and improves caloric intake
among the poor.
• Pradhan Mantri Matru Vandana Yojana (PMMVY)
This program provides financial assistance to pregnant and lactating mothers for their first live
birth. It encourages better nutrition during pregnancy and lactation, and promotes institutional
deliveries and postnatal care.
• Anemia Mukt Bharat (AMB) Campaign
This campaign has been initiated to reduce the prevalence of anaemia among children,
adolescents and women. It provides supplementation and dietary counselling, and focuses on
the early detection and management of anaemia.
• National Food Security Act (NFSA), 2013
This act provides food and nutritional security by making affordable food grains a legal right for
eligible households. It ensures calorie and protein sufficiency, especially for the underprivileged.
These policies contribute to addressing malnutrition and improving the nutritional status of the
population in the following ways.
•  Access to Nutrition: Programs like ICDS, PDS and MDM provide nutritious food to vulnerable
groups.
•  Awareness and Education: POSHAN Abhiyaan and AMB promote awareness about balanced
diets and healthy practices.
•  Support for Women: PMMVY ensures better maternal health, which has a direct impact on
child nutrition.
•  Community Engagement: Most programs involve community participation, empowering
local bodies to combat malnutrition effectively.
•  Technology and Monitoring: Policies use technology for data collection, progress tracking
and decision-making.

34
 4. Exploring Magnets

Answer Key

In-text Questions

Diving Deep (Page 49)

Students are expected to do this on their own.
Hint: Magnets are used in many appliances around us. Here are some examples.
• Refrigerator Door: A magnet keeps the door closed tightly to stop air from escaping and keeps
food fresh.
• Speaker: Magnets help make sound by changing electrical signals into sound waves.
• Electric Motor: Magnets help things move in machines like fans and washing machines.
• Microwave Oven: Magnets inside help produce heat to cook food.
• Doorbell: A magnet inside helps make a sound when someone presses the bell.

Apply Concept in Context (Page 51)

1. The word ‘magnet’ comes from an old Greek word ‘magnes lithos’, which means ‘lodestone’ or
‘leading stone’. This name was given because, in ancient times, magnets were used to find
directions. The discovery of magnets is often linked to a shepherd named Magnes, who lived in a
region called Magnesia. Over time, magnetite was also referred to as lodestone because pieces
of it, when freely suspended, always aligned in the north-south direction, making it useful for
navigation.
2. Magnets are used in many everyday applications because they attract iron-containing objects.
Some common appliances and situations where magnets are used include the following.
•  Refrigerator Doors: The doors of refrigerators contain magnets, which help them close
automatically and stay appropriately shut.
•  Magnetic Compass: A magnetic compass has a freely moving magnetised needle that aligns
in the north-south direction, helping navigation.
•  ATM and Credit Cards: These cards contain a magnetic strip that stores essential transaction
information.
•  Speakers, Headphones and Microphones: Magnets inside these devices help produce sound
by interacting with electric currents.
•  Electric Motors in Fans and Coolers: Magnets are used inside electric motors to generate
motion, which helps appliances like fans and coolers function.
•  Junkyard Cranes: Large magnets are used in cranes to lift and move iron materials in
scrapyards.

Examine Further (Page 51)

1. Magnets in a refrigerator door help close the door tightly to maintain the cold temperature. These
are flexible strip magnets made from ferromagnetic materials like iron, nickel or cobalt mixed with
rubber or plastic to make them bendable.
35
 The refrigerator body is made of metal, which can be attracted to a magnet. The flexible magnetic
strip inside the gasket creates a magnetic attraction between the door and the fridge frame. This
attraction ensures the door stays sealed, preventing cold air from escaping and keeping food
fresh. When you pull the door, the magnetic force is weak enough to allow it to open with little
effort.
2. A horseshoe magnet is a U-shaped magnet with poles close together, creating a strong magnetic
field. It is commonly used in various applications due to its strong attraction and concentrated
magnetic field, such as follows.
• Electromagnets in Cranes: Used in scrapyards to lift and move heavy iron objects efficiently.
• Magnetic Door Catches: Helps keep doors closed by creating a strong holding force.
Physics Experiments: Used in schools to demonstrate magnetic properties, attraction and
• 
repulsion.
Magnetic Separation: Used in industries to remove iron impurities from materials like sand,
• 
grains and liquids.
Electric Generators and Motors: Helps convert electrical energy into mechanical energy.
• 
Medical Equipment (MRI Machines): Strong horseshoe magnets generate high magnetic
• 
fields for human body imaging.
Jewellery Clasps: Some high-end jewellery uses mini horseshoe magnets to provide secure
• 
yet easy-to-remove clasps.
Horseshoe magnets are widely used for their high strength, compact shape and ability to generate
a strong magnetic field in a small area.
Self-assessment (Page 51)
1. The discovery of magnets is often associated with a shepherd named Magnes, who lived in
Magnesia. While herding his sheep and goats in the mountains, Magnes’s metal-tipped stick
got stuck to a large black rock. This rock turned out to be a natural magnet, which attracted his
stick. These magnetic rocks were later named magnetite, possibly after Magnesia or Magnes
himself. Suspended pieces of magnetite would align in the north-south direction, which helped
in navigation. This alignment led to the name lodestone, meaning ‘leading stone’.
2. Artificial magnets are available in different shapes and sizes. Some common shapes include the
following.
• Rectangular bar magnet
• Cylinder bar magnet
• U-shaped or horseshoe-shaped magnet
• Dumbbell-shaped magnet
These shapes are designed for specific uses, depending on the application.
3. Magnets are classified into two types based on their occurrence – natural magnets and artificial
magnets.
(i) Natural Magnets

These are naturally occurring materials that possess the property of attracting iron. They are
usually weaker than artificial magnets.
Example: Lodestone (a naturally occurring magnetite).

36
 (ii) Artificial Magnets
These are magnets made by humans using materials like iron, cobalt and nickel, which can
be easily magnetised. They are usually stronger than natural magnets.
Examples: Bar magnets, horseshoe magnets and magnets used in refrigerators, speakers

and compasses.
Creative Insight (Page 51)
Students are expected to do this on their own.
Hint: To separate iron objects from a mixture using a magnet, you can use the property of magnets to
attract magnetic materials like iron. When a magnet is moved over a mixture containing iron and non-
magnetic materials, the iron objects will stick to the magnet. In contrast, the non-magnetic materials
(like rubber, paper, cloth and wood) will remain in the mixture. This process is called magnetic
separation and is an effective way to isolate iron objects from other materials.
Diving Deep (Page 52)
Students are expected to do this on their own.
Hint

Object Material Attracted to Magnet (Yes/No)

Nail Iron Yes

Spoon Stainless steel Yes

Eraser Rubber No

Plastic bottle Plastic No

Scissors Steel Yes

Wooden ruler Wood No

Paper clip Iron Yes

Aluminum can Aluminum No

Glass jar Glass No

Apply Concept in Context (Page 54)

1. If we have one magnet with markings on the north and south poles and another magnet that has
no markings, we can conclude the poles of the unmarked magnet by following steps.
• Hold the marked magnet with its north pole facing one end of the unmarked magnet.
• If the end of the unmarked magnet is attracted, the end is the south pole.
• If the end of the unmarked magnet repels, the end is also a north pole.
• Repeat the process with the south pole of the marked magnet near the other end of the
unmarked magnet.

37
 2. No, the properties of magnets do not change when broken into pieces. Every piece of a broken
magnet will still have its own north pole and south pole, and even if a magnet is broken into
smaller pieces, each piece will behave like a complete magnet with both poles. The magnet’s
strength may reduce, but the fundamental property of having two poles remains unchanged.
Examine Further (Page 54)
1. A freely suspended magnet always aligns in the north-south direction because of the earth’s
magnetic field. The earth acts like a giant magnet with a magnetic north pole and a magnetic
south pole. The north pole of a magnet is attracted to the earth’s magnetic south pole, which is
near the geographic north pole. The south pole of a magnet is attracted to the earth’s magnetic
north pole, which is near the geographic south pole. This causes the magnet to settle in a north-
south direction.
2. A circular magnet is shaped like a disc or ring. It has a compact shape and strong magnetic field,
and it is commonly used in the following applications.
• Speakers and Microphones: Help in converting electrical signals into sound.
• Electric Motors: Used in fans, washing machines and other appliances.
• Magnetic Storage Devices: These are found in hard drives for data storage.
• MRI Machines: These are used in medical imaging to create strong magnetic fields.
• Magnetic Door Catches: Found in cupboards and cabinets.
• Headphones and Earphones: Contain circular magnets to produce sound.
In a circular magnet, the north and south poles are on the top and bottom surfaces of the disc.
Self-assessment (Page 54)
1. Materials are classified into magnetic and non-magnetic based on their magnetic properties.
• Magnetic Materials
These are materials that are easily attracted to a magnet. They contain iron, nickel or cobalt,
which are magnetic elements. Magnetic materials are used to make magnets and devices
requiring magnetism, such as refrigerator doors, speakers and electric motors. They respond
to magnetic fields and can be magnetised themselves.
Examples include iron, steel, nickel and cobalt.
• Non-Magnetic Materials
These are materials that are not attracted to a magnet. They do not contain iron, nickel,
cobalt or other magnetic elements. Non-magnetic materials are used in applications where
magnetism is not required, such as in construction, insulation or everyday objects like utensils
and furniture. They do not respond to magnetic fields and cannot be magnetised.
Examples include wood, aluminium, copper, rubber, stone and sand.
2. Every magnet has two poles, the north pole (N) and the south pole (S). These poles are the regions
where the magnetic strength is the strongest. When a magnet is freely suspended, it aligns itself in
the north-south direction due to earth’s magnetic field. The end of the magnet that points towards
the geographical north is called the north pole. The end that points towards the geographical
south is called the south pole.
Poles always exist in pairs; even if a magnet is broken into smaller pieces, each piece will still have
its own north and south poles. This property is fundamental to magnets and is used in navigation
(for example, compasses) and other applications.

38
 3. Magnets have the property to attract and repel magnetic material as described below.
The poles of two magnets attract each other, unlike the poles of the other. This is because opposite
poles create a magnetic force that pulls them together. One magnet’s north pole will attract
another magnet’s South Pole, and vice versa.
Meanwhile, the poles of two magnets repel each other. This happens because similar poles create
a magnetic force that pushes them apart. One magnet’s north pole will repel another magnet’s
north pole, and the south pole will repel the south pole.
Creative Insight (Page 54)
Students are expected to do this on their own.
Hint: The attraction and repulsion of magnetic poles are fundamental properties of magnets. These
properties are based on the interaction between the north pole (N) and south pole (S) of magnets. The
unlike poles attract each other. One magnet’s north pole will attract another magnet’s south pole, and
vice versa. This happens because opposite poles create a magnetic force that pulls them together.
Whereas the like poles repel each other. One magnet’s north pole will repel another magnet’s north
pole, and the south pole will repel the south pole. This happens because similar poles create a magnetic
force that pushes them apart. These properties are used in various applications, such as magnetic
compasses, electric motors and industrial separation processes.
Diving Deep (Page 55)
1. The emperor used the navigating property of magnets, which states that a freely suspended
magnet always aligns itself in the north-south direction. The statue in the chariot contained a
lodestone, a naturally occurring magnetic rock, which made the statue’s arm always point south.
This acted like an early version of the compass, helping the emperor navigate.
2. The following methods were used in ancient times to determine direction.
•  Position of the Sun: People observed the rising sun in the east and the setting sun in the west
to determine directions.
•  Position of the Stars: The North Star (Polaris) was used by travellers and sailors in the Northern
Hemisphere to find the direction of the north.
•  Shadow Stick Method: A stick was placed vertically in the ground, and the shadow’s movement
was tracked to identify the east-west direction.
•  Wind and Ocean Currents: Sailors relied on prevailing winds and ocean currents to navigate.
•  Landmarks and Natural Signs: Mountains, rivers and moss growth (which often grows on the
north side of trees in the Northern Hemisphere) were used for orientation.
Apply Concept in Context (Page 57)
1. An iron piece can be magnetised using the single-touch method as described below.
• Take a strong bar magnet and place one of its poles on one end of the iron piece.
• Rub the magnet along the length of the iron piece in one direction only.
• Lift the magnet after reaching the other end and bring it back to the starting point to repeat
the process.
• Continue this process for several minutes.
• The iron piece will gradually become magnetised and start attracting small iron objects like
pins or paper clips.

39
 2. The magnetic compass can be used to determine direction by following the steps outlined below.
• Hold the magnetic compass steady on a flat surface or in your palm.
• Allow the needle to settle and point in a fixed direction. The red-tipped end of the needle
usually points toward the north.
• Rotate the compass until the ‘N’ mark on the dial aligns with the red end of the needle.
• Once aligned, the other directions (South, East and West) can be determined.
• Use this information to orient yourself and find your way home based on your knowledge of
the terrain or map directions.
Examine Further (Page 58)
1. It is advised to keep the magnets away from electronic devices because of the following reasons.
• Magnets generate a magnetic field that can interfere with the functioning of electronic
devices.
• Many devices, such as hard drives, credit cards and CRT screens, store data using magnetic
fields. A strong magnet can disrupt this data.
• Some electronic circuits and sensors in devices like smartphones, compasses and watches
may also malfunction due to strong magnetic fields.
• To prevent damage or data loss, it is always advised to keep magnets away from sensitive
electronic devices.
2. Yes, the magnet’s strength will be affected if we travel with it to a hotter city. The strength of the
magnet can be affected by high temperatures. When a magnet is exposed to heat, the movement
of its atomic particles increases, causing misalignment of the magnetic domains, which are
the tiny magnetic regions inside the magnet. As a result, the magnet may lose some of its
magnetic strength. If the temperature is exceptionally high, the magnet may become completely
demagnetised.
Self-Assessment (Page 58)
1. Magnetism is the property of a material to attract or repel other magnetic materials, such as
iron, nickel or cobalt. It is caused by the alignment of magnetic domains, tiny regions within the
material that act like small magnets in a magnetic field.
Magnets have the north pole (N) and the south pole (S). Like poles repel each other, and unlike
poles attract each other. Examples of magnetism include the attraction of iron nails to a magnet
or the alignment of a compass needle in the north-south direction.
Magnetic induction is the magnetising a magnetic material (like iron or steel) by bringing it near
a magnet without direct contact. When a magnetic material is placed in the magnetic field of
a magnet, the magnetic domains in the material align in the direction of the field, making the
material temporarily magnetic. For example, if you bring a magnet close to an iron nail, the nail
becomes magnetised and can attract other small iron objects.
2. The magnetic compass is a navigation tool used to determine direction. It consists of a magnetised
needle that can rotate and align itself with earth’s magnetic field. The needle always points in the
north-south direction, with the north pole of the needle pointing towards the earth’s geographical
north. The compass is marked with directions (north, south, east and west), allowing travellers to
find their way. Historically, compasses were crucial for explorers and sailors to navigate unknown
territories and oceans.

40
 3. Magnets are used in a wide range of applications, such as follows.
• Refrigerator Doors: Magnets are used to ensure the door closes properly.
• ATM and Credit Cards: Magnetic strips on these cards store information.
•  Speakers, Headphones, and Microphones: Magnets are key to converting electrical signals
into sound.
•  Electric Motors: Found in fans, coolers and automobiles, magnets help generate motion by
converting electrical energy into mechanical energy.
•  Junkyards: Magnets are used in cranes to lift and separate iron and steel objects from waste.
• Magnetic Compass: Used for navigation to determine direction.
•  Medical Devices: Magnets are used in MRI (Magnetic Resonance Imaging) machines for
medical diagnostics.
•  Magnetic Toys: These are used in educational toys to demonstrate magnetic properties.
4. To ensure magnets retain their strength and effectiveness, the following safety measures should
be taken while storing them.
• Magnets can lose their magnetic properties if exposed to high temperatures, physical shocks
or excessive force.
• Place bar magnets in pairs with their opposite poles on the same side. Separate them with a
piece of wood and place a soft iron piece across their ends to preserve their magnetism.
• Place a soft iron piece across the poles of a horseshoe magnet to maintain its magnetic
strength.
• Magnets can interfere with the functioning of electronic devices, so they should be stored
away from phones, computers and other gadgets.
• Store magnets separately to prevent them from attracting or repelling each other, which could
weaken their magnetic properties.
Creative Insight (Page 58)
Students are expected to do this on their own.
Hint: The magnetic needle in a compass is a small, lightweight magnet that is free to rotate horizontally.
Its purpose is to align itself with earth’s magnetic field, allowing it to point north-south.
Earth acts like a giant magnet with magnetic north and south poles. The magnetic needle in the
compass responds to earth’s magnetic field and aligns itself accordingly. The end of the needle that
points towards the geographical north is called the needle’s north pole. The other end points towards
the geographical south. This alignment helps travellers, explorers and sailors determine their direction.

Learning Quest (Page 59)

A.
1. (d) 2. (c) 3. (a) 4. (b)
5. (a) 6. (d)
B. 1. Repulsion 2. Attract 3. Magnetic compass
4. Magnes 5. Magnetisation
C.
1. True 2. False 3. True 4. False
5. True

41
 D. 1. MAGNET 2. POLES 3. COMPASS 4. LODSTONE
5. REPULSION
E. 1. (c) 2. (e) 3. (d) 4. (a)
5. (b)
F. 1. The opposite poles of two magnets always attract each other. When the north pole of one
magnet is brought close to the south pole of another magnet, they will attract each other. This
attraction occurs because opposite magnetic fields pull towards each other, creating a force
that brings the two poles together.
The like poles of two magnets always repel each other. When two north poles or two south
poles are brought near each other, they will repel each other. This happens because the
magnetic fields of like poles push away from each other, creating a force that pushes the
magnets apart.
2. Every magnet has two poles, a north pole (N) and a south pole (S). These poles are inseparable
and always exist together. If a magnet is broken into smaller pieces, each piece will still have its
own north and south poles. This happens because the magnetic domains, tiny regions within
the magnet that act like small magnets, rearrange themselves to form new poles in each piece.
The concept of magnetic monopoles (a magnet with only one pole) does not exist in nature.
This proves that poles always exist in pairs.
3. The power of a bar magnet is strongest at its poles. The north pole (N) and south pole (S)
are the regions with maximum magnetic strength. This is why iron filings or other magnetic
materials are primarily attracted to the ends of a bar magnet. The middle part of the magnet,
called the neutral region, has the weakest magnetic strength.
If you place iron filings near the magnet’s middle, very few will stick to it compared to the
poles. This property is used to design magnets for specific applications, such as speakers and
electric motors, where strong magnetic fields are required at the poles.
4. The two essential properties of magnets are as follows.
(i)  Attraction and Repulsion: Magnets attract magnetic materials like iron, nickel and
cobalt. Like poles of magnets repel each other, while unlike poles attract each other.
This property is used in magnetic compasses, where the needle aligns itself in the north-
south direction due to earth’s magnetic field.
Poles Exist in Pairs: Every magnet has two poles – a north pole (N) and a south pole
(ii) 
(S). These poles cannot be separated. Even if a magnet is broken into pieces, each piece
will still have its own north and south poles. This property is used to design complex
magnetic systems, such as MRI machines and magnetic storage devices.
5. The discovery of magnets is often associated with a shepherd named Magnes, who lived in
Magnesia. While herding his sheep and goats in the mountains, Magnes’s metal-tipped stick
got stuck to a large black rock. This rock turned out to be a natural magnet, which attracted his
stick. These magnetic rocks were later named magnetite, possibly after Magnesia or Magnes
himself.
Suspended pieces of magnetite would align in the north-south direction, helping in navigation.
This property led to the name lodestone, meaning ‘leading stone’. The discovery of magnetite
laid the foundation for studying magnetism and its applications, such as in compasses and
modern magnetic devices.

42
G. 1. The step-by-step procedure to magnetise an iron piece using the single-touch method is as
follows.
• Take a strong bar magnet and a clean iron piece. Make sure the iron piece is free from any
rust or dirt.
• Hold the bar magnet to apply it to the iron piece. For this method, you can use any magnet
pole (north or south).
• Hold the iron piece steady, and take the bar magnet and touch it to one end of the iron
piece.
• Stroke the iron piece in one direction, starting from one end and moving towards the
other. Do not move the magnet back and forth.
• Stroke the magnet along the length of the iron piece at least 20 to 30 times in the same
direction.
• Test the iron piece by bringing it close to small iron filings, nails or paper clips to check if it
has become magnetised.
2. Magnets always rest in the north-south direction due to the influence of the earth’s magnetic
field. The earth behaves like a giant magnet with a magnetic north pole and a magnetic south
pole.
The magnetic poles of earth are near to the geographic poles of earth. The earth’s magnetic
field lines emerge from the magnetic south pole and enter the north pole. This magnetic field
affects all the magnets on earth, and they align themselves with the field lines. This happens
because opposite magnetic poles attract each other, so the magnet’s north pole is attracted to
the magnetic south pole of the earth, and the magnet’s south pole is attracted to the magnetic
north pole of the earth.
This property of magnets is used in a magnetic compass. A compass needle, which is a small
magnet, aligns itself with the earth’s magnetic field, making it a reliable tool for navigation.
3. To keep magnets safe and maintain their strength, the following safety measures can be followed.
• Magnets should be stored in pairs with opposite poles facing each other to prevent self-
demagnetisation, which can occur when like poles are placed together.
• Magnets should be stored in pairs with opposite poles facing each other.
• Magnets should be kept away from heat and strong electrical fields, which can weaken or
destroy a magnetic strength.
• Magnets should be kept away from electronic devices because they can interfere with devices
like mobile phones, laptops, hard drives and credit cards by disrupting memory storage.
• Bar magnets and horseshoe magnets should be stored with soft iron keepers placed across
their poles. This helps maintain their strength.
4. A magnetic compass can be made by following the steps outlined below.
• Take the iron needle and place it on a flat surface.
• Take one bar magnet, use one pole of the bar magnet and stroke the needle in only one
direction. Repeat this stroking motion at least 20-30 times. This aligns the needle’s atoms,
turning it into a temporary magnet.
• Take a small piece of cork or foam to serve as the floating platform and place the magnetised
needle on top of the cork or leaf, ensuring it is balanced.

43
 • Fill a bowl with water and place the cork with the needle on the surface. The cork will float
freely, allowing the needle to turn. The needle will automatically align itself in the north-south
direction.
• Use a compass to determine which end of the needle is pointing north. Mark the needle’s
north (N) and south (S) poles with a pen for identification.
5. Similar poles of two magnets repel each other, and opposite poles attract each other. This can be
demonstrated by the experiment described below.
• Take two bar magnets and identify their north (N) and south (S) poles using a compass.
• Place one bar magnet on the table so that one of its poles (for example, North) faces you.
• Bring the second magnet’s South Pole close to the first magnet’s North Pole.
• You will observe that the magnets move towards each other and stick together. This confirms
that opposite poles attract each other.
• Now, take the same two magnets and bring their north poles (or south poles) close to each
other.
• You will notice that the magnets push away from each other and do not stick together. This
confirms that similar poles repel each other.
H. 1. Wood cannot be magnetised because it is non-magnetic. It does not contain iron, cobalt or
nickel, which are required to become magnetised. It also does not have free-moving electrons
that can align with a magnetic field.
2. Magnets should be appropriately stored, as improper storage can cause magnets to lose their
magnetic strength over time. For example, if similar poles are kept together, they can weaken
each other.
3. Magnetite was later called leading stone because it helped find directions, as a piece of
magnetite always points in a specific direction.
4. A magnetic compass is based on one of the magnet’s properties called directional property.
It works because a freely suspended magnet always aligns in the north-south direction.
5. A bar magnet suspended by a thread always rests in the north-south direction because the
north pole of a freely suspended bar magnet is attracted towards the earth’s magnetic south
pole and vice versa.

Skill-based Activities
Magnetic Levitation (Page 61)
1. Observations and conclusions of the activity are mentioned below.
Observations: The paper clip is attracted to the magnet and sticks to it when the magnet is
brought close. When the magnet is moved away, the paper clip loses its magnetic attraction, and
the kite flies freely.
Conclusions: The paper clip is made of a magnetic material (iron or steel) and is attracted to the
magnet. The magnet exerts a magnetic force on the paper clip, allowing it to lift the kite. When
the magnet is moved away, the magnetic force weakens, and the kite flies due to the tension in
the thread.

44
 2. The property of the magnet used in this activity is its ability to attract magnetic materials. Magnets
can attract objects made of iron, nickel or cobalt due to their magnetic fields. In this activity, the
paper clip (made of iron or steel) is attracted to the magnet, allowing the kite to be lifted. This
property is based on the magnetic force exerted by the magnet on the paper clip.
3. The property of magnets to attract magnetic materials is used in various devices and systems,
some of these are as follows.
Refrigerator Doors: Magnets are embedded in the door seals to ensure the door closes tightly
• 
and stays shut.
Magnetic Cranes: Used in junkyards and recycling centres to lift, and separate heavy iron and
• 
steel objects.
Electric Motors and Generators: Magnets convert electrical energy into mechanical energy
• 
(in motors) or mechanical energy into electrical energy (in generators).
Magnetic Latches: These are used in cabinets, doors and bags to keep them securely closed.
• 
• Magnetic Strips on Credit/Debit Cards: Store information and allow card machines to read
data.
Speakers and Headphones: Magnets convert electrical signals into sound waves by attracting
• 
and repelling a diaphragm.
Magnetic Compass: Uses a magnetised needle to align with earth’s magnetic field and indicate
• 
direction.
Magnetic Insight (Page 61)
Magnetometres are used to measure and monitor earth’s magnetic field changes for applications such
as geophysical mapping, space weather monitoring and mineral exploration.
The following artificial intelligence (AI) algorithms play a crucial role in analysing and interpreting data
collected from magnetometer sensors.
• Machine Learning (ML) Algorithms: Machine learning algorithms help identify patterns and
make predictions based on magnetometer data.
• Deep Learning Techniques: Deep learning is beneficial when working with large, complex
datasets from satellites, drones and ground-based magnetometres.
• Signal Processing and Feature Engineering: AI algorithms use signal processing techniques to
clean and extract useful information from raw magnetometer data.
Magnetic Canvas (Page 61)
Students are expected to do this on their own.
Hint: A unique colour pattern will be formed because of the movement of iron pins in the direction of
magnet placed below.
Magic Maze Challenge (Page 62)
Students are expected to do this on their own.

45
Magnetic Mapping (Page 62)
Students are expected to do this on their own.
Hint

Magnets

Based on Attraction Based on Occurrence

Artificial Magnetic Non-Magnetic

Natural
Magnets (Bar Material Materials
Magnets
and Horseshoe (Iron, Nickel) (Wood, Plastic)
(Lodestone)
Magnet)

Everyday Tech (Page 62)

Magnets are integral to numerous aspects of daily life, playing crucial roles in technology, transportation
and healthcare. Their unique properties enable advancements across these sectors, offering various
advantages.
Applications of Magnets in Technology
Speakers and Headphones: Magnets convert electrical signals into sound waves. These magnets
• 
provide high-quality sound with minimal distortion.
• H
 ard Drives and Data Storage Devices: Magnets are used to read and write data on magnetic
disks. These magnets provide reliable and high-capacity data storage.
• E
 lectric Motors and Generators: Magnets convert electrical energy into mechanical energy (in
motors) or mechanical energy into electrical energy (in generators). Magnets provide efficient
energy conversion with minimal energy loss.
Applications of Magnets in Transportation
• Maglev Trains: Use powerful magnets to levitate above the tracks, reducing friction and allowing
high-speed travel. Using magnets in trains allows them to be faster, quieter and more energy-
efficient than traditional trains.
Electric Vehicles (EVs): Magnets are used in electric motors to power the vehicle. The advantages
• 
of using magnets in vehicles results in reduced dependence on fossil fuels and lower emissions.
Magnetic Bearings: Used in high-speed trains and aircraft to reduce friction and wear. The use of
• 
magnets increases the efficiency and lifespan of mechanical components.
Applications of Magnets in Healthcare
Magnetic Resonance Imaging (MRI): It uses powerful magnets to create detailed images of the
• 
body’s internal structures. Magnets provide high-resolution images for accurate diagnosis.

46
 Magnetic Therapy: It uses low-strength magnets to relieve pain and improve blood circulation.
• 
The use of magnets helps in pain management.
Magnetic Drug Delivery: Magnets are used to guide drugs to specific areas of the body, such as
• 
tumours. The application of a magnet reduces side effects and improves treatment effectiveness
in drug delivery.
Concern for Globe (Page 62)
Appliances containing magnets and methods utilising magnetic properties play a significant role in
environmental clean-up by enabling the removal of contaminants and pollutants through various
applications.
• Magnetic Separation in Waste Management: Magnetic separators are used in recycling facilities
to extract magnetic metals (like iron and steel) from mixed waste streams. This process recovers
valuable metals for recycling, reduces landfill waste, and prevents environmental contamination
from metal pollutants.
• Oil Spill Remediation: This method utilises magnetic particles to clean up oil spills. This is a
practical approach to oil spill clean-up, minimising environmental damage and facilitating the
recovery of spilt oil.
• Removal of Heavy Metals from Water: Magnetic materials are used to adsorb heavy metals from
contaminated water sources. This is a highly efficient method for purifying water, ensuring the
removal of toxic heavy metals and contributing to safer drinking water supplies.
• Wastewater Treatment: Magnetic separation techniques are applied in wastewater treatment to
remove contaminants such as phosphorus. This process enhances the efficiency of wastewater
treatment processes.
Sustaining Life (Page 62)
The earth is described as a giant magnet because it generates a magnetic field similar to that of a bar
magnet, with a north pole and a south pole. This magnetic field is created by the movement of molten
iron and nickel in earth’s outer core through a process called the ‘Geodynamo’ effect. The earth has
geographical and magnetic axis. This can be explained as follows.
• Geographical Axis
The geographical axis is an imaginary straight line passing through the earth’s geographical
north pole and south pole. It represents the axis of earth’s rotation. The geographical north pole
is located in the Arctic region, and the geographical south pole is in Antarctica.
• Magnetic Axis
The magnetic axis is an imaginary line connecting the earth’s magnetic north and south poles.
Unlike the geographical axis, the magnetic axis does not align perfectly with the rotational axis of
earth, tilted by about 11.5 degrees, called an ‘angle of dip’. The magnetic poles shift over time due
to changes in the earth’s core.

47
 5. Measurement of Length and Motion

Answer Key

In-text Questions
Diving Deep (Page 64)
Instructions on how to use the google map.
1. Open Google Maps on your computer or smartphone.
2. In the search bar, type your current location (for example, your home or school).
3. For each place listed below, search for the location and use the ‘Directions’ feature to find the
distance from your current location.
4. Record the distances in a table.
5. For places like the moon and sun, use scientific data (hint: these distances are not measurable on
Google Maps but can be found online).
Table format is given below. Students are expected to fill this table on their own.

Place Distance from Current Location Unit of Measurement

Friend’s house km/m
School km/m
Grandparent’s house km/m
India Gate km/m
Gateway of India km/m
Taj Mahal km/m
Great Wall of China km/m
Eiffel Tower km/m
Moon 384,400 km (approx.) km
Sun 149.6 million km (approx.) km

Apply Concept in Context (Page 68)

1. The standard unit of length is the metre (m), and one metre is divided into 100 centimetres (cm).
Therefore, 1 metre = 100 centimetres.
2. The examples of materials that are sold based on measurements like inches and metres are
mentioned below.
• Fabric: It is measured in metres.
• Wooden Planks: It is measured in metres or inches.
• Metal Rods: It is measured in metres.

48
 • Ropes and Wires: It is measured in metres.
• Pipes: It is measured in inches or metres.
3. (a) 250 m to cm
As, 1 m = 100 cm
Therefore, 250 m = 250 × 100 = 25,000 cm
(b) 70000 mm to m
As, 1 mm = 0.001 m
And, 1 m = 1000 mm
Therefore, 70000 mm = 70000 ÷ 1000 = 70 m
(c) 274 km to dm
As, 1 km = 1000 m
And 1 m = 10 dm
So, 1 km = 10000 dm
Therefore, 274 km = 274 × 10000 = 2,740,000 dm
(d) 5 m to kg
This conversion is not possible because metres measure length, while kilograms measure
mass.
Examine Further (Page 68)
1. Visually challenged individuals use specialised tools and techniques to measure length, relying
on sense of touch and sense of hearing. Some common methods include the following.
• Tactile Rulers and Tape Measures: These are rulers and measuring tapes with raised markings
or Braille labels, allowing visually challenged individuals to feel the measurements with their
fingers.
•  Talking Measuring Tools: Devices like talking tape measures or digital callipers provide audio
feedback, announcing the measured length when a button is pressed.
•  Adaptive Techniques: Visually challenged individuals might use their body parts (like
handspan or footstep) as non-standard units to estimate lengths. However, this method is less
precise.
2. Larger distances like the length of the road between two states can be measured by the following.
• Google Maps or GPS: Digital tools like Google Maps can calculate the distance between two
locations accurately.
•  Odometer in Vehicles: For road distances, an odometer in a car can measure the distance
travelled between two states by recording the number of kilometres driven.
• Surveying Tools: Professional surveyors use tools like theodolites and total stations to measure
large distances with high precision.
Smaller lengths like the thickness of a page in a book can be measured by the following.
•  Vernier Calliper or Micrometre: These precision instruments can measure small lengths like
the thickness of a page. For example, measure the thickness of 100 pages together and then
divide by 100 to get the thickness of a single page.
•  Ruler with Fine Gradations: A ruler with millimetre or sub-millimetre markings can be used to
measure small lengths, though it may not be as precise as a calliper.
•  Laser Measurement Tools: High-precision laser tools can measure extremely small distances,
such as the thickness of paper, with great accuracy.

49
Self-assessment (Page 68)
1. The tool used to measure the length of a curved object is a measuring tape. Measuring tapes are
flexible and made of materials like cloth, plastic or metal, allowing them to bend and measure
around curves or corners.
They are available in various lengths, making them suitable for measuring both small and large
curved objects. Tailors and engineers commonly use measuring tapes for precise measurements
of irregular shapes.
2. A parallax error is a measurement error that occurs when the position of the observer’s eye is not
directly aligned with the marking being read on a measuring tool, such as a ruler or scale. When
the eye is not positioned vertically above the mark, the reading appears either higher or lower
than the actual value, leading to inaccuracies.
For example, if you measure the length of an object using a ruler but view the markings from an
angle, the measurement may be incorrect. To avoid parallax errors, the observer’s eye must be
positioned directly above the mark being read.
Creative Insight (Page 68)
Students are expected to do this on their own.
Hint: You can measure objects using different methods in the following ways.
• Footsteps: Walk heel-to-toe along the classroom and table, count and record the number of
footsteps.
• Handspan: Measure using the distance between your thumb and little finger, count and record.
• Measuring Tape: Measure the exact length in cm or m and record.
• Comparison: Compare your results with classmates and discuss differences.
Observations and Conclusion
• Footsteps and handspan vary as people have different sizes.
• Measuring tape gives accurate and consistent results.
• Standard units (cm/m) are important for precise communication in daily life, science and
engineering.
Diving Deep (Page 69)
Students are expected to do this on their own.
Hint: Objects that cannot move from their position.
• Trees: Trees are fixed in the ground and do not change their position.
• Buildings: Structures like houses, schools and offices remain stationary.
• Lamp Posts: Lamp posts are fixed to the ground and do not move.
• Mountains: Mountains are natural landforms that remain in the same place.
• Furniture (for example, tables and chairs): Furniture like tables and chairs stay in one place unless
moved by someone.
Objects that can move and change their position.
• Cars: Cars move on roads and change their position as they travel.
• Birds: Birds fly in the sky and move from one place to another.
• Bicycles: Bicycles move when ridden and change their position.

50
 • Clouds: Clouds drift across the sky and change their position over time.
• People: People walk, run and move from one location to another.
Apply Concept in Context (Page 71)
1. No, stationary objects like trees and mountains on earth are not at absolute rest. An object is said
to be at rest if it does not change its position with respect to its surroundings over time. While
trees and mountains appear stationary relative to the ground or their immediate surroundings,
they are not at absolute rest because the earth itself is in motion.
The earth rotates on its axis and revolves around the Sun, meaning that all objects on earth,
including trees and mountains, are also moving along with it. Therefore, their state of rest is
relative to their surroundings, not absolute. This concept emphasises the importance of choosing
a reference point when determining whether an object is at rest or in motion.
2. The blades of a grinder exhibit rotational motion. The rotational motion occurs when an object
spins or rotates around a fixed axis without changing the radius of its motion. In the case of a
grinder, the blades rotate around a central axis or the motor’s shaft at high speed, enabling them
to cut or grind materials effectively.
This type of motion is different from other forms, such as linear or oscillatory motion, because the
entire blade moves in a circular path around a fixed point.
Examine Further (Page 72)
1. We move slightly backward when the car or bus suddenly starts moving. This phenomenon occurs
due to Newton’s First Law of Motion, also known as the Law of Inertia which states that an object
at rest will remain at rest, and an object in motion will continue to move at a constant velocity,
unless acted upon by an external force.
When a car or bus is at rest, your body is also at rest. When the vehicle suddenly accelerates
forward, your body tends to remain in its initial state of rest due to inertia. As a result, you feel a
slight backward motion relative to the vehicle. This backward movement is not actual motion but
rather a reaction caused by your body’s resistance to the change in motion.
2. Yes, the child’s motion on a merry-go-round is an example of circular motion. Circular motion
occurs when an object moves along a circular path around a fixed point or axis. In this case, the
merry-go-round rotates around its central axis, and the child moves in a circular path around that
axis.
The child’s direction of motion constantly changes as they move around the circle, but their
distance from the centre or the radius remains constant. This type of motion is distinct from linear
motion or rotational motion. Therefore, the child’s motion on a merry-go-round is a clear example
of circular motion.
Self-assessment (Page 72)
1. The motion can be classified into various types. Some of these are as follows.
• Linear or Rectilinear Motion
• Curvilinear or Random Motion
• Rotational Motion
• Oscillatory Motion
• Circular Motion

51
 • Vibratory Motion
• Periodic Motion
• Non-periodic Motion
2. The linear or rectilinear motion is motion that occurs in a straight line in a single direction. This
means that the object moves without changing direction unless an external force acts on it.
Some examples linear motion are as follows.
• A bicycle or car moving on a straight road, where the vehicle follows a fixed path.
• A battalion marching in a parade, where soldiers move forward in a straight line.
• An apple falling from a tree, where the apple moves downward in a straight line due to gravity.
• Drawing a line with a scale, where the movement of the pencil is straight and controlled.
3. The vibratory motion is a rapid back-and-forth movement of a part of an object about its mean
position. Unlike oscillatory motion, which involves slow movement, vibratory motion happens
very quickly and often produces sound.
Examples of vibratory motion include the following.
• Strings of a guitar or sitar vibrating when plucked, producing musical sounds.
• The surface of drums or tabla moving rapidly when struck, creating rhythmic beats.
• A tuning fork vibrating after being struck, which is used in sound experiments.
4. The random or curvilinear motion occurs when an object moves in an unpredictable or irregular
manner. The direction of motion is not fixed and keeps changing unexpectedly.
Examples of random motion include the following.
• A butterfly flying in a garden, where its flight path changes suddenly in different directions.
• The motion of a discus in discus throw, where the discus moves in a curved and unpredictable
way before landing.
• The movement of a train along a curved track, where the direction of motion changes based
on the track design.
Creative Insight (Page 72)
A simple pendulum consists of a bob attached to a string, which is fixed at a rigid support. When the
bob is displaced from its mean position and released, it starts moving back and forth in a regular
manner. The motion of a simple pendulum can be called periodic because of the following reasons.
• It repeats itself at regular time intervals.
• The time taken to complete one full swing or oscillation remains constant.
• If there is no external force, such as air resistance, the pendulum would continue oscillating in a
predictable manner.

Learning Quest (Page 73)

A.
1. (c) 2. (a) 3. (a) 4. (d)
5. (a) 6. (c)
B.
1. linear 2. SI 3. cubit 4. length
5. periodic motion
C.
1. False 2. True 3. False 4. True
5. True

52
 D.
1. Circular motion 2. Linear motion 3. Non-periodic motion
4. Vibratory motion 5. Periodic motion
E.
1. (e) 2. (c) 3. (a) 4. (d)
5. (b)
F. Measurement is the process of determining the size, length or amount of an unknown quantity
1. 
by comparing it with a known fixed quantity. It is essential for accuracy and consistency in
various fields, such as tailoring, carpentry and science. For example, a tailor measures the
length of cloth to stitch garments, and a carpenter measures dimensions to create furniture.
Measurement requires a unit of measurement, which is a standard value used to quantify
a particular quantity. Without measurement, it would be challenging to perform tasks that
require precision.
2. Non-standard units of measurement are traditional methods of measuring length that
vary from person to person and are not precise. Examples of non-standard units include the
following.
• Handspan: The distance between the tip of the thumb and the tip of the little finger when
the hand is fully stretched.
• Cubit: The length from the tip of the middle finger to the elbow.
• Arm Length: The distance from the shoulder to the tip of the middle finger.
• Footstep: The length from the tip of the big toe to the heel.
These units are not consistent because they depend on the size of the person’s body parts,
making them unreliable for accurate measurements.
Non-periodic motion is the motion of an object that does not repeat itself after fixed intervals
3. 
of time. Non-periodic motion is irregular and does not follow a predictable pattern. Some
examples of non-periodic motion are as follows.
• Cars Moving on a Busy Road: The movement of cars depends on traffic, signals, and driver
behaviour, making it irregular and non-repetitive.
• Hand Movements While Writing: The motion of hands while writing varies depending on
the words being written and the speed of writing, making it non-periodic.
Oscillatory motion is the back-and-forth (to-and-fro) movement of an object about its mean
4. 
or resting position. This type of motion is repetitive and occurs within a fixed time interval. A
classic example is the motion of a pendulum in a wall clock. The pendulum swings from one
side to the other, passing through its mean position, and repeats this motion continuously.

rigid support

string
Pendulum Showing Oscillatory Motion
A and C: Extreme positions of the pendulum.
B: Mean or resting position of the pendulum.
The pendulum moves from A to C and back to A,
A B
Extreme
O
bob Extreme repeating this motion over time.
position Mean position
position

53
 5.  The linear or rectilinear motion is the movement of an object along a straight line in one
direction. The object does not change its direction during this motion. For example, a car
moving on a straight road, an apple falling from a tree or a person walking in a straight line.
 Random or curvilinear motion is the movement of an object along a curved or irregular path,
where the direction of motion changes unpredictably. For example, a butterfly flying in a
garden, a train moving along a curved track or a discus during a discus throw.
G. (a) Circular motion involves movement around an external axis, while rotational motion involves
spinning around an internal axis.
In circular motion, an object moves along a circular path around a fixed point or axis that is
outside the object. The object’s distance from the centre or radius remains constant, but its
direction changes continuously.
For example, a child sitting on a merry-go-round moves in a circular path around the central
axis of the ride. Similarly, the moon moves in a circular path around the earth.
In rotational motion, an object spins or rotates around a fixed axis that is inside the object. The
object does not change its position relative to the rotational axis, but different parts of the
object move in circular paths around the axis.
For example, a ceiling fan rotates around its central axis, and the earth rotates around its own
axis, causing day and night.
(b) Oscillatory motion involves the entire object moving to-and-fro, while vibratory motion
involves only a part of the object moving rapidly.
In oscillatory motion, the entire object moves back and forth (to-and-fro) about its mean (rest)
position. The motion is slower and covers a larger distance.
For example, a pendulum swinging in a wall clock or a child on a swing moving back and forth.
In vibratory motion, only a part of the object moves rapidly back and forth about its mean
position. The motion is faster and often produces sound.
For example, the strings of a guitar vibrate when plucked or the surface of a drum vibrates
when struck.
2. Experiment to Prove Periodic Motion of a Pendulum
 Aim: To demonstrate that the motion of a simple pendulum is periodic, meaning it repeats
after regular time intervals.
Materials Required
• A simple pendulum (a bob attached to a string)
• A rigid support (stand or table edge to attach the pendulum)
• A stopwatch (to measure time)
• A scale (to measure length of the string)
Procedure
• Attach the pendulum to a rigid support so that it can swing freely.
• Pull the bob slightly to one side and release it gently. The bob begins to move back and
forth.
• Start the stopwatch when the bob crosses the mean position for the first time.
• Measure the time taken for one complete oscillation, which is the movement of the bob
from one extreme to the other and back to the mean position.
• Repeat the process multiple times and record the time for five oscillations.

54
 Observation
Observe the pendulum swinging back and forth. Use the stopwatch to measure the time
taken for the pendulum to complete one full swing (from one extreme position to the other
and back to the starting point). This time is called the time period.
Conclusion
The pendulum takes the same time for each oscillation, proving that the motion is periodic.
A periodic motion repeats itself at equal intervals of time. The motion of a pendulum is an
example of oscillatory motion and helps in designing timekeeping devices like clocks.
3. Measurement is necessary for the following reasons.
• Accuracy: Measurement ensures precision in determining the size, length or quantity of an
object. For example, a tailor measures cloth accurately to stitch garments, and a carpenter
measures wood to build furniture.
• Consistency: Standard units of measurement (like metres, kilograms and seconds) allow
people worldwide to use the same system, ensuring uniformity and avoiding confusion.
• Daily Life Applications: Measurement is used in everyday activities, such as cooking
(measuring ingredients), shopping (weighing fruits and vegetables) and traveling
(measuring distances).
• Scientific Progress: Accurate measurements are essential in scientific experiments,
engineering and technology. For example, measuring time accurately is crucial for studying
motion, and measuring temperature is vital for chemical reactions.
• Communication: Measurement provides a common language for sharing information. For
example, saying ‘5 kilometres’ is universally understood, whereas using non-standard units
like ‘footsteps’ can lead to confusion.
4. Steps to Measure Length Using a Scale
(i) Place the scale along the length of the object to be measured. Ensure the scale is parallel
to the object and lies flat on a surface.
(ii) Align the zero mark of the scale with one end of the object. If the zero mark is broken or
unclear, use another clear mark (for example, 1 cm) as the starting point.
(iii) Look at the other end of the object and note the measurement on the scale. Ensure your
eye is directly above the mark to avoid parallax error.
(iv) If you started from a mark other than zero, subtract the initial reading from the final
reading to get the accurate length.
  Example: If you started at 1 cm and the final reading is 6 cm, the length of the object is
5 cm (6 cm – 1 cm = 5 cm).
A standard unit is a fixed and universally accepted value used to measure a particular quantity.
5. 
It ensures consistency and uniformity in measurements across the world. For example, the
metre is the standard unit for measuring length, and the kilogram is the standard unit for
measuring mass.
Standard units are essential for accurate and consistent measurements in science, engineering,
trade and daily life. They allow people from different regions and professions to communicate
measurements clearly and effectively.
The standard unit of length in the International System of Units (SI) is the metre (m).

55
 Other standard units of length include the following.
• Kilometre (km): 1 km = 1000 m
• Decimetre (dm): 1 dm = 0.1 m
• Centimetre (cm): 1 cm = 0.01 m
• Millimetre (mm): 1 mm = 0.001 m
H. 1. Handspan, cubit, arm length and footstep are not standard measurements because they vary
from person to person. For example, a child’s handspan is smaller than an adult’s, making
these units inconsistent and unreliable for accurate measurements.
2. The measuring tape is used to measure the length of curved objects because it is flexible and
can bend around curves or corners. Unlike rigid rulers, measuring tapes can easily adapt to the
shape of the object, making them ideal for measuring irregular or curved surfaces.
3. Vibratory motion is a type of oscillatory motion because it involves rapid back-and-forth
movement about a mean position. However, vibratory motion is different from general
oscillatory motion as only a part of the object moves, such as, guitar strings, whereas in
oscillatory motion, the entire object moves, such as, a pendulum.
4. While measuring length, the eye should be vertically above the mark to be read because any
deviation can cause a parallax error. If the eye is not aligned properly, the reading may appear
higher or lower than the actual value, leading to inaccurate measurements.
5. Vibrating motion is different from oscillatory motion because in vibrating motion, only a part
of the object moves rapidly, such as, guitar strings, while in oscillatory motion, the entire object
moves back and forth such as, a pendulum. Additionally, vibrating motion often produces
sound, whereas oscillatory motion does not.

Skill-based Activities
Tracing the Curve (Page 75)
(a) Students are expected to do this on their own.
(b) Some examples of situations where you need to measure the length of a curved line are
mentioned below.
• Tailoring and Fashion Design: Tailors measure curved lines to stitch garments like dresses,
skirts and sleeves, which often have curved edges.
• Construction and Architecture: Architects and engineers measure curved lines when
designing structures with arches, domes or circular pathways.
• Road and Railway Construction: Engineers measure curved lines to design and construct
curved roads, railway tracks or highways.
• Sports and Fitness: Measuring the length of curved tracks in athletic fields or the
circumference of sports equipment like hula hoops.
• Art and Craft: Artists measure curved lines to create designs, sculptures or patterns.
(c) Materials we can use to measure curved lines or objects are listed below.
• Flexible Measuring Tape: A measuring tape made of cloth or plastic is ideal for measuring
curved lines because it can bend and adapt to the shape of the object.
• String, Wire or Rope: They can be wrapped around a curved object, and then its length
can be measured using a ruler or scale.

56
 • Curve Ruler or French curve: A curve ruler is a flexible tool used in drafting and design to
measure and draw curved lines accurately.
• Digital Callipers: Digital callipers can measure the length of small curved objects by
adjusting to their shape.
(d) Some modern technologies used to measure the length of curved lines and objects accurately
are mentioned below.
• Laser Distance Measurers: Laser devices can measure curved lines and objects by
projecting a laser beam and calculating the distance based on the reflection.
• 3D Scanners: 3D scanners use lasers or cameras to create a digital model of an object,
allowing precise measurement of curved surfaces.
• Coordinate Measuring Machines (CMM): CMMs use probes to measure the dimensions of
curved objects with high accuracy, commonly used in manufacturing and engineering.
• Optical Comparators: These devices use light and magnification to measure curved lines
and objects, often used in quality control and inspection.
Smart Surveillance (Page 76)
AI cameras identify and alert vehicle owners by continuously monitors roads and captures high-
resolution images or videos of vehicles violating traffic rules. It works both day and night using infrared
(IR) sensors and low-light enhancement technology.
The camera detects the vehicle’s number plate and extracts the characters using Optical Character
Recognition (OCR). AI algorithms clean and enhance the image to ensure accurate text extraction,
even in poor visibility conditions.
AI models can also analyse the captured footage to identify violations, such as follows.
• Speeding
• Jumping red lights
• Lane violations
• Wrong-way driving
• Not wearing seat belts
• Using mobile phones while driving
The AI system matches the extracted number plate with the government’s vehicle registration database.
The system identifies the owner’s details, including address and contact information. Once a violation
is confirmed, the system automatically
• generates an e-challan (digital fine ticket).
• sends an SMS or email alert to the registered vehicle owner.
• uploads the details to the traffic authority’s portal, allowing owners to check their violations
online.
AI-based Automated Number Plate Recognition (ANPR) Camera or Smart Traffic Enforcement
Camera are the names of the camera that are being used to identify and alert vehicle owners regarding
traffic violations both during the day and night.
Algorithms and tools used for traffic violation detection are as follows.
• CNN (Convolutional Neural Networks) – Image processing to detect number plates, road signs
and vehicle models.
• OCR (Optical Character Recognition) – Extracts license plate numbers from images.

57
 • Infrared and Low-Light Vision – Ensures detection even at night.
• Machine Learning (ML) & Deep Learning – Trains the system to improve recognition accuracy.
• Big Data Analytics & Cloud Computing – Stores and processes traffic data for efficient monitoring.
From Strings to Swing (Page 76)
Students are expected to do this activity on their own.
The rubber band in the guitar shows vibratory motion because only a part of the object moves rapidly
and produces sound. The pendulum shows oscillatory motion because the entire object moves back
and forth about its mean position. Both motions are periodic, meaning they repeat after a fixed time
interval.
Exploring Lengths (Page 76)
Students are expected to do this on their own.
Hint: Students work in groups to measure classroom objects using appropriate tools such as ruler for
small straight objects, a measuring tape for larger ones and a thread for curved surfaces. Measurements
are recorded and compared. Straight objects are easier to measure, while curved ones need an extra
step. Using the right tool ensures accurate results.
Motion Medley (Page 76)
Students are expected to do this on their own.
Hint

Motion

Based on
Based on Path
Repetition

Curvilinear
Linear Motion Circular Motion Rotational
Motion (Car
(Car moving on a (Child sitting on a Motion (Blades
moving on a
straight road) merry-go-round) of fan rotating)
curved road)

Oscillatory
Vibratory Motion Periodic Motion Non-Periodic
Motion
(Guitar strings (Earth revolving Motion (car
(Pendulum of
when plucked) around Sun) moving in traffic)
clock)

58
Motion Expedition (Page 76)
Students are expected to do this on their own.
Hint: Student can observe and document examples of different types of motion from daily life for 5
days. Use a notebook or a digital document to record the examples. Take photographs of the examples
wherever possible. Each group can create a 10-slide presentation showcasing the different types of
motion and their examples.
Each slide should include the following.
• The type of motion.
• Examples observed in daily life.
• Photographs of the examples.
Tech Innovation (Page 77)
Over the past decade, technological advancements have revolutionised transportation by making it
faster, safer and more efficient. These advancements have had both positive and negative impacts on
the environment. Some of the advancements in transportation technology are mentioned below.
• Electric Vehicles (EVs): Electric cars and buses have become more common, reducing dependence
on fossil fuels.
• High-speed Trains: Countries have developed bullet trains that run on electricity, reducing travel
time and fuel consumption.
• Hyperloop Technology: Although still in development, Hyperloop systems promise ultra-fast and
low-energy transportation.
• Autonomous Vehicles: AI-powered self-driving cars are being tested to improve traffic efficiency
and safety.
Environmental Impact of Modern Transportation
• Increase in Air Pollution: Traditional fuel-powered vehicles release carbon dioxide (CO₂), nitrogen
oxides (NOx) and particulate matter (PM), leading to global warming and respiratory diseases.
• Traffic Congestion and Fuel Wastage: Increased urbanisation has led to longer travel times and
higher fuel consumption, contributing to pollution.
• Deforestation & Habitat Loss: Construction of highways, railways and airports has led to loss of
forests and wildlife habitats.
Electric vehicles played important role in reducing pollution and promoting sustainable transport, as
described below.
• Zero Emissions: Unlike petrol and diesel vehicles, EVs do not release CO₂, NOx or PM, making them
environmentally friendly.
• Renewable Energy Integration: EVs can be charged using solar or wind energy, further reducing
dependence on fossil fuels.
• Lower Noise Pollution: Electric motors are quieter, reducing urban noise pollution.
Some of the government initiatives to encourage electric vehicles (EVs) are listed below.
• Subsidies and Incentives: Many governments offer tax benefits, reduced registration fees and
financial subsidies for purchasing EVs.
• Charging Infrastructure: Governments are setting up public EV charging stations to promote
widespread adoption.

59
 • Policy Regulations: Some cities have introduced low-emission zones, restricting diesel and petrol
vehicles while encouraging EV use.
• Investment in Research: Funding for battery technology and EV innovation has increased, making
EVs more affordable and efficient.
Travelling Distance (Page 77)
1. The nearest place from Delhi is Jaipur (294.6 km).
2. The farthest place from Delhi is Kerala (2636.4 km).
3. Places in ascending order of distance, from farthest to closest to Delhi are as follows.
Jaipur > Shimla > Jabalpur > Mumbai > Pune > Visakhapatnam > Goa > Kerala
4. Students are expected to do this on their own.
5. Bar Graph with x-axis as ‘Places’ and y-axis as ‘Distance from Delhi (in km)’ is represented below.

60
 6. Materials around Us

Answer Key

In-text Questions
Diving Deep (Page 79)
Students are expected to do this on their own.
Hint: The following table clearly separates living and non-living things from the surroundings.

Living Things Non-living Things

Dog Chair
Cat Pencil
Eagle Table
Butterfly Book
Grasshopper Phone
Human Water bottle
Cow Stone
Fish Keyboard
Parrot Pencilbox
Cockroach Bag

Apply Concept in Context (Page 80)

1. Living things are objects or organisms that show characteristics of life, such as growth, reproduction
and response to their environment. They require food, water and air to survive. Examples of living
things include humans, animals, plants and microorganisms.
Non-living things, on the other hand, do not grow, reproduce or respond to their environment.
They do not require food, water or air to exist. Examples of non-living things include rocks, water,
plastic, metal and furniture.
2. Classification is important because it helps us organise things based on their specific properties,
making it easier to identify, locate and use them efficiently. It saves time and effort when searching
for materials and ensures better management of space.
For example, in a kitchen, utensils such as spoons, plates and cups are placed in a designated area,
making it convenient for cooking and serving food. Without classification, everything would be
scattered, leading to confusion and difficulty in finding required items.
Examine Further (Page 80)
As a librarian, you can organise the books systematically so that readers can easily find the books they
need.

61
Classification of books can be done on several bases, some of these are as follows.
• Subject-based Classification: You can create separate sections for each subject, such as English,
Math, Hindi, Science, Geography, History and Art. Each section would have a clear label so that
readers can quickly identify where a particular subject’s books are placed.
• Alphabetical or Numerical Arrangement: Within each subject section, you can arrange books
alphabetically by the author’s last name or numerically based on difficulty level (beginner to
advanced. For example, a science book for class 6 would be placed before a class 10 book.
• Separate Shelves for Reference Books: Books that are frequently used, such as encyclopaedias,
dictionaries and atlas, will be placed in a special reference section that is easily accessible.
• Colour Coding and Labels: You can use colour-coded labels for different subjects. For instance, all
science books could have a green sticker, while math books could have a blue sticker. This method
helps readers locate books quickly, even from a distance.
By classifying and arranging books in this way, students and teachers can save time, reduce confusion
and easily find the books they need, making the library more user-friendly.
Self-assessment (Page 80)
1. Classification is the process of organising and grouping materials based on their specific properties
and functions. It helps in keeping things in a systematic order, making it easier to locate and use
them when needed.
For example, in a home setting, different objects are placed in designated locations.
• Utensils are kept in the kitchen because they are needed for cooking.
• Beds are kept in bedrooms for sleeping and resting.
• Blackboards are kept in classrooms for teaching.
Without classification, things would be placed randomly, and items would be confusing, difficult
to find and inefficient use of space.
2. Student are expected to do this on their own.
Hint: If a grocery store shelf is disorganised, I would rearrange it by grouping similar items and
labelling them properly to help customers find them easily.
Steps in rearranging the shelf may include the following.
•  Identify and Separate Items: Categorise products into different groups, such as fruits and
vegetables, dairy products, packaged foods, beverages, cleaning supplies and household
essentials.
•  Arrange Items by Category: Fresh items like fruits, vegetables and dairy products should be
placed in one section, preferably near the entrance, for easy access. Packaged food items such
as snacks, biscuits and cereals should be placed on another shelf. Beverages like milk, juice
and soft drinks should be kept in a separate cold storage section. Cleaning supplies like soaps,
detergents and disinfectants should be placed away from food items to maintain hygiene.
•  Label the Sections Clearly: Each section should have a clear name tag or label so that
customers can quickly identify where they need to go.
•  Arrange by Expiry Date and Demand: Perishable items such as milk and bread should be
placed at the front so that customers pick up the fresher items first. Popular products should
be placed at eye level for easy reach, while less frequently used items can be placed on lower
or higher shelves.
This systematic arrangement will improve customer experience, save time and ensure better
organisation of products in the store.

62
Creative Insight (Page 80)
Student are expected to do this on their own.
Hint: Classification of objects based on their requirements can be done as follows.

Category Objects
Writing and Drawing Chalk, Pencil, Notebook
Stationery and School Rubber (Eraser), Duster
Tools and Hardware Hammer, Nail, Spoke of a Wheel
Sports and Play Bat
Household and Kitchen Soap, Matchbox, Salt, Potato

This classification ensures that each item is placed in a suitable category based on its function and
purpose. It also makes it easier to find and use them when needed.
Diving Deep (Page 81)

Objects Materials Used

(a) Bed Wood
(b) Spoon Metal
(c) Bottle Plastic
(d) Flower pot Plastic
(e) Chair Plastic
(f ) Jar Glass

Apply Concept in Context (Page 85)

1. When salt is added to water, it dissolves completely, forming a clear salt solution. This happens
because salt is soluble in water, meaning that the tiny salt particles break apart and spread evenly
throughout the water. Once dissolved, the salt is no longer visible, but the water now has a salty
taste.
2. Texture refers to how a material feels when touched. It can be rough or smooth, and this
characteristic influences both its appearance and function.
Rough-textured materials, such as tree bark, bricks and sandpaper, have uneven surfaces with
bumps and ridges. These materials provide grip and friction, which is useful for construction,
climbing surfaces and non-slip flooring.
For example, the rough surface of a brick wall helps cement stick better during construction.
Smooth-textured materials, such as glass, plastic and polished metal, have an even, glossy surface.
These are easier to clean and reduce friction, making them useful for mirrors, table tops and book
pages.
For example, a glass window has a smooth texture, allowing light to pass through without
distortion.

63
 3. The ability of an object to float or sink in water depends on its density, which is mass per unit
volume. A stone sinks because it is denser than water. It has more mass packed into a small space,
making it heavier than the amount of water it displaces. A plastic ball floats because it is less
dense than water. It contains air inside, reducing its overall density and allowing it to stay on the
water’s surface.
This principle is based on buoyancy, where objects less dense than water float while denser
objects sink. This is why boats, which are hollow inside, float, but solid iron blocks sink.
Examine Further (Page 85)
1. Transparency is essential for materials used in eyeglasses because it allows light to pass through
clearly, enabling a person to see without obstruction. Eyeglass lenses are made from materials
such as glass or high-quality plastic. These materials help focus light correctly onto the retina,
improving vision.
If eyeglasses were made from translucent or opaque materials, they would block or scatter
light, making it impossible to see clearly. Special coatings on eyeglass lenses can make them
anti-reflective, UV-resistant or scratch-proof, improving their durability and effectiveness.
2. Helium is lighter than air, meaning a helium-filled balloon has a lower density than the surrounding
air. This makes it float upwards, similar to how oil floats on water. A balloon filled with regular air
is nearly the same density as the surrounding air, so it does not rise. Instead, it stays where it is or
slowly sinks as the air inside escapes.
This principle is used in hot air balloons, where heated air becomes lighter than the surrounding
air, causing the balloon to rise.
3. No, not all shiny materials are metals. While many metals are naturally lustrous, some non-metallic
materials can also have a reflective surface. Some examples are as follows.
• Glass: It is used in mirrors and windows because of its smooth, shiny surface.
• Plastic: Some plastics, like acrylic and polished plastic sheets, appear shiny.
•  Polished Stones and Minerals: Diamonds, quartz and some types of polished marble also
shine.
However, most metals lose their shine over time due to oxidation or exposure to moisture.
4. Paper is made from plant fibres and is highly flammable, meaning it catches fire easily when
exposed to heat. This makes it unsuitable for cooking. Cooking utensils are made of materials like
metal, ceramic or glass which can withstand high temperatures.
While paper can be used for packaging food, like butter paper or baking parchment, it cannot be
directly exposed to flames or high heat.
Self-assessment (Page 85)
1. Different objects behave differently in water depending on their density.
Some objects that float in water are as follows.
•  Plastic Bottle: A plastic bottle floats because it is less dense than water and often contains air,
which increases buoyancy.
•  Wooden Block: Wood naturally has a lower density than water, which allows it to remain on
the surface without sinking. This is why boats and wooden rafts are made from wood.

64
 Some objects that sink in water are as follows.
•  Stone: A stone is denser than water, meaning it has more mass packed into a small space.
When placed in water, it immediately sinks because it cannot displace enough water to stay
afloat.
•  Iron Nail: Metal objects, such as an iron nail, sink because they have a high density and do
not trap air. However, when shaped into a hollow structure like a boat, metal can float due to
air-filled spaces inside.
This principle of floating and sinking is based on density and buoyancy, which determine whether
an object will remain on the surface or submerge in water.
2. Metals generally have a shiny, smooth and reflective appearance. They have a natural lustre (shine)
and can reflect light. For example, steel utensils, aluminium foil and gold jewellery all appear
bright and polished. However, some metals, like iron, lose their shine over time due to rusting.
Wood, on the other hand, has a dull, rough and grainy texture. It does not reflect light like metal
and often has visible natural patterns or rings. Wooden objects, such as furniture, logs and pencils,
look more natural and feel slightly rough to the touch.
Metals are shiny and smooth, while wood is dull and rough in appearance. This difference helps
identify materials based on their properties.
3. The ability of a material to allow light to pass through it determines whether it is transparent,
translucent or opaque. Clear glass is transparent because it allows all light to pass through without
scattering. This means we can see objects clearly through it. For example, a glass window or a
glass jar lets us see inside without any distortion.
Frosted glass is translucent because it allows only partial light to pass through, scattering it in
different directions. This makes objects behind it appear blurry or unclear. Frosted glass is used
in places where privacy is needed, such as bathroom windows or office partitions. The difference
between clear glass and frosted glass is due to their surface texture. While clear glass is smooth,
frosted glass has a roughened surface that scatters light.
4. Cutting tools such as knives, scissors and saws need to be strong, sharp and durable to cut through
different materials. This is why they are made from hard materials like metals and stones instead
of soft materials.
Metals, such as steel and iron, are hard and strong, allowing them to retain sharp edges for cutting.
They can be sharpened multiple times and used for various purposes, from slicing vegetables to
cutting wood.
Stones, such as diamond and granite, are among the hardest natural materials. Diamonds are used
in cutting tools to slice through glass and metals because they are extremely hard and resistant to
wear. Hard materials ensure that cutting tools remain efficient, long-lasting and precise.
5. Volume is the amount of space an object occupies. It tells us how much a container can hold or
how much space a solid object takes up.
Liquids are measured in litres (L) and millilitres (mL). For example, a glass of water may hold
250 mL, while a large bottle may hold 2 litres. Solids are measured in cubic metres (m³) or cubic
centimetres (cm³). For example, a wooden box has a volume of 30 cm³, which represents the
space it occupies. Volume is an important property in daily life, helping us determine how much
liquid fits in a container or how much space an object will occupy.

65
Creative Insight (Page 85)
Solubility is the ability of a substance to dissolve in a liquid, usually water. It depends on the nature
of both the solute, the substance being dissolved, and the solvent, the liquid in which it dissolves.
Solubility is important in following activities.
• Cooking: Mixing ingredients like salt and sugar in food.
• Medicine: Dissolving tablets in water for faster absorption.
• Scientific Experiments: Testing chemical reactions.
Thus, solubility plays a crucial role in our daily lives.
Students are expected to do the activity on their own.
Diving Deep (Page 86)

Materials Dull Shiny Hard Soft Transparent Opaque

Wooden spoon   
Metal pot   
Plastic chair    
Glass jar   

Apply Concept in Context (Page 87)

1. The property that determines whether a substance floats or sinks in water is called density.
Density is the amount of mass packed into a given volume of an object. It determines whether an
object will remain on the surface of water or sink to the bottom.
If an object is less dense than water, it floats. This is because the object is lighter compared to
the amount of water it displaces. For example, a wooden block remains on the water’s surface
because wood has a lower density than water.
If an object is denser than water, it sinks. This happens when the object has more mass packed
into a small space, making it heavier than the amount of water it displaces. For example, a stone
sinks because it is dense and solid, meaning it cannot trap air or reduce its weight.
Buoyancy is the force that pushes an object upward in water. If the upward or buoyant force is
greater than or equal to the object’s weight, it floats; if not, it sinks. For example, ships made of
heavy metals like steel float because they have hollow spaces filled with air inside. This reduces
their overall density, allowing them to stay afloat.
2. Wood is an example of a material that is opaque, dull and hard. Wood is opaque because it does
not allow light to pass through, which makes it an opaque material. This is why wooden objects
like doors and tables do not let us see through them.
Wood is dull because, unlike metals, which are shiny and reflective, wood has a non-lustrous
surface. It does not reflect light and appears matte in its natural form. Some types of wood, like
oak, teak and mahogany, are very hard and durable. These woods are commonly used in making
furniture, flooring and doors because of their strength.

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Examine Further (Page 87)
1. Clothes and paper are absorbent materials, meaning they soak up liquid instead of holding it.
Paper is made from plant fibres, which absorb water and become weak or tear apart. If used for
storing liquids, the paper would lose its shape and start leaking.
Clothes are made of cotton, wool or synthetic fibres, and also absorb water and become wet.
This is why we wear raincoats made of plastic rather than regular fabric in the rain. In contrast,
materials like glass, plastic and metal are non-absorbent and waterproof, making them suitable
for storing liquids.
2. Plastic is different from both wood and metal due to its appearance, hardness and other properties.
This can be explained as follows.
•  Appearance: Plastic can be dull or shiny, while wood is always dull, and metal is naturally
shiny.
•  Hardness: Some plastics are hard and strong, while others are soft and flexible. Wood is always
hard, and metal is usually the hardest.
•  Solubility and Density: Plastic is lightweight and floats in water, unlike most metals, which
sink. Wood also floats, but it absorbs water over time, while plastic does not absorb water.
•  Conductivity: Plastic is an insulator, meaning it does not conduct electricity. Metal is a
conductor of heat and electricity, which is why wires and cooking pots are made of metal.
Wood is also an insulator, but it burns easily, unlike plastic.
Because of these differences, plastic is used for making bottles, containers and electrical insulation,
while metal is used for tools and machinery, and wood is used for furniture and construction.
Self-assessment (Page 87)
1. Two shiny objects which are hard in appearance are as follows.
(i)  Steel Utensil: A steel plate, spoon or bowl is a shiny, hard and smooth object. Steel is a metal
that reflects light, giving it a polished, lustrous appearance. It is hard and durable, making it
ideal for making cooking utensils, cutlery and storage containers. Steel does not break easily
and is resistant to heat and water, making it a common material in households.
Aluminium Foil: Aluminium foil is thin yet strong, with a shiny metallic surface that reflects
(ii) 
light. Although it is flexible when in thin sheets, aluminium in its solid form is hard and used
in construction. Because aluminium is non-rusting, it is used for wrapping food, packaging
and making lightweight tools.
2. Two hard objects which are insoluble in water are as follows.
(i)  Stone: A stone is hard, solid and does not dissolve in water, making it an insoluble material.
Stones are used in construction, roads and monuments because they can withstand harsh
weather conditions.
Iron Nail: An iron nail is hard and insoluble in water, meaning it does not dissolve or disappear
(ii) 
when placed in liquid. Iron is used for making tools, machines and building materials because
of its strength and durability.
Creative Insight (Page 87)
Students are expected to make the poster on their own.
Hint: Materials around us have different physical properties, which determine their appearance, use
and behaviour. The key properties of materials include the following.

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 1. Appearance (Lustre and Dullness): Some materials are shiny (lustrous), like metals (gold, iron,
copper). These materials reflect light, making them useful in decoration and jewellery. Other
materials are dull (non-lustrous), like wood, paper and chalk. These materials do not reflect light
and often have a rough texture.
2. Hardness and Softness: Hard materials such as wood, metal and glass are difficult to break,
scratch or press. They are used for making tools, buildings and furniture.
Soft materials such as cotton, sponge and rubber can be easily compressed or scratched. They are
used for cushions, clothes and mattresses.
3. Solubility in Water: Soluble materials dissolve completely in water, such as salt, sugar and lemon
juice.
Insoluble materials such as sand, chalk and oil do not dissolve in water. These remain visible even
when mixed with water.
4. Density: Objects that float are plastic, wood and cork float because they are less dense than water.
Objects that sink are stone, iron and bricks sink because they are denser than water.
5. Transparency: Transparent materials allow all light to pass through, like glass and clear plastic.
Translucent materials allow some light to pass through, like frosted glass and butter paper.
Opaque materials like wood, metal and thick plastic do not allow light to pass through.
6. Conductivity: Conductors are materials that allow electricity or heat to pass through, such as
metals like copper and aluminium. These are used for wiring and cookware.
Insulators are materials that do not allow heat or electricity to pass through, such as plastic, rubber
and wood. These are used for electrical insulation and handles of cooking pots.
7. Texture: Rough materials such as sandpaper, tree bark and bricks have an uneven surface with
bumps and ridges. These provide grip and friction.
Smooth materials have an even surface free of bumps such as glass, plastic and polished metal.
These are easy to clean and reduce friction.

Learning Quest (Page 88)

A. 1. (a) 2. (d) 3. (b) 4. (a)
5. (c) 6. (d)
B.
1. Oxygen 2. Iron 3. soluble, insoluble
4. translucent 5. Smooth, rough
C. 1. True 2. False 3. True 4. True
5. False
D. 1. Transparent, Translucent and Opaque Materials
Transparent materials allow almost all light to pass through them, making objects behind
them clearly visible. These materials are often used in windows, eyeglasses and microscope
lenses. For example, clear glass, clean water and transparent plastic sheets are used.
 Translucent materials allow partial light to pass through them, making objects behind them
appear blurry or unclear. These materials scatter light as it passes through. For example, frosted
glass, butter paper and thin plastic sheets.

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  Opaque materials do not allow any light to pass through them, meaning objects behind them
cannot be seen at all. They completely block light and are used in doors, walls and furniture.
For example, wood, metal and thick cardboard.
2. Lustrous and Non-Lustrous Materials
 Lustrous materials have a shiny, polished or reflective surface. These materials reflect light,
making them appear bright and glossy. They are mostly metals and are used in jewellery,
mirrors and metallic coatings. For example, gold, silver, aluminium foil and steel utensils.
 Non-lustrous materials have a dull surface that does not reflect much light. These materials
appear rough, matte or grainy and are often used in furniture and paper products. For example,
wood, paper, clay and stone.
3. Soluble and Insoluble Materials
 Soluble materials are substances that dissolve completely in a liquid, usually water, forming
a clear solution. These materials mix uniformly with water and cannot be separated easily. For
example, salt, sugar and lemon juice.
Insoluble materials do not dissolve in water and remain separate or settle down at the bottom.
They can be easily filtered out. For example, chalk powder, sand, oil and plastic.
4. Rough and Smooth Texture
 Rough-textured materials have an uneven surface with ridges, bumps or grains. These
materials create friction when touched and are used in construction and grip-based
applications. For example, brick, sandpaper, tree bark and rope.
 Smooth-textured materials have an even, polished or glossy surface. They feel soft to the
touch and reduce friction. For example, glass, polished marble, silk fabric and plastic sheets
are used.
5. Hard and Soft Materials
 Hard materials are substances that do not break, bend or compress easily. These materials
can withstand pressure and are used in construction, tools and furniture. For example, metals
(iron, steel), stone and wood.
Soft materials can be easily pressed, bent or scratched. They are comfortable and flexible,
making them suitable for clothing, bedding and cushions. For example, cotton, sponge,
rubber and wool.
E. 1. (c) 2. (e) 3. (a) 4. (d)
5. (b)
F. 1. Two lustrous metals that are commonly used in everyday life are as follows.
(i)  Gold: Gold is a highly lustrous metal used in jewellery, coins and electrical components.
It is valued for its high conductivity, resistance to rust and attractive shine. Gold is also
used in electronics because it does not corrode, ensuring long-lasting performance.
Aluminium: Aluminium is a lightweight, lustrous metal used in kitchen utensils, foils
(ii) 
and lightweight machinery. It is corrosion-resistant, making it ideal for packaging
and construction. Its shiny appearance and malleability make it a popular choice for
everyday items like cans and wrappers.
2. Chalk powder is insoluble in water. When mixed with water, it remains suspended for a short
time, creating a cloudy mixture. Eventually, the chalk powder settles down at the bottom as
sediment because it is denser than water and does not dissolve. Unlike soluble substances like
salt or sugar, chalk does not blend with water and retains its solid form.

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 3. Glass is transparent, allowing light to pass through completely. It has a smooth texture and is
brittle, meaning it shatters easily when broken. Glass is used for windows, bottles and lenses
due to its clarity and ability to be moulded into various shapes.
Wood, on the other hand, is opaque, meaning it does not allow light to pass through. It has a
rough texture and is strong and durable, making it ideal for construction and furniture. Wood
is also a natural material that can be carved or shaped for various uses.
4. Some of the general properties of plastics are as follows.
•  Lightweight and Durable: Plastic is lightweight yet strong, making it suitable for containers,
bottles and furniture.
•  Water-resistant: Plastic does not absorb water, making it ideal for waterproof products
like raincoats and packaging.
•  Non-conductive: Plastic is an insulator, meaning it does not conduct electricity. This
property makes it useful for electrical wiring and appliance casings.
•  Flexible and Mouldable: Plastic can be easily shaped into different forms, making it
versatile for packaging, toys and household items.
•  Cost-effective: Plastic is inexpensive to produce, making it a widely used material in
various industries.
5. Matter is anything that has mass and occupies space. It exists in three main states – solid,
liquid and gas. Solids, such as wood and rocks, have a fixed shape and volume. Liquids, such
as water and oil, have a fixed volume but take the shape of their container. Gases, such as air
and oxygen, have no fixed shape or volume and expand to fill their container.
The entire universe is composed of matter in various forms, including both living and non-
living things.
G. 1. Classification of materials is essential because it helps in organising objects systematically,
making it easier to store, identify and use them efficiently. In everyday life, materials are
classified based on their appearance, hardness, solubility, density, transparency and texture,
which allows us to choose the right material for specific applications. For example, metals
are classified as hard and shiny, making them suitable for construction and machinery, while
plastics are lightweight and waterproof, making them ideal for containers and packaging.
 In scientific research and manufacturing, classification plays a crucial role in grouping
materials based on their physical and chemical properties. It also helps in waste management
and recycling, as materials like glass, plastic and paper need to be sorted for proper disposal
or reuse. Without classification, finding the right material for different tasks would be difficult,
leading to inefficiency and confusion in daily life and industries.
2. Materials can be classified as hard or soft based on their ability to resist scratching, bending,
and breaking. Hard materials are strong and rigid, and do not deform easily under pressure.
They are used in making tools, furniture, buildings and machines. Examples include the
following.
• Iron: Used in the construction of bridges, vehicles and tools due to its high strength.
• Wood: A naturally hard material used in making furniture, doors and flooring.
• Diamond: The hardest natural material used in cutting tools and jewellery.
Soft materials can be easily compressed, stretched or torn. They are used in making clothing,
cushions, packaging and cleaning materials. Examples include the following.
• Cotton: Used in making clothes, bedding and bandages because it is soft and breathable.

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 • Sponge: Used for cleaning purposes because of its ability to absorb water.
• Rubber: Used in tyres, erasers and waterproof materials because of its flexibility.
3. Solubility is the ability of a substance to dissolve in a liquid, usually water. When a substance
dissolves, it mixes evenly with the liquid and forms a clear solution.
To test whether a substance is soluble or insoluble, follow these steps.
• Take a small quantity of the substance and mix it with water.
• Stir the mixture and observe.
• If the substance disappears completely, it is soluble. For example, salt and sugar dissolve
in water to form a clear solution, making them soluble substances.
• If the substance remains separate or settles at the bottom, it is insoluble. For example,
chalk powder, sand and oil do not dissolve in water, making them insoluble substances.
Solubility is important in daily life for cooking, medicine preparation and chemical experiments.
For instance, medicines that dissolve in water are easily absorbed by the body, and cleaning
products like detergents dissolve in water to clean clothes effectively.
4. A piece of wood floats on water due to the properties of density and buoyancy. Wood is less
dense than water, meaning it has a lower mass per unit volume compared to water. When
placed in water, it displaces a volume of water which is more than its weight, allowing it to stay
on the surface. If the weight of the displaced water is equal to or greater than the weight of the
wood, the wood will float.
Hollow objects made of wood, such as boats and wooden rafts, float more easily because they
trap air, further reducing their overall density. If the density of a material is greater than that
of water, it will sink. For example, stones and metals sink because they are denser than water.
However, materials with a lower density than water, such as plastic and cork, will float.
5. Cutting tools require sharp, strong and durable edges to cut through various materials
effectively. Hard materials like steel, iron, and diamond are used in making cutting tools
because of the following reasons.
• Retain Sharpness: Hard materials do not bend or wear out easily, ensuring that the tool
remains sharp for a long time.
• Resist Breaking: Soft materials like rubber or plastic would bend or tear when used for
cutting, making them ineffective.
• Provide High Durability: Hard materials are resistant to scratches, pressure and heat,
making them ideal for tools used in heavy-duty tasks.
Some of the examples of cutting tools made from hard materials are as follows.
• Knives and Scissors: Made from stainless steel because it is hard, rust-resistant and
long-lasting.
• Saws and Drills: Made from hardened steel to cut through wood, metal and stone.
• Diamond-tipped Blades: These are used for cutting glass and stones because diamonds
are the hardest natural material.
If soft materials were used instead, the tool would lose its edge quickly, bend under pressure
and become ineffective. This is why hard materials are essential for tools used in construction,
cooking and mechanical work.

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H. 1. Metals like iron, copper, zinc and gold lose their lustre with time because metals react with air,
moisture and other environmental factors, forming a layer of rust or tarnish on their surface.
As a result, their shiny appearance fades over time, making them look dull.
2. Cutting tools are made from hard materials because hard materials like steel and diamond can
retain sharp edges and cut through other substances efficiently. Moreover, they do not bend
or break easily, ensuring durability and precision in cutting.
3. Sand settles down in the water because sand is insoluble in water and denser than water,
meaning it cannot mix or float. Consequently, when sand is added to water, it gradually sinks
to the bottom and forms sediment.
4. Light cannot pass through wood because wood is an opaque material, meaning it blocks light
completely. As a result, objects on the other side of a wooden surface cannot be seen at all.
5. Oil floats in water because oil is less dense than water and does not mix with it. Therefore,
when oil is poured into water, it forms a separate layer on the surface instead of sinking.

Skill-based Activities
Activity Time (Page 90)
1. Density is a fundamental physical property that determines whether an object will float or sink in
a fluid. For a ship to float, its overall density must be less than that of water, which has a density of
approximately 1 gram per cubic centimetre (g/cm³). Ships are designed with a hollow structure,
which significantly increases their volume while keeping their mass relatively low. This design
allows the ship to displace a large volume of water, this makes it less denser and float on water.
2. The professionals responsible for designing boats and ships are called naval architects. These
experts specialise in the engineering and design of marine vessels, ensuring they are safe, efficient
and functional. They design the hull, propulsion systems and other components to optimise
performance and safety.
Naval architects consider environmental factors, such as wave resistance and wind forces, to create
vessels that can withstand harsh ocean conditions. Their work is critical to the maritime industry,
as they ensure that ships can carry heavy loads, navigate efficiently and remain stable in various
water conditions. Without the expertise of naval architects, the construction of safe and reliable
ships would not be possible.
3. Density is a property that is used in numerous real-world applications to achieve specific outcomes.
Some of the examples are mentioned below.
•  Hot Air Balloons: The density of the hot air inside the balloon is lower than the surrounding
cooler air, causing the balloon to rise.
•  Submarines: By adjusting the amount of water in their ballast tanks, submarines can increase
or decrease their overall density, allowing them to sink or float as needed.
•  Life Jackets: Life jackets are filled with low-density materials, such as foam, which help keep a
person afloat in water. The reduced density of the life jacket ensures that the wearer remains
buoyant.
•  Oil Spill Clean-up: Oil is less dense than water, so it floats on the surface. This property is
exploited during oil spill clean-up operations, where floating barriers and skimmers are used
to contain and remove the oil from the water.

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 •  Ice Floating on Water: Ice has a lower density than liquid water, which is why it floats. This
unique property of water is essential for aquatic ecosystems, as the floating ice insulates the
water below, allowing life to thrive even in freezing temperatures.
•  Aerospace Engineering: In aircraft design, materials with low density, such as aluminium
and titanium, are used to reduce weight and improve fuel efficiency without compromising
strength.
4. Density is a fundamental physical property that describes how much mass is contained within a
given volume. The formula for density is as follows.
Density (ρ) = Mass (m) / Volume (V)
Mass (m): Mass refers to the amount of matter in an object and is typically measured in grams (g)
or kilograms (kg).
Volume (V): Volume is the amount of space occupied by an object and is measured in cubic
centimetres (cm³) or cubic metres (m³).
Density (ρ): The resulting density value is expressed in units such as grams per cubic centimetre
(g/cm³) or kilograms per cubic meter (kg/m³).
For example, if an object has a mass of 50 grams and a volume of 10 cm³, its density would be
5 g/cm³.
Smart Recognition (Page 90)
Facial recognition technology, widely used in smartphones and laptops for authentication and security,
relies on a combination of advanced techniques and algorithms to accurately identify and verify
individuals. The key techniques and algorithms used in facial recognition devices are described below.
Face Detection
The first step in facial recognition is detecting the presence of a face in an image or video frame.
Techniques and algorithms used in face detection are as follows.
• Haar Cascades: A machine learning-based approach that uses Haar-like features to detect faces.
It is efficient for real-time applications but less accurate in complex scenarios.
• Convolutional Neural Networks (CNNs): Deep learning models, such as Single Shot MultiBox
Detector (SSD), is used for more accurate face detection.
• Multi-task Cascaded Convolutional Networks (MTCNN): A popular algorithm that detects faces
and simultaneously identifies facial features, such as eyes, nose and mouth.
Face Alignment
Normalises the detected face to a standard size, orientation and position to improve recognition
accuracy. Techniques and algorithms used in face alignment are mentioned below.
• Affine Transformations: Adjust the face to a frontal view by rotating, scaling and translating the
image.
• Facial Landmark Detection: Algorithms like Dlib or MTCNN identify key points on the face, such
as eyes, nose and jawline, to align the face correctly.
Liveness Detection
Ensures that the face being scanned is from a live person and not a photo, video or mask. Techniques
and algorithms used for liveness detection are as follows.
• Texture Analysis: Detects patterns in the skin texture to distinguish between real faces and
printed images.

73
 • 3D Depth Sensing: It uses infrared sensors or structured light, such as Apple’s TrueDepth camera,
to create a 3D map of the face, making it harder to spoof.
• Challenge-response: Prompts the user to perform specific actions, such as smiling or turning
their head.
Security and Privacy Enhancements
Protects user data and prevents unauthorised access. Techniques used for security and privacy
enhancements are as follows.
• On-device Processing: Facial data is processed and stored locally on the device, reducing the risk
of data breaches.
• Encryption: Feature vectors and templates are encrypted to prevent misuse.
• Anti-spoofing Measures: Combines liveness detection with advanced algorithms to detect and
reject fake attempts.
Tracing Technique (Page 90)
Students are expected to do this on their own.
Exploring Density (Page 90)
The following materials were tested by placing them in water and observing whether they floated or
sank.

Material Floats or Sinks (in Water) Reason (Relative Density)

Small wood blocks Floats Less dense than water
Canola oil Floats Less dense than water
Water Neither (same level) Reference liquid
Dish soap Sinks slightly Slightly denser than water
Milk Sinks slightly Slightly denser than water
Maple syrup Sinks Denser than water
Corn syrup Sinks Denser than water
Honey Sinks quickly Much denser than water
Dice Sinks Denser than water
Steel nut Sinks quickly Much denser than water

• Wood blocks, rubbing alcohol and canola oil float because their densities are lower than that of
water. Oils like canola oil form a layer above water since they are less denser than water.
• Dish soap and milk are slightly denser than water, so they sink slowly.
• Maple syrup, corn syrup and honey are much denser than water, causing them to sink quickly.
• Dice and steel nuts sink because their density is higher than that of water.
• Steel sinks faster than a dice due to its much higher density.
Materials with lower density than water float, while those with higher density sink. This experiment
helps us understand relative density, and the importance of material properties in understanding
floating and sinking behaviour.

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Field Steps (Page 91)

Lustrous (Gold, Non-lustrous (Wood,

Silver, Steel) Paper, Chalk)
Rough (Brick, Tree
Bark, Sand Paper) Hard (Iron,
Diamond,
Wood)
Appearance
Smooth (Glass,
Texture Hardness Soft (Cotton,
Marble, Polished
Metal) Sponge,
Rubber)
Properties of
Materials
Transparent (Glass, Soluble (Salt,
Clear Plastic, Clean Sugar, Lemon
Water) juice)
Transparency Solubility
Translucent Insoluble
(Frosted glass, (Sand, Chalk
Thin Curtain, Volume Density Powder, Oil)
Butter Paper

Opaque (Wood,
Metal, Thick Plastic)
High Density Low Density
(Stone, Iron Nail, (Wood, Plastic
Glass Marble) bottlel Cork)

Crystal Clarity (Page 91)

Students are expected to do this on their own.
Think Green, Be Green (Page 91)
To effectively group materials from daily life and decide whether to recycle, repair, or reuse, we can
classify them based on their condition, durability, and recyclability. The three R’s-Reduce, Reuse, and
Recycle help in waste management and environmental conservation.
1. Recyclable Materials
These are materials that can be processed and transformed into new products. For example:
•  Paper and Cardboard: Old newspapers, magazines, and boxes can be recycled into new paper
products.
•  Plastic Bottles and Containers: Bottles and packaging materials can be melted and reshaped
into new plastic products.
• Glass Jars and Bottles: Broken or used glass can be recycled into new glass items.
•  Metal Cans (Aluminium and Tin): Soft drink cans and food containers can be melted and
reused to manufacture new cans.
2. Repairable Materials
Items that can be fixed and used again instead of being discarded. For example:
•  Furniture (Wood and Metal): A broken chair or table can be repaired and repainted instead of
throwing it away.

75
 •  Clothing and Shoes: Torn clothes can be stitched, and worn-out shoes can be repaired at a
cobbler’s shop.
•  Electronic Devices (Mobile Phones, Laptops, and Appliances): Instead of replacing, minor
repairs or part replacements can extend their lifespan.
3. Reusable Materials
Items that can be used multiple times for the same or different purposes before disposal. For
example:
• Glass Jars and Containers: They can be washed and used for food storage.
• Cloth Bags and Old Clothes: These can be used for shopping or converted into cleaning rags.
•  Plastic Bottles: These can be reused for storing liquids, planting small plants, or making DIY
crafts.
• Newspapers: These can be used for wrapping fragile items, crafting, or covering surfaces.
By grouping materials into recyclable, repairable, and reusable categories, we can minimise waste,
conserve resources, and protect the environment. Following the three R’s helps reduce pollution
and promotes sustainable living.
Geometry in Objects (Page 91)
Classification of materials based on their geometrical shapes, observed in everyday surroundings, is
described below; materials and objects are grouped according to their predominant shapes:

Shape Examples of Materials/Objects

Circle Coins, wheels, plates, CDs, buttons, clocks, rings, bottle caps.
Rectangle Books, doors, windows, smartphones, tables, sheets of paper, televisions.
Square Tiles, chessboards, picture frames, box lids, Rubik’s cubes, napkins.

Triangle Pizza slices, sandwich halves, roof trusses.

Pentagon Soccer ball panels
Octagon Octagonal windows, decorative tiles.
Oval Eggs, mirrors, dining tables, eyeglasses frames.
Cylinder Cans, water bottles, pipes, candles, logs, batteries, rolls of tape, pillars.
Cone Ice cream cones, party hats, funnel tips.

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 7. Temperature and its Measurement

Answer Key

In-text Questions
Diving Deep (Page 93)
Students are expected to do this on their own.
Hint: We can determine whether the food is hot or cold in the following ways.
• Touch Perception: When we touch an object, our skin senses whether it feels warm or cool.
However, this method is subjective and not always accurate.
• Using a Thermometer: A thermometre provides an accurate measurement of temperature,
helping to determine how hot or cold an object is.
• Comparison with Surroundings: An object may feel hot or cold depending on the temperature
of the environment or other objects nearby.
• Heat Transfer: If an object transfers heat to our body, it is hotter; if it absorbs heat from us, it is
colder.
Apply Concept in Context (Page 96)
1. The normal human body temperature on different scales is given as follows.
• On the Fahrenheit scale: 98.6°F
• On the Kelvin scale: 310 K
2. We need thermometres instead of touch to determine temperature because of the following
reasons.
• Our sense of touch is subjective and depends on external factors such as surrounding
temperature and individual perception.
• If we place one hand in cold water and the other in warm water, then put both hands in
lukewarm water, they will feel different temperatures. This is because our skin adapts to
temperature variations, leading to inconsistent results.
• A thermometre provides an accurate and measurable reading of temperature, making it
essential in scientific and medical applications.
3. Children generally have a higher body temperature than adults because of the following reasons.
• Children generally have a higher metabolic rate than adults.
• Their bodies produce more heat as a byproduct of faster energy metabolism.
• They are more active, which generates additional heat.
• Their bodies have a higher surface-area-to-volume ratio, meaning they lose heat faster. To
compensate, their metabolic activity increases, slightly raising their body temperature.
• The body’s ability to regulate temperature is not fully developed in young children, leading to
higher temperature variations.
The older people have slightly lower body temperature as compared to adults because the ageing
affects the body’s ability to regulate temperature due to the following factors.
• With age, metabolic activity decreases, leading to less heat production.
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 • Muscles generate heat, and since older adults tend to lose muscle mass, their bodies produce
less warmth.
• The insulating fat layer under the skin gets thinner with age, making older people more
sensitive to cold environments.
• The body’s ability to regulate temperature becomes less efficient in older adults. This means
their bodies take longer to respond to temperature changes.
Examine Further (Page 96)
1. The special thermometre used to measure body temperature from a distance during the
COVID-19 pandemic was called a ‘Non-contact Infrared Thermometer’ (NCIT) or Infrared Forehead
Thermometer.
• It works by detecting the infrared radiation emitted by the human body, particularly from the
forehead, and converts it into a temperature reading.
• These thermometres were widely used because they are quick, safe and hygienic, allowing
temperature checks without physical contact and reducing the risk of virus transmission.
2. We feel more active in summers than in winters because of the following reasons.
• Higher Body Temperature Regulation: In summer, the surrounding temperature is closer to
normal body temperature, so your body does not have to work as hard to stay warm.
•  More Sunlight Exposure: The sunlight boosts vitamin D production, which plays a role in
improving mood and energy levels.
•  Better Blood Circulation: The cold temperatures in winter cause the narrowing of blood
vessels, resulting in reduced oxygen supply to muscles and making you feel tired. In summer,
the widening of blood vessels improves circulation, making you feel more energetic.
•  Increased Outdoor Activities: The warm weather encourages more physical activities such as
walking, playing sports and exercising, which boost energy and metabolism.
Self-assessment (Page 96)
1. Temperature is defined as the measure of the degree of hotness or coldness of an object or
substance. It is a physical quantity that determines the direction of heat flow, which always flows
from a hotter object to a colder one until a state when the temperature of both objects becomes
equal, is reached.
Temperature is measured in Celsius (°C), Fahrenheit (°F) and Kelvin (K). The Kelvin (K) scale is the SI
(International System of Units) unit of temperature, used mostly in scientific studies.
2. The three commonly used temperature scales are Celsius (°C), Fahrenheit (°F) and Kelvin (K). Each
scale is based on specific reference points, such as the freezing and boiling points of water.
(i) Celsius Scale (°C)
• 0°C is the freezing point of water, and 100°C is the boiling point of water at standard
atmospheric pressure in Celsius scale.
• This scale is widely used in daily life, scientific research and weather forecasting.

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 Fahrenheit Scale (°F)
(ii)
• The freezing point of water on this scale is 32°F, the boiling point of water is 212°F at
standard atmospheric pressure.
• This scale is commonly used in the United States and a few other countries for weather
forecasts and body temperature measurements.
(iii) Kelvin Scale (K)
• The Kelvin scale is the SI (International System of Units) unit of temperature, primarily
used in scientific calculations.
• The freezing point of water is 273 K, and the boiling point of water is 373 K on this scale.
3. To convert Sanjana’s temperature of 101°F into Celsius (°C), we use the given formula.
°C = 5/9 (°F − 32)
Sanjana’s temperature is 101°F, so we substitute it into the formula.
°C = 5/9 (101− 32)
= 38.33
Sanjana’s temperature in Celsius (°C) is 38.33°C.
Creative Insight (Page 96)
Students are expected to do this on their own.
Hint:

Water at Room
Temperature Scales Freezing Point of Water Boiling Point of Water
Temperature
Celsius (°C) 0°C 25°C 100°C
Fahrenheit (°F) 32°F 77°F 212°F
Kelvin (K) 273 K 298 K 373 K

Diving Deep (Page 97)

Before the invention of thermometres, ancient doctors and healers relied on various methods to
determine whether a person had a fever. These methods were based on observation, touch and other
natural indicators as follows.
• Touch and Skin Temperature: The doctors and healers would place their hands on a person’s
forehead, neck or other parts of the body to feel for warmth. If the skin felt unusually hot compared
to normal body temperature, it was an indication of fever.
• Pulse Diagnosis: In ancient Indian and Chinese medicine, pulse diagnosis was used to determine
health conditions, including fever. Healers would check the strength, rhythm and speed of the
pulse. A faster-than-normal pulse often indicates an elevated body temperature.
• Observing Physical Symptoms: Physicians would carefully observe symptoms such as skin
redness, sweating or chills, dry or burning sensation in the eyes, restlessness and weakness.
• Changes in Urine and Breath: Ancient Greek and Roman doctors believed that fever affected
body fluids. They examined urine colour and smell to detect abnormalities. Some healers would
also smell a person’s breath, as fever was thought to cause a distinctive odour due to internal heat.

79
Apply Concept in Context (Page 100)
1. Students are expected to do this on their own.
2. No, it is not possible to take a temperature reading outside the range of a clinical thermometre.
Clinical thermometres are specifically designed to measure human body temperature, typically
ranging from 35°C to 42°C (95°F to 108°F). If the temperature of a person is below 35°C or above
42°C, a clinical thermometre cannot accurately measure it.
For temperatures outside this range, other types of thermometres, such as laboratory
thermometres, infrared thermometres or digital thermometres with a wider range, are used. In
medical emergencies where body temperature is extremely high or dangerously low, specialised
medical equipment is required for accurate measurement.
Examine Further (Page 100)
1. The shift from mercury thermometres to digital thermometres happened due to several key
reasons, as described below.
•  Safety Concerns: Mercury is a toxic heavy metal that can be extremely harmful to humans and
the environment. If a mercury thermometre breaks, it releases mercury vapours, which can be
inhaled and cause serious health issues, including neurological damage.
•  Environmental Hazards: Mercury is non-biodegradable and can contaminate soil and water
bodies if not disposed of properly.
•  Higher Accuracy and Faster Readings: Digital thermometres use electronic sensors that
provide quicker and more precise readings compared to mercury thermometres.
•  Ease of Use and Convenience: Digital thermometres are lightweight and easy to carry. They
do not require shaking to reset the mercury level.
2. No, a clinical thermometre cannot be used to measure the temperature of boiling water because
it is designed to measure human body temperature, which ranges from 35°C to 42°C. Boiling
water has a temperature of 100°C, which is far beyond the range of a clinical thermometre, and
exposing it to such high temperatures may damage it.
Similarly, a laboratory thermometre should not be used to measure body temperature because
it lacks a constriction in the capillary tube to prevent the liquid from flowing back. This means
the temperature reading will not remain fixed, making it difficult to record an accurate body
temperature. Laboratory thermometres are designed for scientific and industrial use, not for
medical purposes.
3. The liquid inside a mercury thermometre is mercury, a silvery-white, heavy metal that remains in
liquid form at room temperature. This thermometre should be handled properly for the following
reasons.
• Mercury is a highly toxic substance that can be harmful to humans and the environment. If a
mercury thermometre breaks, the liquid mercury inside can evaporate into the air, releasing
dangerous vapours that can cause health problems if inhaled.
• Direct contact with mercury can cause skin irritation, and absorption through the skin can be
harmful.
• Mercury is non-biodegradable and can contaminate water sources, soil and air if not disposed
of properly. It accumulates in the food chain, especially in fish and aquatic life, leading to
long-term environmental hazards.

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Self-assessment (Page 100)
1. The instrument used to measure body temperature is called a thermometre. Some common
types of clinical thermometres are mercury thermometres, digital thermometres and infrared
thermometres.
2. A clinical thermometre is a thermometre that is used to measure the body temperature of humans.
It is designed specifically to measure a small temperature range, typically between 35°C and 42°C
(or 95°F to 108°F), which corresponds to normal and fever-range human body temperatures.
Some common clinical thermometers are as follows.
•  Mercury Clinical Thermometer: This thermometre uses mercury as the liquid inside the glass
tube.
•  Digital Clinical Thermometer: This thermometre works on electronic sensors and displays
readings digitally.
•  Infrared Thermometer: This thermometre measures temperature without direct contact and
is often used during medical screenings.
A laboratory thermometre, on the other hand, is used in scientific experiments and laboratory
settings to measure the temperature of liquids, gases or other substances. It looks similar to a
clinical thermometre but has a wider temperature range, usually from -10°C to 110°C or more,
allowing it to measure both very low and very high temperatures. It does not have a kink to hold
the mercury in place, as it is designed for immediate readings.
3. The following steps can be used to measure the temperature of a human body using a digital
thermometre.
• Clean the thermometre with an antiseptic solution.
• Turn on the thermometre by pressing the power button.
• Wait until the thermometre displays that it is ready to use.
• Place the thermometre under the tongue or in the armpit and keep it there for at least a
minute.
• Wait for the thermometre to beep, indicating that the reading is complete.
• Read the temperature displayed on the digital screen.
• Clean the thermometre after use and store it safely.
4. Air temperature, also known as atmospheric temperature, refers to the temperature of the air in a
specific location at a given time. It is one of the most important factors in understanding weather
conditions and climate patterns.
Air temperature plays a crucial role in our daily lives, affecting the environment, weather and
various human activities. It is important and significant due to the following reasons.
•  Weather Forecasting: Meteorologists use air temperature to predict weather conditions such
as rain, snow and storms.
•  Agriculture: Farmers rely on temperature data to determine the best time for planting and
harvesting crops.
•  Human Comfort and Health: Extremely high or low temperatures affect human activities,
energy and health conditions.
• Ecosystems and Wildlife: Temperature changes impact plant growth, animal behaviour and
natural habitats.

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Creative Insight (Page 100)
Students are expected to do this on their own.
Hint: There are different types of thermometres. Some of these are as follows.
• Clinical Thermometer (Mercury and Digital): This thermometre is used in homes, hospitals and
clinics to measure body temperature
• Laboratory Thermometer: It is used in science laboratories, research centres and industries to
measure temperature in experiments and chemical processes.
• Infrared Thermometer (Non-contact Thermometer): It is commonly used in airports, hospitals,
workplaces and public places to measure body temperature without physical contact (commonly
used during the COVID-19 pandemic)
• Room Thermometer: It is used in homes, offices, schools and hospitals to measure indoor air
temperature for comfort and health monitoring.
• Digital Weather Thermometer: It is used in weather stations and meteorological departments to
measure outdoor temperature for weather forecasting.

Learning Quest (Page 101 )

A.
1. (a) 2. (c) 3. (d) 4. (c)
5. (b) 6. (c)
B. 1. Temperature 2. Celsius, Fahrenheit, Kelvin
3. Kelvin 4. 37°C 5. Laboratory thermometer
C. 1. False 2. False 3. True 4. False
5. True
D. 1. Converting 300 K to °C
We know that,
K = 273.15 + °C
°C = K – 273.15
= 300 – 273.15
= 26.85 °C
Hence, 300 K= 26.85 °C.
2. Converting 30°C to °F
We know that,
9
°F = ( × °C) + 32
5
9
°F = ( × 30) + 32
5
= 86 °F
Hence, 30 °C = 86 °F.

82
 3. Coverting 100°F to K
We know that,
5
°C = (°F – 32)
9
5
°C = (100 – 32)
9
5
°C = × 68
9
= 37.78 °C
Now, converting °C to K
We know that,
K = 273.15 + °C
= 273.15 + 37.78
= 310.93
Hence, 100 °F = 310.93 K.
4. Converting 92°F to °C
We know that,
5
°C = (°F – 32) ×
9
5
= (92 – 32) ×
9
= 33.33 °C
Hence, 92 °F = 33.33 °C.
5. Converting 75°C to the SI unit of temperature (Kelvin)
We know that,
K = °C + 273.15
= 75 + 273.15
= 348.15 K
Hence, 75 °C = 348.15 K.
E. 1. (d) 2. (e) 3. (b) 4. (a)
5. (c)
F. 1. Temperature is a physical quantity that measures the degree of hotness or coldness of an
object. It indicates the amount of thermal energy present in a substance and determines the
direction of heat transfer. Heat always flows from a body at a higher temperature to one at a
lower temperature. This can be understood with the help of the following examples.
• If you place an ice cube in a cup of hot water, the heat flows from the hot water to the ice
cube, causing the ice to melt. The temperature of the water decreases while that of the ice
cube increases until both the objects have same temperature.
• If you leave a metal spoon in a cup of hot tea for a few minutes, the spoon becomes hot. This
happens because heat from the tea is transferred to the spoon.

83
 2. The Celsius, Fahrenheit and Kelvin scales are three different ways to measure temperature.
Each scale has its unique properties, fixed points and applications.
(i) Celsius (°C) Scale
• The Celsius scale is a temperature scale in which 0°C is the freezing point of water
and 100°C is the boiling point of water.
• The interval between 0°C and 100°C is divided into 100 equal parts.
• It is commonly used in weather reports, daily temperature measurement and
medical purposes (for example, measuring body temperature).
• It was developed by Anders Celsius, a Swedish astronomer.
• Formula Conversions
  To Kelvin: K = 273.15+°C
  To Fahrenheit: °F = ((9/5) × °C) + 32
(ii) Fahrenheit (°F) Scale
• The Fahrenheit scale is a temperature scale in which 32°F is the freezing point of
water and 212°F is the boiling point of water.
• The interval between 32°F and 212°F is divided into 180 equal parts.
• Primarily used in the United States and a few other countries for weather forecasting
and household temperature measurements.
• It was developed by Daniel Gabriel Fahrenheit, a German physicist.
• Formula Conversions
  To Celsius: °C = 5/9 (°F−32)
  To Kelvin: Convert Fahrenheit to Celsius first, then apply, K = 273.15 + °C.
(iii) Kelvin (K) Scale
• The Kelvin scale is the SI unit of temperature where 0 K represents absolute zero, the
lowest possible temperature.
• Fixed Points: 273 K = Freezing point of water
373 K = Boiling point of water
• Similar to the Celsius scale, it is divided into 100 equal parts between the freezing
and boiling points of water.
• It is used in scientific experiments, physics and chemistry where absolute
temperature is required.
• It was developed by William Thomson (Lord Kelvin).
• Formula Conversions
  To Celsius: °C = K − 273.15
  To Fahrenheit: First, convert Kelvin to Celsius, then use °F = ((9/5) × °C) + 32.
3. Air temperature, also called atmospheric temperature, is the measure of how hot or cold
the air is at a given place and time. It is one of the key indicators of weather and climate.
The air temperature varies throughout the day due to the sun’s position, seasonal changes,
geographical location, altitude and local environmental factors.
Air temperature is measured using a thermometre, typically placed in a shaded area to avoid
direct sunlight, which can alter readings. Meteorologists use air temperature data to predict
weather patterns, study climate change and determine local environmental conditions.

84
 4.  The bulb of a clinical thermometre must be cleaned before use to ensure an accurate reading
and to remove any dust, residue or contamination that may interfere with temperature
measurement. Cleaning after use is crucial for hygiene, as the thermometre is often placed in
the mouth or under the armpit. If not cleaned properly, it can become a source of infection
transmission.
The following cleaning method would be effective for using clinical thermometres.
• Use an antiseptic solution or rubbing alcohol to wipe the bulb before and after use.
• For mercury thermometres, avoid using extremely hot water as it may cause damage to
the glass.
• Digital thermometres should be cleaned carefully to prevent moisture from entering the
electronic parts.
5. Anna Mani (1918–2001) is known as the ‘Weather Woman of India’ due to her immense
contributions to meteorology. She was an Indian physicist and meteorologist who played a
crucial role in the development of weather monitoring systems in India. She was a pioneer in
designing and manufacturing weather instruments such as anemometres, barometres and
rain gauges, which helped improve weather forecasting accuracy. Her contributions include:
• Standardising weather instruments in India.
• Establishing weather observation stations across the country.
• Conducting extensive research on solar radiation, ozone levels and wind energy.
• Making significant contributions to India’s meteorological department.
Her work was instrumental in advancing India’s meteorological studies, making weather
prediction more reliable and aiding in disaster management, aviation safety and agricultural
planning.
G. 1. The clinical thermometres and the laboratory thermometres are designed for different
purposes. A clinical thermometre is used to measure human body temperature. It has a narrow
constriction in the capillary tube to prevent mercury from falling quickly after measurement.
Clinical thermometres help in monitoring fevers, infections and other medical conditions. It
has a temperature range of 35°C to 42°C or 94°F to 108°F. It is generally made of glass and
contains mercury or alcohol.
A laboratory thermometre, on the other hand, is used in scientific experiments and industrial
applications to measure a wide range of temperatures. It does not have a constriction and
requires continuous monitoring while taking readings. The temperature range of a laboratory
thermometre is -10°C to 110°C, making it suitable for measuring the temperature of liquids,
gases and other substances. Unlike clinical thermometres, which are placed under the tongue
or in the armpit, laboratory thermometres are often used in test tubes, beakers or other
experimental setups.
2. Clinical thermometres are used primarily to measure human body temperature. They
are commonly found in homes, hospitals, clinics and healthcare centres. Doctors, nurses
and individuals use them to check for fever or other temperature-related illnesses. These
thermometres are placed under the tongue and in the armpit to measure body temperature
accurately. Clinical thermometres help in monitoring fevers, infections and other medical
conditions.
There are two main types of clinical thermometres as follows.
(i) Mercury Clinical Thermometres: These thermometres contain mercury in a thin glass
tube and require careful handling to prevent breakage.

85
 (ii) Digital Clinical Thermometres: These thermometres use electronic sensors and provide
faster, more accurate readings. They are widely used in hospitals and homes due to their
ease of use and safety.
 The laboratory thermometres are used for scientific, industrial and research purposes.
They help in measuring the temperature of liquids, solids and gases during experiments or
manufacturing processes. Unlike clinical thermometres, they do not have a constriction in the
capillary tube, so they need to be continuously monitored while taking readings. The common
places where laboratory thermometres are used are as follows.
• Science laboratories
• Industries and factories
• Environmental studies
• Medical research and pharmaceutical testing
3. The body temperature can be measured using three temperature scales – Celsius (°C),
Fahrenheit (°F) and Kelvin (K).
(i)  Celsius Scale: It is commonly used in most countries and has a normal human body
temperature of 37°C. It is based on the freezing point of water at 0°C and the boiling
point at 100°C.
(ii) Fahrenheit Scale: It is used mainly in the United States, where normal body temperature
is 98.6°F. This scale sets the freezing point of water at 32°F and the boiling point at 212°F.
(iii) Kelvin Scale: It is used in scientific research but is not commonly used to measure body
temperature. It starts from absolute zero (0 K), which is the lowest possible temperature
in the universe.
Medical thermometres usually display temperature in either Celsius or Fahrenheit because
they are easier to understand and commonly used for human body measurements. Some
thermometres also use the Kelvin (K) scale, but it is more common in scientific applications
than for measuring body temperature.
4. The following precautions should be taken while handling a laboratory thermometre.
• Hold the thermometre upright while taking readings to ensure accuracy.
• Do not shake the thermometre, as laboratory thermometres do not have a constriction to
hold the reading. Shaking may cause damage.
• Handle it with care, as laboratory thermometres are made of glass and can break easily if
dropped.
• Avoid sudden temperature changes, such as placing a hot thermometre in cold water, as
this may cause it to crack.
• Clean the thermometre properly before and after each use to avoid contamination and
ensure accurate readings.
• Do not use a laboratory thermometre to measure body temperature, as it is not designed
for that purpose and may give incorrect readings.
• Store it in a protective case or a safe place when not in use to prevent accidental damage.
• Ensure the thermometre is immersed properly in the substance whose temperature is
being measured for a correct reading.
5. The following steps can be taken to measure body temperature with a clinical thermometre.
• Clean the thermometre using antiseptic solution or lukewarm water before use to remove
any germs or dirt.
86
 • Shake the thermometre gently to bring the mercury level below 35°C or 94°F to ensure an
accurate reading.
• Place the bulb of the thermometre under the tongue or in the armpit and hold it in place
for 1–2 minutes without talking or moving.
• Remove the thermometre carefully and hold it at eye level to read the temperature from
the scale marked on the glass tube.
• Check the reading and compare it with the normal body temperature range (36.1°C to
37.2°C or 97°F to 99°F). If the reading is higher, it may indicate fever.
• After taking the reading, clean the thermometre again with antiseptic or alcohol to ensure
hygiene.
• Store the thermometre safely in a clean and dry place for future use. If using a digital
thermometre, switch it off after taking the reading.
H. 1. Temperature is a measure of the degree of hotness or coldness of a body which indicates how
much heat energy a substance possesses. It is a measure of the energy of the particles in a
substance. When a body is hot, its particles move faster, and when it is cold, its particles move
slower.
2. The bulb of a thermometre should be cleaned before use to ensure hygiene and remove any
dirt, germs or leftover substances that may affect accuracy. In a clinical thermometre, cleaning
with antiseptic prevents infection from spreading between users. In a laboratory thermometre,
cleaning ensures no residual chemicals alter the reading of a new experiment.
3. The bulb of the laboratory thermometre should not touch the bottom of the beaker because if
the bulb touches the bottom, it may measure the temperature of the beaker itself rather than
the liquid inside. Since glass and metal conduct heat differently from liquids, this could lead
to an inaccurate reading.
4. The normal body temperature is influenced by various factors such as age, physical activity,
time of day, health conditions and environmental temperature. Fever, infections, exercise,
stress and hormonal changes can also cause fluctuations in body temperature.
5. Anna Mani is the weather woman of India, as she made significant contributions to weather
forecasting and instrumentation development and played a key role in designing weather
instruments like barometres and anemometres.

Skill-based Activities
Temperature Analysis (Page 103)
As of February 14, 2025, the recorded maximum and minimum temperatures for the cities of Jaipur,
New Delhi, Mumbai, Agra and Srinagar on the same day at the same time are as follows.

City Maximum Temperature (°C) Minimum Temperature (°C)

Jaipur 29 13
New Delhi 27 12
Mumbai 32 18
Agra 29 14
Srinagar 10 0

87
 1. Mumbai recorded the highest maximum temperature at 32°C, while Srinagar had the lowest
minimum temperature at 0°C on the same day at the same time.
2. The following factors can influence the temperature variations across different regions.
•  Geographical Location: Proximity to the equator generally results in warmer climates, while
areas closer to the poles experience cooler temperatures.
•  Altitude: Higher elevations tend to have lower temperatures due to the thinning atmosphere.
•  Proximity to Water Bodies: Regions near oceans, seas or large lakes often have moderated
temperatures, experiencing milder summers and winters.
•  Vegetation Cover: Forested areas can have cooler temperatures due to transpiration and
shade, whereas barren lands may heat up more quickly.
3. The weather forecasters employ the following instruments to measure temperature.
• Thermometres: Traditional mercury or alcohol thermometres measure air temperature.
•  Digital Thermometres: Provide electronic temperature readings with high accuracy.
•  Satellite Radiometres: Measure thermal radiation to estimate surface and atmospheric
temperatures from space.
4. The line graph of the temperature measured in the five cities is given below.

AI Thermometer (Page 103)

An AI Thermometer utilises a thermal camera to measure a person’s temperature by detecting the
infrared radiation emitted from their body. All objects emit infrared energy, and the intensity of this
radiation increases with temperature. Thermal cameras capture this infrared radiation and convert it
into electronic signals, which are then processed to display temperature readings.
The applications of AI Thermometres are as follows.
• Medical Screening: AI thermometres are widely used in healthcare settings for rapid, non-contact
temperature assessments, aiding in the detection of fevers and potential infections.
• Public Health Monitoring: During health crises, such as the COVID-19 pandemic, these devices
have been deployed in public spaces like airports, malls and workplaces to screen individuals for
elevated body temperatures, helping to identify potential cases early.

88
 • Industrial Safety: In industrial environments, AI thermometres monitor workers’ temperatures to
prevent heat-related illnesses, ensuring safety in high-temperature settings.
The reliability of AI thermometres depends on various factors, including device calibration,
environmental conditions and the specific algorithms used. Studies have shown that while these
devices offer convenience and rapid assessments, their accuracy can be influenced by external factors
such as ambient temperature and individual differences.
For instance, research on wearable temperature monitoring devices indicates promise for continuous
monitoring but also highlights the need for further development to improve precision, especially in
certain patient populations.
Hands-on Temperature (Pages 103 and 104)
1. The first time, when both hands were dipped in beaker B (normal water), the temperature felt
neutral. When one hand was placed in beaker A (cold water) and the other in beaker C (lukewarm
water), the hand in beaker A felt cold, and the hand in beaker C felt warm.
When both hands were again placed in beaker B, the sensation changed. The hand that was in
beaker A (cold water) felt warmer in beaker B. The hand that was in beaker C (lukewarm water) felt
cooler in beaker B.
This happens because of the way our skin feels temperature. Our sense of touch does not measure
the absolute temperature but rather the change in temperature from what it was experiencing
before. The hand that was in cold water (A) adapted to the cold and felt normal water (B) as warmer.
The hand that was in warm water (C) adapted to the warmth and felt normal water (B) as cooler.
This shows that temperature sensation is relative and depends on what the body was exposed to
earlier.
2. Students are expected to perform this activity on their own.
3. No, touch is not enough to determine temperature accurately. Our skin senses temperature
relatively rather than absolutely. The same object can feel different depending on previous
exposure. When moving from cold to normal water, the normal water feels warm. When moving
from warm to normal water, the same normal water feels cold.
The thermometre gives an accurate numerical value for temperature. The Celsius, Fahrenheit and
Kelvin scales allow us to compare temperatures consistently and use them in experiments.
Temperature Scales (Page 104)
Students are expected to do this on their own.
Hint: Form groups of three and create a PowerPoint or LibreOffice Impress presentation on ‘Types of
Thermometer Scales’.
Include the following in your presentation.
• Introduction: Purpose of thermometers.
• Types of Scales: Celsius, Fahrenheit, Kelvin with uses.
• Conversions: Simple formulas between scales.
• Visuals: Images of thermometers and scales.
• Applications: Where each scale is used.

89
Temperature (Page 104)
The flow chart showing different types of thermometres and the steps taken to use them is shown
below.

Types of Thermometres

Clinical (Mercury Laboratory Air Temperature

and Digital (Liquid Column (Portable
Thermometer) Thermometer) Thermomete)

• Clean the • Immerse the bulb fully • Place the

thermometre with an in the solution whose thermometre in an
antiseptic solution to temperature is to be open space, away from
ensure hygiene. measured. direct sunlight, heat
• Check the mercury • Ensure the bulb does sources or cold drafts
level. Shake the not touch the base or to get an accurate
thermometre gently to sides of the container, reading.
bring the mercury level as this may affect • If using a portable
below 35°C. accuracy. thermometre, hang
• Place the thermometre • Hold the thermometre or place it at an
properly under upright to get a precise appropriate height.
the tongue for oral reading. • Leave it for some time
measurement. • Observe the liquid so it can adjust to
• Wait for at least one column rise or fall the surrounding air
minute to allow according to the temperature.
the thermometre temperature of the • Read the temperature
to measure body solution. at eye level to avoid
temperature. • Read the temperature errors in reading.
• Read the temperature at eye level to avoid • Record the
at eye level. Do errors. temperature displayed
not touch the bulb • Take the reading while on the thermometre.
while reading the the thermometre is • Handle with care, avoid
temperature. still in the solution, dropping or shaking
• Record the mercury as the mercury level the thermometre, as it
level to determine the starts dropping once may affect accuracy.
body temperature. removed.
• Clean the thermometre • Do not hold it by the
again after use to bulb, as body heat may
maintain hygiene. affect the reading.

90
Temperature Survey (Page 104)
Students are expected to do this activity on their own.
Hint: The given study will help you understand that using proper thermometers is important for
accurate health checks. Touch can only give a rough idea of whether someone feels hot or cold, but it
is not as exact as a thermometer. Age and recent activities affect body temperature in ways that touch
cannot measure correctly. This is why doctors always use thermometers instead of touch to check
patients, as exact measurements are needed for correct diagnosis and treatment.
Rising Temperatures, Rising Concerns (Page 104)
There are many harmful effects of global warming on humans and the environment, such as follows.
• Rising Temperatures: The extreme heat can cause health issues like heat strokes and dehydration
in humans.
• Melting Glaciers: The ice caps and glaciers melt, leading to rising sea levels and flooding in coastal
areas.
• Climate Changes: The unpredictable weather patterns cause more frequent droughts, storms
and heavy rainfall.
• Loss of Wildlife: The animals lose their habitats due to rising temperatures and deforestation.
• Reduced Crop Production: The changes in temperature and rainfall affect farming, leading to
food shortages.
• Increase in Diseases: The warmer temperatures encourage the spread of diseases like malaria
and dengue.
The following ways can help stop global warming.
• Save Energy: Turn off lights and electrical appliances when not in use.
• Use Public Transport: Reduce pollution by walking, cycling or using buses and trains instead of
private vehicles.
• Plant More Trees: Trees absorb carbon dioxide and help cool the environment.
• Reduce, Reuse, Recycle: Cut down on waste by using fewer plastic products and recycling
materials.
• Use Renewable Energy: Switch to solar or wind energy instead of fossil fuels.
• Spread Awareness: Educate others about the dangers of global warming and encourage eco-
friendly practices.
Resource Mapping (Page 105)
The temperature of students in °F is given below.
S. No. Student Temperature (°C) Temperature (°F)
1. Rahul 37 98.6
2. Kevin 38 100.4
3. Sunita 37.2 98.96
4. Amayra 36 96.8
5. Tanmay 36.1 96.98

91
 S. No. Student Temperature (°C) Temperature (°F)
6. Swarnim 36.8 98.24
7. Kavita 37 98.6
8. Aman 38.5 101.3
9. Jennie 37.4 99.32
10. Pradeep 38.2 100.76

The line graph of these ten students against their temperatures in °C and °F is represented below.

92
 1. Arranging data helps in the following ways.
•  Organised Information: When data is arranged properly in a table, it is easier to read and
analyse.
•  Comparison Becomes Simple: We can quickly compare students’ body temperatures to see
who has a fever.
•  Better Decision-making: Doctors and teachers can use the data to identify students with high
temperatures and recommend medical attention if needed.
•  Helps in Graphical Representation: Organised data is necessary to create accurate graphs
and charts for better understanding.
2. Representing information in MS Excel works out better by providing the following benefits.
•  Visual Clarity: A graph makes it easier to compare different temperatures at a glance.
•  Faster Analysis: Instead of manually comparing numbers, the trend can be observed in the
line graph.
•  Dynamic Updates: If we change any temperature value in the table, the graph updates
automatically.
•  Useful for Large Data: Excel can handle a large number of values efficiently and understandably
represent them.
•  Better Presentation: Graphs are visually appealing and can be used in reports, assignments or
presentations.

93
 8. A Journey through States of Water

Answer Key

In-text Questions
Diving Deep (Page 107)
Water is an essential element in our daily lives and is used in various activities at home, school and the
neighbourhood. Some activities require small quantities of water, while others need large quantities.
The amount of water used depends on the purpose and necessity of the task. Below is a table listing
different activities and the amount of water they require.

Activities Small Quantity of Water Large Quantity of Water

Drinking A glass of water A large water container for a family
Boiling rice, making soups or preparing food for
Cooking Washing vegetables
many people
Washing hands, brushing Mopping floors, washing clothes, cleaning
Cleaning
teeth vehicles
Watering a small indoor
Gardening Watering a large garden or field
plant
Bathing Using a bucket of water Taking a long shower or filling a bathtub
Toilet use Flushing once Flushing multiple times in a household or school
Cleaning small lab Cleaning the entire school building or
School activities
equipment playground
Public and Sprinkling water on
Watering public parks or filling swimming pools
neighbourhood use roads to settle dust

Apply Concept in Context (Page 109)

In our surroundings, we can observe various materials that exist in three states of matter – solid, liquid
and gas. These materials differ in their molecular arrangement, shape and volume, which define their
physical state. The list of materials demonstrating the three states of matter is given below.

State of Matter Examples from Surroundings

Solid Ice, Frost, Snow
Liquid Water in a glass, Juice, River water
Gas Water Vapour, Steam, Air

94
Examine Further (Page 109)
1. The fragrance of food reaches you because of the process of diffusion. When food is cooked,
heat causes the molecules in the food and spices to release aromatic compounds into the air.
These compounds exist in a gaseous state and mix with air molecules. Since gas molecules are not
closely packed and have a lot of intermolecular space, they move freely in all directions.
As a result, the fragrance molecules travel through the air from the kitchen to your room. This
movement continues until the smell spreads evenly in the surrounding area. The warmer the air,
the faster the molecules move, making the aroma spread quickly. This example demonstrates
how gases have no fixed shape or volume and can spread easily in the available space.
2. Yes, water vapour is present even at room temperature because evaporation occurs continuously.
Evaporation is the process by which liquid water changes into water vapour at all temperatures,
not just during boiling.
At room temperature, some water molecules from lakes, rivers, wet surfaces or even a glass of water
absorb heat energy from the surroundings. This energy allows some molecules at the surface to
escape into the air as water vapour. Evidence that water vapour exists at room temperature can
be understood with the help of following examples.
•  Clothes Drying on a Sunny or Cloudy Day: Water from wet clothes evaporates, leaving them
dry.
•  Water Droplets Forming on a Cool Glass: When warm air containing water vapour comes in
contact with a cold surface, condensation occurs, proving that water vapour was present in
the air.
Thus, water vapour is always present in the atmosphere, even if we cannot see it, and plays a key
role in the water cycle and weather patterns.
Self-assessment (Page 109)
1. Water is an essential element for all living organisms and is used in various daily activities at home,
school and the neighbourhood. Water is used for the following activities.
• Drinking: Water is consumed to stay hydrated.
• Cooking: Used for washing vegetables, preparing food and boiling.
• Cleaning: Water is required to wash utensils and clothes and clean the household.
• Gardening: Plants need water to grow and stay healthy.
•  Public Use: Water is used for maintaining parks, cleaning roads and other community activities.
Water is among the most abundant and essential compounds and is necessary for survival.
2. Intermolecular space refers to the distance between molecules in a substance. It determines
whether a substance exists as a solid, liquid or gas.
• Solids have very little intermolecular space, meaning the molecules are tightly packed.
• Liquids have more intermolecular space than solids, allowing them to flow.
• Gases have the largest intermolecular space, with molecules far apart from each other.
Intermolecular force of attraction is the force that holds molecules together in a substance.
• Solids have the strongest intermolecular force, keeping their shape.
• Liquids have a weaker force, allowing them to flow while maintaining volume.
• Gases have a very weak force, allowing them to spread freely.
Intermolecular force of attraction and intermolecular space together determine the state of water.

95
 3. Water exists in three states as follows.
(i)  Solid: Water in its frozen form, where molecules are tightly packed. For example, ice, snow
and frost.
(ii) Liquid: The most common state, where molecules are loosely packed but still held together.
For example, water.
(iii) Gas: The gaseous state, where molecules are far apart and move freely. For example, water
vapour or steam.
These three states differ because of the arrangement of molecules and their intermolecular forces.
4. In the solid state, water exists as ice, snow or frost. The properties of water in its solid state are as
follows.
• Fixed Shape: Ice retains its shape and does not take the shape of a container.
•  Fixed Volume: The volume of ice remains the same, even when transferred to a different
container.
•  Cannot Spread or Flow: Unlike liquids and gases, ice remains in one place unless force is
applied.
•  Molecules are Closely Packed: The intermolecular space is very small, making ice a rigid
structure.
• Forms When Water is Cooled: When liquid water loses heat, it turns into ice.
Creative Insight (Page 109)
Ice and water behave differently when placed in different containers because they exist in different
states of matter.
Ice (Solid State): Ice does not change its shape easily because it has a fixed shape and volume. It stays
in the same form when transferred from one container to another.
Water (Liquid State): Water changes its shape based on the container it is placed in because it has no
fixed shape but has a fixed volume. It also spreads and flows freely.
The observation of the experiment is noted below.

Step Observation
The ice cube remained in its original shape and did not spread
Ice cube on a narrow plate
or flow.
The shape of the ice cube remained the same. It did not take
Ice cube in a bowl
the shape of the bowl.
Water poured on a narrow
Water spread out, taking the shape of the plate.
plate
Water poured into a bowl Water took the shape of the bowl, filling the available space.

The following are the conclusions from the experiment.

• Ice (solid) does not change its shape when transferred between different containers because its
molecules are tightly packed.
• Water (liquid) takes the shape of the container it is poured into because its molecules are loosely
packed and can move freely.
• Water can spread and flow, while ice remains in one place unless melted.

96
This activity shows the difference between the solid and liquid states of water and how molecular
arrangement affects their properties.
Diving Deep (Page 110)
Five examples of substances in each state are as follows.

State Examples Observations (Why is it in this state?)

1. Wood (table/chair) Hard, fixed shape, does not flow
2. Iron (nail/spoon) Rigid, strong intermolecular forces
Solid 3. Plastic (bottle/toy) Holds its shape, molecules tightly packed
4. Chalk Brittle, does not change shape easily
5. Ice (if kept in a freezer) Cold, rigid, melts if left outside
1. Water Takes container’s shape, flows easily
2. Milk Pourable, no fixed shape
Liquid 3. Juice Spreads when spilled
4. Oil Slippery, fills the container
5. Honey Thick, flows slowly (viscous)
1. Air (around us) Invisible, fills space, no fixed shape
2. Steam (from boiling water) Water vapour spreads in the air
Gas 3. Oxygen (we breathe) No colour or smell, essential for life
4. Perfume smell Spreads quickly, molecules far apart
5. Helium (in balloons) Light, rises, no fixed volume

Apply Concept in Context (Page 112)

1. If an ice cube is left in a container at room temperature, it will gradually melt and turn into liquid
water due to the process of melting. At room temperature, the ice cube absorbs heat from its
surroundings. This heat energy makes the molecules move faster, weakening the intermolecular
force of attraction between them. As a result, the solid ice changes into liquid water, which can
spread and flow. This process is known as melting, where a solid changes into a liquid by absorbing
heat.
If the temperature remains high, the liquid water can further evaporate, converting it into water
vapour over time.
2. Evaporation is the process where liquid water changes into water vapour due to heat energy.
Evaporation occurs in many daily activities, such as follows.
(i) Drying Clothes: When wet clothes are hung in the sun or under a fan, the water in them
evaporates, leaving the clothes dry.
Sweating and Body Cooling: When we sweat, the sweat evaporates from our skin, absorbing
(ii) 
heat and cooling our body.
97
 (iii) Water Puddles Drying Up: After rain, puddles of water disappear over time as the water
evaporates into the air.
(iv) Boiling Water in Cooking: When water is heated in a pot, some of it turns into steam (water
vapour) and escapes into the air.
(v)  Formation of Salt from Seawater: In salt-making, seawater is left in shallow ponds where the
water evaporates, leaving behind salt.
Examine Further (Page 112)
1. Yes, when nail paint remover is left open, it disappears because of the process of evaporation.
Nail paint remover contains acetone, which is a volatile liquid which evaporates quickly at room
temperature. Acetone has weak intermolecular forces, so its molecules can easily escape into the
air when exposed.
Evaporation happens at all temperatures, meaning even at room temperature, the liquid molecules
gain heat energy from their surroundings. As a result, the acetone molecules move faster, break
free from the liquid surface and spread into the air as vapour. If left open for a long time, all the
acetone will evaporate completely, making it seem like it ‘disappeared’.
2. Candle wax undergoes two phase changes – melting and solidification. This happens due to
changes in temperature and heat energy.
•  Melting: It is the process of conversion from solid to liquid. When a candle is lit, the flame
provides heat energy to the solid wax near the wick. As the wax absorbs this heat, its molecules
start moving faster, and the intermolecular force of attraction weakens.
Eventually, the molecules break free from their fixed positions, and the solid wax turns into
liquid wax. This process is called melting, where a solid changes into a liquid by gaining heat.
•  Solidification: It is the process of conversion from liquid to solid. When the flame is blown
out, the remaining liquid wax starts cooling down as it loses heat to the surroundings. As
the temperature drops, the molecules slow down and come closer together, increasing the
intermolecular force of attraction.
The wax solidifies, turning back into a solid as it cools. This process is called solidification or
freezing, where a liquid turns into a solid by losing heat.
3. Dew drops form due to the process of condensation, which happens when warm air cools down
and turns into liquid water droplets.
During the night, water vapour is present in the air, even if we cannot see it. As temperatures drop
in the early morning, the air near the ground becomes cooler. Cool air cannot hold as much water
vapour as warm air, so the excess water vapour condenses into tiny water droplets on surfaces like
grass, leaves and flowers. These water droplets appear as dew, making the plants look wet in the
morning.
Self-assessment (Page 112)
1. Water can change its state through four processes – melting, freezing, evaporation and
condensation. These changes occur due to the gain or loss of heat energy, which affects the
movement and arrangement of water molecules. Processes involved in the change of state of
water are described below.
•  Melting (Solid to Liquid): When ice is heated, it absorbs heat energy from its surroundings.
The molecules in ice gain energy, vibrate faster and begin to move apart. When the molecules
gain enough energy to overcome the strong intermolecular forces, ice melts into liquid water.

98
 •  Evaporation (Liquid to Gas): When water is heated, its molecules absorb heat energy and
move even faster. As heat energy increases, some molecules at the surface gain enough
energy to escape into the air as water vapour. When water reaches 100°C, it boils and changes
rapidly into steam (water vapour).
•  Condensation (Gas to Liquid): When water vapour cools down, it loses heat energy and the
molecules slow down. The molecules come closer together and form tiny water droplets,
which leads to condensation. This process is observed when water droplets form on a cold
glass or in the formation of clouds.
•  Freezing (Liquid to Solid): When water is cooled, its molecules lose energy and start moving
slower. The intermolecular force increases, making the molecules come closer together. When
the temperature reaches 0°C, water freezes and turns into ice. These processes show that the
states of water are interconvertible and depend on temperature changes.
2. When water is heated in a pan, it undergoes a physical change and transitions from liquid to gas
through evaporation and boiling.
The flame of the gas stove provides heat energy to the pan. The heat is transferred to the water
molecules, increasing their temperature. The molecules in the water gain energy and move faster.
As temperature increases, some molecules escape as water vapour from the surface (evaporation).
As heating continues, more bubbles start forming inside the water. When the temperature
reaches 100°C, water boils and rapidly turns into steam (water vapour). If heating continues, all
the water will eventually evaporate, leaving the pan dry. This process demonstrates evaporation
and boiling, where a liquid changes into a gas when exposed to heat.
3. The process by which a solid changes into a liquid is called melting. This occurs when heat energy
is applied, which increases molecular motion and weakens the intermolecular force of attraction.
When ice is placed at room temperature, it absorbs heat from the surroundings. The molecules
inside the ice start vibrating faster as they gain energy. As heat continues to increase, the
intermolecular forces weaken and the molecules begin to move freely. The rigid solid structure
starts breaking down.
At 0°C, the molecules gain enough energy to completely break free from their fixed positions. The
ice melts into liquid water, meaning the solid turns into a liquid. This process occurs because heat
energy reduces the strength of molecular bonds, allowing the molecules to move more freely.
4. The diagram represents the interconversion of the states of water as follows.
Process A: Melting
This is the process where ice absorbs heat, causing its molecules to move faster. As a result, the ice
transforms into liquid water.
Process B: Freezing
This is the process where water loses heat, causing its molecules to slow down. As a result, the
water solidifies and turns into ice.
Process C: Evaporation
This is the process where water absorbs heat, causing its molecules to spread apart and move
more freely. As a result, the liquid water turns into water vapour (gas).
Process D: Condensation
This is the process where water vapour cools down, causing its molecules to lose energy and
come closer together. As a result, the gas turns back into liquid water.

99
Creative Insight (Page 112)
When ice is placed in a glass of water, it melts due to the transfer of heat energy from the surroundings
to the ice. This process is called melting. As the ice absorbs heat, its molecules gain energy, break free
from their rigid structure, and turn into liquid water.
At the same time, the outer surface of the glass becomes cold because the ice inside cools the glass.
When the cold surface of the glass comes into contact with the warm, moist air in the surroundings,
the water vapour in the air loses heat energy and condenses into tiny water droplets on the outside of
the glass. This process is called condensation.
Students are expected to write observations on their own.
Hint: The conclusion of this experiment is as follows.
• Melting of Ice: The ice cubes melt because they absorb heat energy from the surrounding water
and air. This causes the solid ice to turn into liquid water, increasing the water level in the glass.
• Formation of Droplets: The cold surface of the glass cools the surrounding air, causing the water
vapour in the air to lose energy and condense into tiny droplets on the outside of the glass.
• Heat Transfer: The activity demonstrates how heat energy is transferred from the surroundings to
the ice, causing it to melt, and how the cold glass surface causes condensation of water vapour in
the air.
Diving Deep (Page 113)
Students are expected to do this on their own.
Hint: Water will evaporate faster on the plate because more molecules are exposed to air. Evaporation
happens at the surface, so a larger surface area = faster evaporation. Water will evaporate faster in
sunlight because heat provides energy to water molecules. Higher temperature = faster molecular
movement = quicker evaporation.
Apply Concept in Context (Page 116)
1. Clothes dry faster in summer compared to winter due to the following factors.
•  Higher Temperature: In summer, the temperature is higher, which increases the rate of
evaporation. Warmer temperatures provide more heat energy to the water molecules in the
clothes, causing them to move faster and escape into the air as water vapour.
•  Lower Humidity: Summer air generally has lower humidity or less water vapour, compared to
winter. Since the air is less saturated, it can absorb more water vapour from the wet clothes,
speeding up the drying process.
In contrast, during winter, the lower temperatures and higher humidity slow down the evaporation
process, making clothes take longer to dry.
2. The surahi or clay pot works based on the principle of evaporation cooling. The clay pot has tiny
pores on its surface, which allow water to seep through to the outer surface. When the water
seeps out to the outer surface, it evaporates due to the heat from the surrounding air. During
evaporation, the water molecules absorb heat energy from the remaining water inside the pot. As
heat energy is absorbed and lost during evaporation, the temperature of the water inside the pot
decreases, making it cool.
This natural cooling process is why water stored in a surahi remains cold even during hot summer
days. It is an excellent example of how evaporation can be used to cool substances without the
need for electricity or artificial cooling systems.

100
Examine Further (Page 116)
1. If milk is kept in the bottle cap and a plate and placed in direct sunlight, it will also undergo
evaporation, but at a different rate compared to water. The rate of evaporation of milk is generally
slower than that of pure water. This is because of the following reasons.
• Presence of Dissolved Substances: Milk contains fats, proteins and sugars, which make it
denser and more viscous than water. These dissolved substances reduce the rate of evaporation
by holding water molecules together more strongly, making it harder for them to escape as
vapour.
•  Formation of a Layer: When milk is exposed to air, especially under sunlight, a thin layer of
cream or a film forms on the surface due to fat and protein content. This layer acts as a barrier,
reducing the surface area available for evaporation.
So, while both water and milk will evaporate, water will evaporate at a much faster rate than milk
due to its lower density and absence of dissolved solids.
2. Before the invention of refrigerators, people used several traditional methods to preserve food for
a longer duration. Some of these methods include the following.
•  Evaporative Cooling (Matka or Surahi Storage): Clay pots or surahi were used to keep water
cool due to the cooling effect of evaporation. Similarly, food items like milk and curd were
stored in earthen pots to keep them fresh longer.
•  Sun Drying: People dry fruits, vegetables and grains under the sun to remove moisture, which
prevents bacterial growth. For example, dried fish, spices and pickles were preserved using
this method.
•  Salting and Pickling: Adding salt to meat, fish and vegetables helped draw out moisture and
prevent spoilage. Pickles were made by preserving fruits and vegetables in oil and salt to
increase their shelf life.
•  Smoking: Meat and fish were smoked over a fire, which not only added flavour but also
removed the moisture, making them last longer.
• Fermentation: Foods like curd, yoghurt and traditional fermented items were made using
natural bacterial processes that helped preserve food while enhancing its taste.
•  Storage in Cool Places: People used underground storage areas, cellars and cool wells to store
food items, keeping them fresh by maintaining a lower temperature.
3. Since water is a limited resource and its demand is increasing, conserving it in daily life is essential.
Here are some effective ways to save water.
•  Turning Off Taps When Not in Use: Avoid keeping the tap running while brushing teeth,
washing hands or doing dishes.
•  Fixing Leaks: Even a small leak can waste a significant amount of water over time, so repairing
dripping taps and pipes is important.
•  Using a Bucket Instead of a Hose: While washing cars or watering plants, using a bucket
instead of a running hose can save a large amount of water.
•  Reusing Water: Water used for washing vegetables can be reused to water plants. Similarly,
rainwater can be collected and used for cleaning and gardening.
•  Taking Shorter Showers: Reducing shower time by a few minutes can save several litres of
water daily.
•  Watering Plants in the Evening or Early Morning: This reduces water loss due to evaporation
and ensures plants get enough moisture.

101
 •  Spreading Awareness: Educating family and friends about the importance of water
conservation and encouraging responsible usage can help save water collectively.
By adopting these simple habits, we can reduce water wastage and ensure its availability for
future generations.
Self-assessment (Page 116)
1. The rate of evaporation refers to the speed at which a liquid transforms into water vapour. It is
the process where molecules at the surface of a liquid gain enough energy to escape into the air
as gas. The rate of evaporation is influenced by several factors, such as surface area, temperature,
wind speed and humidity.
For example, water in a shallow plate evaporates faster than in a deep bottle cap due to the larger
surface area. Similarly, water evaporates more quickly on hot, dry and windy days compared to
cold and humid days.
2. The following four factors affect the rate of evaporation.
(i) Surface Area: Evaporation occurs at the surface of a liquid. A larger exposed surface area
leads to faster evaporation. For example, water in a plate evaporates faster than in a bottle
cap.
Temperature: Higher temperatures provide more heat energy to the molecules, increasing
(ii) 
their movement and causing faster evaporation. For example, water in a bucket left in the
sun evaporates faster than in the shade.
(iii) Wind Speed: Stronger winds move water vapour molecules away from the surface, allowing
more liquid to evaporate. For example, clothes dry faster on a windy day.
(iv) Humidity: When humidity is high, the air already contains a lot of water vapour, reducing the
space available for more evaporation. For example, clothes take longer to dry on rainy days
due to increased moisture in the air.
3. The water cycle is the continuous movement of water between the earth’s surface and the
atmosphere. It involves several processes as described below.
• Evaporation: The sun’s heat converts water from rivers, lakes and oceans into water vapour.
• Transpiration: Plants release water vapour into the air through their leaves.
•  Condensation: As air rises and cools, water vapour condenses into tiny droplets to form
clouds.
•  Precipitation: When water droplets in clouds combine and become heavy, they fall as rain,
snow or hail.
•  Runoff: Water from rain and melting snow flows across the land into rivers and oceans,
continuing the cycle.
This natural process maintains the balance of water in the environment and affects weather
patterns.
4. Precipitation occurs when water vapour in the air cools down and condenses into droplets,
forming clouds. As these water droplets combine and grow in size, they become too heavy to
remain suspended in the atmosphere. Eventually, they fall to the earth’s surface in different forms,
such as follows.
• Rain: When water droplets fall in liquid form.
•  Snow: When temperatures are very low, water droplets freeze into ice crystals before reaching
the ground.

102
 •  Hail: When strong winds carry water droplets upward into freezing conditions, forming ice
balls that fall as hailstones.
This precipitation returns water to the earth, replenishing lakes, rivers and groundwater and
completing the water cycle.
Creative Insight (Page 116)
Students are expected to do this on their own.
Hint: Information on the topic ‘Evaporation and Factors Affecting Rate of Evaporation’ is given below.
Evaporation is the process by which a liquid changes into its gaseous or vapour state at its surface
without reaching its boiling point. During evaporation, the molecules at the surface of the liquid gain
heat energy from their surroundings and escape into the air as water vapour. This process occurs
continuously at all temperatures and plays a key role in the water cycle. For example, water from lakes,
rivers and wet clothes evaporates into the air due to heat from the sun.
Several factors influence how quickly a liquid evaporates, some of these are as follows.
• Surface Area: Evaporation occurs at the liquid’s surface. A larger surface area allows more molecules
to escape, increasing the rate of evaporation. For example, water in a wide plate evaporates faster
than in a narrow bottle cap.
• Temperature: Higher temperatures provide more heat energy to liquid molecules, making them
move faster and escape as vapour. For example, water in a bucket kept in the sun evaporates
faster than in the shade.
• Wind Speed: Strong winds remove water vapour from the surface, allowing more liquid to
evaporate. For example, clothes dry faster on a windy day than on a calm day.
• Humidity: When humidity (moisture in the air) is high, there is less space for additional water
vapour, slowing down evaporation. For example, clothes take longer to dry on a humid, rainy day
than on a dry, sunny day.
Together, these factors determine how quickly water and other liquids evaporate in different
environments.

Learning Quest (Page 117)

A.
1. (c) 2. (b)
3. (a) 4. (b)
5. (a) 6. (b)
B.
1. solid, liquid, gas 2. solid
3. freezing 4. condensation
5. rate of evaporation
C. 1. True 2. True
3. False 4. True
5. False
D. 1. Melting 2. Evaporation
3. Condensation 4. Freezing
5. Water cycle
E.
1. (e) 2. (a)
3. (d) 4. (b)
5. (c)
103
 F. 1. All substances, including water, are made up of molecules. The way these molecules are
arranged determines their state of matter (solid, liquid or gas). Two key factors that influence
this arrangement are intermolecular space and intermolecular force of attraction.
Intermolecular space refers to the distance or gap between molecules in a substance. The
intermolecular force of attraction is the force that holds molecules together in a substance.
The relationship between these two factors is inversely proportional; as intermolecular space
increases, the intermolecular force of attraction decreases, and vice versa.
2. Condensation is the process by which a gas changes into a liquid when it is cooled. During
condensation, the molecules of the gas lose energy, which slows down their movement. As a
result, the molecules come closer together, and the gas turns into a liquid.
Some examples of condensation are mentioned below.
• Water Droplets on a Glass: When a cold glass is taken out of the refrigerator, tiny water
droplets form on its outer surface.
• Cloud Formation and Rain: Water vapour in the air rises and cools at higher altitudes,
turning into tiny water droplets that form clouds. When these droplets combine and grow
heavier, they fall as rain, hail or snow through the process of precipitation.
•  The Lid of a Boiling Pot: When a lid is placed over a boiling pot of water, water vapour
touches the cool surface of the lid, condenses and forms water droplets.
3. Humidity is the amount of water vapour present in the air. It plays a significant role in
determining the rate of evaporation. When humidity is high, such as on a rainy day, the air
already contains a lot of water vapour. This reduces the space available for more water to
evaporate, slowing down the evaporation process. For example, clothes take longer to dry on
humid days.
When humidity is low, such as on a dry, sunny day, there is less water vapour in the air, allowing
more liquid to evaporate quickly. For example, clothes dry faster in dry weather. Therefore, the
rate of evaporation decreases as humidity increases and increases when humidity is low.
4. The three states of matter exist in many different substances. Some examples other than ice,
liquid water and water vapour are as follows.
(i) Solids: Wood, iron, stone, plastic, salt
(ii) Liquids: Milk, oil, juice, honey, vinegar
(iii) Gases: Oxygen, nitrogen, carbon dioxide, hydrogen, helium
5. Vaporisation is the process by which a liquid changes into its gaseous state. It can occur in two
ways.
Evaporation: This happens at all temperatures when surface molecules of a liquid absorb heat
and turn into vapour. For example, water drying up from wet clothes.
Boiling: This happens at a specific temperature when all the molecules of a liquid gain enough
energy to change into a vapour. For example, water turns into steam when heated at 100°C.
In both cases, heat energy is required for vaporisation to take place. This process is crucial in the
water cycle, where water from lakes, rivers and oceans evaporates due to the sun’s heat and later
condenses to form clouds.
G. 1. Water exists in three different states based on the arrangement of its molecules – solid (ice),
liquid (water) and gas (water vapour). The state of water depends on the intermolecular force
of attraction and the intermolecular space between its molecules.

104
 State Properties
• Water exists as snow, frost or ice.
• Forms when the water cools down and reaches a freezing point
(0°C).
Solid (Ice) • Molecules are closely packed due to strong intermolecular forces.
• Has a fixed shape and fixed volume.
• Cannot flow or spread.
• Example: Ice cubes, snow, frozen ponds.
• Water exists in liquid form at room temperature (25°C).
• Molecules are loosely packed but remain attracted to each other.
Liquid (Water) • Takes the shape of a container but has a fixed volume.
• Can flow and spread easily.
• Example: Drinking water, rivers, lakes.
• Water exists as steam or vapour when heated above 100°C.
• Molecules are far apart and move freely.
Gas (Water Vapour) • Has no fixed shape or volume.
• Can spread and flow easily in any available space.
• Example: Steam rising from boiling water, mist in the air.

These three states of water are interconvertible, meaning water can change from one state to
another depending on temperature changes.
2. The water cycle is the continuous movement of water between the earth’s surface and the
atmosphere. It ensures that water is naturally recycled through different processes. The main
steps of the water cycle are as follows.
Evaporation: The heat from
• 
the sun changes liquid water
Condensation
into water vapour, which rises
into the atmosphere. Large
water bodies like oceans, Precipitation
Transpiration
rivers and lakes contribute to
Evaporation
evaporation.
Transpiration: Plants release
• 
water vapour into the air
through their leaves in a
process called transpiration.
This adds moisture to the
atmosphere.
Groundwater
Condensation: As warm air
• 
rises, it cools down, and the Water Cycle
water vapour condenses into
tiny droplets to form clouds. This process happens at higher altitudes where temperatures
are lower.

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 • Precipitation: When water droplets in clouds combine and grow heavier, they fall to the
earth as rain, hail or snow. This process is called precipitation and returns water to the
earth’s surface.
• Runoff: Rainwater flows over land and enters rivers, lakes and oceans, continuing the
cycle. Some water also seeps into the ground and becomes groundwater, which can later
be used by plants and humans.
3. The rate of evaporation refers to how quickly a liquid changes into water vapour. Several
factors affect this process. Some of these are as follows.
• Surface Area: Evaporation occurs only at the surface of a liquid. A larger surface area means
more molecules are exposed to air, allowing faster evaporation. For example, water in a
wide plate evaporates faster than in a narrow bottle cap because more water molecules
are in contact with the air.
• Temperature: Higher temperatures provide more heat energy to liquid molecules,
increasing their movement and causing faster evaporation. For example, water in a bucket
left in the sun evaporates faster than in the shade.
• Wind Speed: Stronger wind blows away water vapour, allowing more molecules to escape
as vapour, increasing evaporation. For example, clothes dry faster on a windy day than on
a calm day.
• Humidity: Humidity refers to the amount of water vapour already present in the air. When
humidity is high, the air cannot hold more water vapour, slowing down evaporation. For
example, clothes take longer to dry on humid or rainy days than on sunny, dry days.
Together, these factors determine how quickly water evaporates under different conditions.
4. The experiment to observe the effect of surface area on evaporation is described below.
Materials Required
• Two bottle caps
• One plate
• Water
Procedure
• Fill one bottle cap with water and place it in direct sunlight.
• Pour the same amount of water from another bottle cap onto a plate and place it in direct
sunlight.
• Observe both after 10–15 minutes.
Observations
The water in the plate evaporates faster than in the bottle cap. This happens because the plate
has a larger surface area, allowing more molecules to escape as vapour.
Conclusion
The rate of evaporation increases when the surface area increases. This is because more
liquid molecules are exposed to air, allowing faster conversion into vapour. This experiment
demonstrates that surface area plays a key role in evaporation.
5. Water is one of the most essential natural resources, but only 2.5% of earth’s water is freshwater.
Out of this, only 0.3% is available in lakes and rivers for human use. The rest is stored in
glaciers or underground. With a growing population, the demand for water is rising, but the

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 available resources remain limited. Many regions face severe water shortages, making water
conservation necessary. We need to conserve water for the following reasons.
• Limited Freshwater Supply: Most of the earth’s water is not usable for drinking or
agriculture.
• Increasing Demand: More people and industries require more water, reducing available
resources.
• Water Scarcity: Some regions already suffer from water shortages due to overuse and
climate change.
• Future Generations: If we waste water now, future generations may not have enough
clean water.
We can conserve water in the following ways.
• Use water wisely – turn off taps when not in use.
• Fix leaks to prevent water wastage.
• Reuse water from washing fruits and vegetables for gardening.
• Harvest rainwater to use for daily activities.
• Spread awareness about the importance of saving water.
By conserving water, we can ensure its availability for all living beings now and in the future.
H. 1. Water is important for us as it is used in daily activities such as drinking, cooking, cleaning and
agriculture. It is also necessary for plants to grow and for animals to survive. Additionally, water
plays a crucial role in maintaining the earth’s climate, regulating temperature and supporting
marine life.
2. The rate of evaporation increases with the increase in the wind as the water vapour formed due
to evaporation is quickly carried away. This creates more space for additional water molecules
to escape from the liquid surface, leading to faster evaporation.
3. The rate of evaporation decreases with the increase in humidity because when humidity is
high, the air is already saturated with water vapour, leaving less space for additional water to
evaporate. As a result, evaporation slows down.
4. The rate of evaporation increases with the increase in the surface area of the container because
a larger surface area allows more molecules to escape into the air, speeding up evaporation.
For example, water placed in a shallow plate evaporates faster than the same amount of water
in a narrow bottle cap because more water is exposed to air.
5. Water vapour comes back to the earth’s surface in the form of rain, snow and hail through a
process called precipitation. When water evaporates from oceans, rivers and lakes, it rises into
the atmosphere and cools down at higher altitudes. As it cools, the water vapour condenses
into tiny water droplets, forming clouds. When these droplets combine and become heavy,
they fall back to the earth as rain, snow, or hail.

Skill-based Activities
DIY Water Cycle (Page 119)
1. Observations from the activity is as follows.
After placing the bowl in direct sunlight, the water in the bowl starts to heat up. Over time, tiny
water droplets begin to appear on the inner surface of the plastic sheet. These droplets accumulate
and eventually fall into the coffee mug placed inside the bowl.
The conclusion from the activity is as follows.
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 The sunlight heats the water in the bowl, causing it to evaporate and rise as water vapour. When
the water vapour comes into contact with the cooler plastic sheet, it condenses into tiny droplets.
As more droplets form, they combine and become heavy enough to fall into the coffee mug,
simulating precipitation. This activity demonstrates the processes of evaporation, condensation
and precipitation, which are key components of the water cycle.
2. Plants play a crucial role in the water cycle through the process of transpiration. Plants absorb
water from the soil through their roots and transport it to their leaves. The water is then released
into the atmosphere as water vapour through small openings in the leaves called stomata. This
process adds moisture to the air, contributing to cloud formation and precipitation.
Large forests, such as the Amazon Rainforest, are known as ‘green lungs of the earth’ because
they release huge amounts of water vapour, influencing rainfall patterns. Thus, plants regulate the
climate, maintain humidity, and help in the continuous movement of water in the environment.
3. To monitor water levels and precipitation, scientists use advanced technologies such as follows.
• Rain Gauges: Devices that measure the amount of rainfall over a specific period in a given
location. Meteorological departments use it to predict weather conditions.
•  Satellite Remote Sensing: Satellites like NASA’s Global Precipitation Measurement (GPM)
Mission provide real-time data on rainfall and snowfall across the world. It helps in monitoring
climate change and water resources.
•  Radar Systems: Weather radars track storm movements and rainfall intensity by detecting
precipitation in the atmosphere. It is used to predict cyclones, floods and heavy rainfall events.
•  River and Groundwater Sensors: Water level sensors measure the depth of water in rivers,
lakes and reservoirs to monitor flooding risks. Groundwater monitoring systems use wells and
digital metres to track underground water levels.
These technologies help in weather forecasting, water conservation and disaster management.
4. According to data from scientific sources like NASA and the United States Geological Survey
(USGS), earth’s water is distributed as follows.
• Oceans: 97.5% (Saltwater, not suitable for drinking)
• Freshwater: 2.5% (Available for human use)
• Glaciers and Ice Caps: 68.9% of all freshwater
• Groundwater: 30.8% of all freshwater
• Surface Water (Lakes, Rivers and Atmosphere): 0.3% of all freshwater
Vapour Vision (Page 119)
Artificial Intelligence (AI) plays a significant role in predicting humidity levels in the atmosphere by
analysing vast amounts of data and identifying patterns as described below.
1. Data Collection
AI systems rely on large datasets to make accurate predictions. The following types of data are
collected.
•  Weather Station Data: Measurements from ground-based weather stations, including
temperature, humidity, wind speed and atmospheric pressure.
•  Satellite Data: Remote sensing data from satellites that provide information on cloud cover,
moisture levels and atmospheric conditions.
•  Historical Weather Data: Records of humidity and other weather parametres to identify trends
and patterns.

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 2. Data Pre-processing
Before feeding data into AI models, it is cleaned and pre-processed to ensure accuracy. This
involves
• removing errors or inconsistencies in the data.
• normalising data to ensure uniformity (for example, converting units to a standard format).
• handling missing data by using interpolation or other techniques.
3. Training AI Models
AI models, particularly Machine Learning (ML) algorithms, are trained using pre-processed data.
4. Feature Selection
AI models identify the most relevant factors that influence humidity, such as follows.
• Temperature
• Wind speed and direction
• Atmospheric pressure
• Precipitation levels
• Geographic location and altitude
5. Prediction and Forecasting
Once trained, AI models can predict humidity levels by
• analysing real-time data from weather stations, satellites and sensors.
• using historical data to identify patterns and trends.
• generating short-term and long-term forecasts for specific locations.
For example, an AI model might predict that a rise in temperature and a drop in atmospheric
pressure in a coastal area will lead to higher humidity levels.
AI leverages data-driven techniques to predict humidity levels with high accuracy, enabling better
decision-making in various fields like agriculture, disaster management and energy efficiency.
Poster Making (Page 119)
Students are expected to do this on their own.
Hint: Students can take the help of following points while making poster to make it look more catchy.
• Show a split image with healthy land vs drought-affected land, and a dripping tap with a hand
turning it off.
• Use slogans such as, ‘Save Today, Survive Tomorrow – Don’t Let Our Future Dry Up!’.
• Add icons for water-saving tips like turning off taps, using buckets and reusing water.
• Use blue, green and red colours; bold fonts for slogans, simple fonts for facts.
Fuelling the Future (Page 119)
Students are expected to do this on their own.
Hint: Some simple ways that can help to save water in school are as follows.
• Ensure taps are turned off tightly when not in use.
• Report and repair any leaky taps or pipes.
• Limit the time spent in the shower, and consider using a bucket.
• Raise awareness among students and staff about water conservation.

109
 • Collect rainwater for non-drinking purposes like gardening.
• Use a damp cloth for cleaning desks instead of water.
Water Atlas
Students are expected to do this on their own.
Hint: Students can draw mind map in the following manner.

Drinking
Ice cubes water

Water in water
Frost cubes Solid Liquid bodies

Snow fall Rainwater

States of Water

Gas

Fog Water
vapour
Steam

Water Audit (Page 120)

1. Students are expected to do this on their own.
Hint: To find which state in India has the highest and lowest relative humidity, we can look at data
from different cities.
•  High Humidity: Coastal and northeastern cities like Cherrapunji (Meghalaya), Mumbai
(Maharashtra) and Mangalore (Karnataka) have high humidity, around 80–87%.
•  Low Humidity: Inland cities like Jaipur (Rajasthan), Nagpur (Maharashtra) and Bhopal
(Madhya Pradesh) have lower humidity, around 60–72%.
2. The relative humidity in various states differs because of the following factors.
•  Proximity to Water Bodies: Coastal states like Kerala, West Bengal and Tamil Nadu have higher
humidity due to the large amounts of water evaporating from the sea and rivers into the
atmosphere.
•  Climate: States with dry climates, such as Rajasthan and Gujarat, have lower humidity because
there is less moisture in the air.
•  Temperature: Warm air can hold more water vapour, so in hotter regions, the relative humidity
tends to be higher in summer, although the actual amount of water vapour in the air may still
be lower.

110
 • E  levation: States with higher altitudes, like Himachal Pradesh or Uttarakhand, tend to have
lower humidity because cooler air at higher altitudes holds less moisture.
3. Students are expected to do this on their own.
4. Students are expected to do this on their own.
Beyond the Drought (Page 120)
Some areas in the world face severe water scarcity due to various factors, such as low rainfall, high
population density, overuse of water resources or poor infrastructure. Here are some places where
water is particularly scarce.
• Sub-Saharan Africa: Countries like Ethiopia, Sudan and Somalia struggle with severe droughts
and lack of access to clean water sources.
• India: Regions like Rajasthan, Tamil Nadu and Maharashtra experience water scarcity during dry
seasons.
• Middle East and North Africa (MENA) Region: Countries like Saudi Arabia, Yemen and Egypt are
facing increasing water scarcity due to arid climates and over-extraction of groundwater.
• Australia: Regions like New South Wales and South Australia often experience droughts that limit
access to freshwater sources.
• Southwestern United States: States like California and Arizona face water shortages, especially
during the summer months.
People in these regions often have to adopt innovative solutions and adjust their daily routines to make
the most of available water. Some of the strategies used by people in these regions are mentioned
below.
• Water Rationing: In places like Cape Town, South Africa and parts of India, water rationing is
implemented during periods of drought. People are allotted a fixed amount of water each day
and must adjust their consumption accordingly.
• Rainwater Harvesting: In areas like India, rainwater harvesting is practised where people collect
rainwater during the monsoon season and store it for use during dry months. This helps to
supplement the limited water supply.
• Use of Water-efficient Appliances: In places like California, people use water-efficient washing
machines, dishwashers and toilets to reduce water consumption. Drip irrigation systems are used
in agriculture to minimise water wastage.
• Desalination: In the Middle East, where natural freshwater is scarce, countries like Saudi Arabia
use desalination plants to convert seawater into drinking water. However, desalination is an
expensive process and is mainly used in urban areas.
• Use of Groundwater: In regions like India and Africa, people often rely on groundwater for
drinking and farming, though over-extraction has led to depletion in some areas. In many rural
areas, hand pumps are used to draw groundwater.
Some ways that can be opted to help conserve water in these areas are mentioned below.
• Encourage the Use of Water-efficient Appliances: Promote the installation of low-flow
showerheads, water-efficient toilets and energy-efficient washing machines in homes and
businesses.
• Promote Rainwater Harvesting: Support and educate people about rainwater harvesting
methods. This can include setting up rainwater storage tanks to catch and store rainwater for later
use in irrigation or domestic consumption.

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 • Support Sustainable Agricultural Practices: Encourage the use of drip irrigation and soaker
hoses for efficient water usage in farming. Support crop rotation and drought-resistant crops that
require less water.
• Advocate for Wastewater Recycling: Encourage the treatment and reuse of wastewater for non-
potable uses like irrigation, industrial processes or even flushing toilets.
• Promote Education and Awareness: Use media and local community organisations to spread
awareness about simple practices like turning off the tap while brushing teeth or using a bucket
instead of a hose to wash cars.
• Invest in Water Infrastructure: Advocate for investments in modern water storage systems, piping
infrastructure and wastewater treatment plants to improve the management and distribution of
water.
• Support Desalination and Water Recycling Projects: In coastal areas or places with limited
freshwater, support the development of desalination plants and water recycling technologies to
provide more clean water for communities.
By implementing these measures and adopting water-conserving habits, individuals and communities
can significantly reduce water wastage and ensure that they have enough water to meet their needs,
even in areas facing severe water scarcity.
Sustaining Life (Page 120)
Students are expected to do this on their own.
Hint: Students can refer the following points while creating presentation.
Slide 1 (Title)
• Title: ‘Water – A Natural and Renewable Resource’
• Visual: Image of a flowing river.
Slide 2 (Water Cycle)
• Explain the water cycle: evaporation, condensation, precipitation and collection.
• Visual: Diagram of the water cycle.
Slide 3 (Importance)
• Water is essential for life, agriculture, industry and ecosystems.
• Visual: Icons showing various uses of water.
Slide 4 (Conservation)
• Water conservation is key to sustainability. Fix leaks, reduce waste and save water.
• Visual: Infographic of water-saving tips.

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 9. Methods of Separation in Everyday Life

Answer Key

In-text Questions
Diving Deep (Page 122)
The list of everyday items and situations where separation methods are used is given in the table
below.

Substances Reason for

Situation Items Involved
Separated Separation
Making tea Tea leaves, water, Tea leaves from the To get clear tea
sugar and milk liquid
Cooking rice Rice and water Excess water from To remove extra
boiled rice water
Wheat grinding Wheat flour and Husk from flour To get fine flour
husk
Cleaning rice/lentils Stones, rice and Small stones and To get clean rice
impurities dirt
Separating cream Milk and cream Cream from milk To make butter
from milk

Apply Concept in Context (Page 123)

1. The following are some common mixtures that we come across in everyday life.
• Saltwater: It is the mixture of salt and water
• Air: Air is a mixture of many types of gases, such as oxygen, nitrogen and carbon dioxide.
• Sand and Gravel: It is a mixture of sand and small stones.
• Milk: It is a mixture of water, fat and proteins.
• Trail Mix: It is a mixture of nuts, raisins, chocolate pieces and seeds.
2. If we have a mixture of iron filings and sand, we can use the magnetic separation method because
iron is a magnetic material, but sand is non-magnetic, and a magnet can attract the iron filings,
separating them from the sand.
The following steps can be taken to separate this mixture.
• Spread the mixture on a flat surface or in a tray.
• Bring a magnet close to the mixture.
• The iron filings will stick to the magnet while the sand remains on the surface.
• Carefully remove the iron filings from the magnet by scraping or covering the magnet with a
plastic sheet before use, then peeling it off to collect the iron.
• The iron and sand are now separated.

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Examine Further (Page 123)
1. Water used in laboratories must be free from impurities because any contamination can affect the
accuracy, safety and reliability of experiments. One of the main reasons for using purified water in
laboratories is to ensure that the results of experiments are not altered by unknown substances
present in impure water. Even small traces of minerals, salts or microorganisms can interfere with
chemical reactions, leading to incorrect observations and conclusions.
The impure water can introduce contaminants into sensitive instruments, causing damage or
reducing their efficiency over time. Many laboratory instruments require deionised or distilled
water to function properly, as mineral deposits from ordinary water can clog equipment or
interfere with measurements.
The impure water may contain harmful bacteria, chemicals or heavy metals that could pose
health risks to researchers and scientists working in the laboratory. In fields such as medicine
and pharmaceuticals, where precise chemical compositions are critical, the use of purified water
ensures that medical solutions and drugs are free from harmful contaminants.
2. Pulses and grains that we consume in our daily lives often contain impurities, which need to
be removed before cooking. These impurities can be naturally occurring or introduced during
processing, storage and transportation. Some common impurities found in pulses, wheat, rice
and other grains include small stones, dust, husks, broken grains and even insect larvae.
While some of these impurities, like dust and husk, may not be harmful, they can affect the taste,
texture and quality of food. For example, husk in rice or wheat needs to be removed through
sieving or milling before consumption to ensure better taste and digestion. Small stones mixed
with pulses can be dangerous if accidentally consumed, as they can cause dental injuries or
choking hazards.
Another major concern in food grains is the presence of insects or insect eggs. Grains that are not
stored properly may develop insect infestations, which can spoil the food and make it unfit for
consumption. Mold growth in damp grains can also lead to the production of toxic substances
which are harmful to human health.
Self-assessment (Page 123)
1. A mixture is a combination of two or more substances that are physically combined but not
chemically bonded. The substances in a mixture retain their original properties and can be
separated using different physical methods. Mixtures can be of two types.
(i) Homogeneous Mixtures: These have a uniform composition throughout, and the
components are evenly distributed. For example, saltwater, air and sugar dissolved in water.
(ii) Heterogeneous Mixtures: These have an uneven composition, where different components
can be seen separately. For example, a mixture of sand and salt, oil and water or fruit salad.
Mixtures are found everywhere in our daily lives, from food and beverages to the environment.
They can be separated into their components using methods such as filtration, sieving, decantation
and evaporation.
2. The pulses and the cereals often contain impurities such as dust, small stones, husk, insect eggs
and other unwanted substances. Removal of these impurities is essential for several reasons such
as follows.
•  Health and Hygiene: Impurities like dust, insect larvae and pesticide residues can be harmful
if consumed. Washing and sorting help make food safe to eat.

114
 Preventing Physical Harm: Small stones or hard particles mixed with pulses can cause dental
• 
damage or choking hazards if accidentally consumed. Handpicking and sieving help in
removing these solid impurities.
Improving Taste and Texture: Removing husk, dust or unwanted particles ensures that the
• 
food has a better texture, taste and appearance. Unclean grains may lead to an unpleasant
eating experience.
Preventing Spoilage: Unclean pulses and cereals may contain insects or fungal spores, which
• 
can lead to spoilage during storage or cooking. Proper cleaning increases their shelf life.
Enhancing Cooking Efficiency: Washing pulses removes excess surface starch and dust,
• 
preventing unnecessary foaming or stickiness while cooking. Clean grains also cook more
evenly.
Creative Insight (Page 123)
The flow chart given below shows how to remove contaminants from food items like rice or pulses
before cooking.

Selection: Check for visibly spoiled or discoloured grains and discard them.

Hand Picking: Remove large impurities like stones, leaves or insects.

Winnowing (if needed): Use light wind or air to remove husks and lighter impurities.

Rinsing: Rinse food items in water to remove dust and dirt

Sieving (if needed): Use a sieve to filter out fine dust or tiny debris.

Soaking (optional): Soak in water to remove additional impurities and enhance texture.

Diving Deep (Page 124)

1. The thing used to filter tea is called a tea strainer.
2. Farhan’s mother filtered out the tea leaves to separate them from the liquid tea because the leaves
are not meant to be consumed and would make drinking tea inconvenient.
3. A sieve is another commonly used object in the kitchen. It is used for separating flour, rice or
pulses from unwanted particles.
Apply Concept in Context (Page 128)
1. The list given below presents the list of situations in our daily life where we use separation
methods.
• Hand-picking: Removing peels from peanuts.

115
 • Filtration Using a Strainer: Straining tea leaves.
• Hand-picking: Separating stones from rice.
• Filtration: Removing pulp from fresh juice.
• Sieving or Decantation: Separating boiled pasta from water.
• Centrifugation: Separating cream from milk.
• Churning: Extracting butter from curd.
• Evaporation: Drying wet clothes.
2. If we have a mixture of sand and salt, the following two methods can be used to separate them.
Method 1: Dissolution, Filtration and Evaporation
The steps involved in this method are as follows.
• Add water to the mixture of sand and salt. Salt dissolves in water, but sand does not.
• Filter the mixture using filter paper or a sieve. Sand remains on the filter paper while the
saltwater solution passes through.
• Evaporate the water by heating the saltwater solution. Water evaporates, leaving behind salt.
Method 2: Sedimentation and Decantation
The steps involved in this method are as follows.
• Mix sand and salt with water in a container. Sand settles at the bottom, while salt dissolves in
water.
• Decant the saltwater solution by gently pouring it into another container. Sand remains at the
bottom.
• Evaporate the water to get back the salt.
3. Students are expected to do this on their own.
Examine Further (Page 128)
1. The kidneys are the organs responsible for filtering waste materials from the blood. This process
is essential to maintain the body’s fluid and electrolyte balance and remove harmful substances
from the body.
The blood vessels carry blood to the kidneys, where millions of tiny structures called nephrons
filter the blood. The nephrons contain a structure called the glomerulus, which acts like a natural
filter. The glomerulus filters out waste products, excess water, salts and toxins from the blood
while retaining useful substances like proteins and blood cells. The filtered waste is converted into
urine, which then passes to the urinary bladder, where it is stored until excretion.
There are many substances filtered out by the kidneys, such as follows.
• Waste products like urea, uric acid and creatinine
• Excess water and salts
• Toxins and unwanted chemicals
The urine is the final product after filtration. It consists of waste materials, excess salts and water,
which are removed from the body through the urinary system.
2. Boiling and filtering the water is advised because drinking unfiltered and untreated water can be
harmful as it may contain harmful bacteria, viruses, parasites and impurities. To ensure that water
is safe for consumption, we use boiling and filtration methods.

116
 Boiling water at 100°C kills bacteria, viruses and other microorganisms that can cause diseases like
cholera, dysentery and typhoid. It also removes some dissolved gases and improves the taste of
water.
Filtration, on the other hand, removes physical impurities such as sand, dust, mud and suspended
particles. Filters like activated carbon filters can remove bad odours and improve the taste of
water.
Boiling only removes germs but does not eliminate physical impurities like dust and sand, whereas
filtration removes dirt and sediments but may not kill all microorganisms. Using both methods
together ensures that water is safe, clean and free from disease-causing germs and impurities.
3. The sweat forms white patches on dark clothes during summer because sweat is mostly made up
of water (99%) and dissolved salts (1%), including sodium chloride (common salt), potassium and
other minerals. The water in the sweat evaporates due to heat, leaving behind the dissolved salts.
The rapid evaporation of water from sweat leaves behind concentrated salt residues. These salts
remain on the fabric, forming white patches on clothes, especially on dark fabrics where they are
more visible.
Self-assessment (Page 128)
1. Threshing is the process of separating grains from stalks and husks after harvesting. It is commonly
used for crops like wheat, rice and barley.
The three main ways threshing is carried out are as follows.
(i)  Manual Threshing: Farmers beat harvested stalks against a hard surface like a rock or
wooden plank to loosen the grains. This method is suitable for small-scale farming but is
labour-intensive.
Threshing Using Animals: In some rural areas, oxen or bullocks are made to walk over the
(ii) 
harvested crop, trampling the stalks to separate the grains. This method is used for larger
amounts of crops but takes time.
(iii) Mechanical Threshing: Large-scale farmers use machines like threshers or combine harvesters
to separate grains efficiently. This method is fast and reduces human effort, making it ideal
for large farms.
2. The method used by farmers to separate husk from grains is called winnowing. This process is
commonly used for crops like wheat, rice and pulses. In this process, the farmers pour the mixture
of husk and grains from a height in an open area. The lighter husk is carried away by the wind,
while the heavier grains fall to the ground. The separated grains are collected, while the husk is
removed or used as fodder for animals.
3. There are different methods to separate solids substances from their mixture based on their
properties, some of these are as follows.
Hand-picking: It is used when the unwanted material is larger in size and can be picked by hand.
For example, removing small stones or insects from rice or pulses before cooking.
Sieving: It is used when the components have different sizes. A sieve (a device with tiny holes)
allows smaller particles to pass through while larger ones stay behind. For example, separating
flour from bran using a sieve in a flour mill.
Winnowing: This method is used when one component is lighter than the other. The wind or
blowing air helps separate lighter husks from heavier grains. For example, separating chaff from
wheat grains.

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 Magnetic Separation: This method of separation is used when one of the substances in the
mixture is magnetic in nature. For example, iron filings can be removed from a mixture of iron and
sand using a magnet.
4. The process of separating a mixture of sand, salt and iron filings requires multiple separation
techniques. The following steps represent the whole process and the involvement of multiple
separation methods. This method successfully separates all three components, iron filings, sand
and salt, using magnetic separation, filtration and evaporation techniques
Step 1: Magnetic Separation
A magnet is moved over the mixture. The iron filings get attracted to the magnet due to the force
of attraction and are removed, leaving behind sand and salt.
Step 2: Dissolution and Filtration
The remaining mixture (sand and salt) is mixed with water. Salt dissolves in water, but sand remains
undissolved. The mixture is then filtered using filter paper, which allows the saltwater solution to
pass through while retaining the sand.
Step 3: Evaporation
The saltwater solution is heated. As the water evaporates, only the salt remains in the container.
Creative Insight (Page 128)
1. To separate a mixture of sand, salt, water and iron filings, follow these steps.

Magnetic Separation
• Pass a magnet over the mixture.
• Iron filings will be attracted to the magnet and can be removed.

Filtration
• Add water to the remaining mixture to dissolve the salt.
• Stir well to ensure all the salt dissolves.
• Pass the mixture through a filter paper.
• Sand will remain as residue on the filter paper.
• The filtrate (salt water solution) will pass through.

Evaporation
• Heat the saltwater solution in a dish.
• Water will evaporate, leaving salt behind.

2. Winnowing is a method used to separate lighter components from heavier ones using wind or air.
Farmers mainly use this technique to remove husk from grains. The process involves dropping the
mixture from a height. The wind blows away the lighter husk particles while the heavier grains fall
near the winnowing area. This helps separate useful grains from unwanted husks. For example,
farmers use winnowing to separate wheat grains from husk.

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 Observations from the given activity are as follows.
• When the tray is tilted, both newspaper and cardboard pieces start falling.
• The wind from the fan carries away the lighter newspaper pieces.
• The heavier cardboard pieces fall straight down near the tray.
Conclusion: The experiment demonstrates the principle of winnowing in which lighter materials
get carried away by the wind while heavier materials settle down. This is similar to how husk is
separated from grains in farming.

Learning Quest (Page 129)

A. 1. (d) 2. (d) 3. (c) 4. (b)
5. (a) 6. (c)
B. 1. Winnowing 2. Filtration 3. sedimentation
4. condensation 5. evaporation
C. 1. True 2. True 3. True 4. False
5. False
D. 1. Filtration followed by evaporation
2. Filtration
3. Sieving
4. Sedimentation and Decantation
E. 1. (c) 2. (d) 3. (b) 4. (a)
5. (e)
F. 1. Winnowing is a process that separates lighter components from heavier ones in a mixture
using wind or air currents. It is commonly used in agriculture to separate husk or chaff from
grains such as wheat, rice and pulses.
Winnowing as a method of separation is used for the following purposes.
•  Agriculture: Farmers use winnowing to clean harvested grains by removing unwanted
husk, chaff and dry leaves.
• Household: In some homes, winnowing is used to clean grains before storage or cooking.
•  Traditional Food Processing: Some traditional food industries use winnowing to clean
grains, seeds or spices before further processing.
2. The process used to obtain clear water from muddy water involves sedimentation, decantation
and filtration.
•  Sedimentation: The muddy water is poured into a container and left undisturbed for
some time. The heavier particles (mud, sand and other impurities) settle at the bottom of
the container due to gravity.
•  Decantation: After sedimentation, the clear water from the top is carefully poured into
another container. This process helps in removing large impurities without disturbing the
settled particles.
•  Filtration: In order to remove any remaining small impurities, the decanted water is passed
through a filter. A fine cloth, filter paper or sand filter can be used to remove the tiny solid
particles suspended in the water.

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 3. Churning is a method that separates butter from milk or curd by vigorous stirring or shaking.
It is a common technique used in dairy production. It involves the following steps.
• Milk or curd is placed in a pot or container.
• It is stirred vigorously using a traditional wooden churner or an electric blender.
• The continuous stirring causes the fat molecules in milk/curd to combine and form butter.
• The solid butter floats to the top and is collected separately, while the remaining liquid is
called buttermilk.
4. The following table differentiates between sedimentation and decantation.

Sedimentation Decantation

It is the process in which heavier, insoluble It is the process of carefully pouring out
solid particles settle at the bottom of a the clear liquid from the top without
liquid when left undisturbed. disturbing the settled solids.

Used to separate mud from water and rice Used to separate clear water from settled
grains from water. mud and oil from water.

No liquid is removed in this step; solids The liquid is removed while solids remain
settle at the bottom. at the bottom.

For example, mud settles at the bottom For example, clearwater is poured off from
when muddy water is kept still. muddy water after sedimentation.

5. The method in which wind is used to separate lighter substances from heavier substances is
called winnowing. In winnowing, wind or moving air helps separate lighter husk or chaff from
heavier grains. The grains are dropped from a height, and the wind blows away the lighter
husk while the heavier grains fall straight down. Farmers commonly use this method after
threshing to separate grains from stalks.
Some other examples where winnowing is used as a method of separation are cleaning pulses
by removing unwanted dry leaves or chaff and separating dried tea leaves or spices from dust
particles.
G. 1. The separation of different substances in a mixture is essential because mixtures contain
multiple components that may not always be useful or safe together. The primary reasons for
separation are as follows.
• To Remove Unwanted or Harmful Substances: Impurities like stones in rice, husks in
wheat or dirt in pulses need to be removed before consumption. Harsh substances like
dust, small insects and husks in grains must be separated to ensure hygiene and safety.
• To Obtain Useful Components: In some cases, we need only a specific part of the mixture
as some mixtures contain valuable components that need to be extracted separately. For
example, extracting salt from seawater.
• To Improve Quality: Separation helps enhance the purity of substances, such as refining
crude oil to obtain petrol and diesel. In the process of water purification, harmful
contaminants are removed to make water safe for drinking.
• To Recycle and Reuse Materials: Waste management relies on separation methods like
filtration and sedimentation to treat water and segregate recyclable materials.

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 • F or Industrial and Scientific Applications: Many industries rely on separation methods,
like distillation, to produce purified alcohol and chromatography and to separate pigments
in dyes.
2. In order to separate stones or dirt particles from pulses before cooking, the handpicking
method will be used. This method is effective when the unwanted substances (like stones) are
distinctly visible. It is a simple and economical method that does not require any tools.
The method of handpicking requires many steps to separate stones or dirt particles from a
given sample of pulses before cooking, these are as follows.
• Spread the Mixture: The pulses are spread on a flat surface, such as a tray, plate or cloth.
• Identify Impurities: Stones, small twigs and dirt particles are easily noticeable.
• Pick Out Unwanted Substances: The stones and dirt are manually picked out and
discarded.
• Final Cleaning: The pulses are washed with water to remove any remaining dust or fine
particles.
It is time-consuming and not suitable for large quantities, and if the impurities are too small or
mixed evenly, other methods like winnowing or sieving may be needed.
• Winnowing: If husk or dry leaves are present, they can be removed using wind.
• Sieving: If dirt particles are fine, they can be separated using a sieve.
3. Evaporation and condensation are two opposite processes that involve the change of state of
matter. Evaporation occurs when a liquid transforms into a gas, while condensation is when a
gas turns back into a liquid. These processes play a significant role in nature, particularly in the
water cycle.
Evaporation is the process in which a liquid changes into a gas without reaching its boiling
point. This happens when the molecules at the surface of the liquid gain enough energy to
escape into the air as vapour. Evaporation absorbs heat from the surroundings, which leads to
a cooling effect. This process is influenced by factors such as temperature, wind speed, surface
area and humidity.
For example, when wet clothes are left outside, the water in them evaporates due to the
heat from the sun. Similarly, when a puddle of water disappears on a hot day, it is due to
evaporation. Another common example is sweating, where sweat evaporates from the skin
and helps in cooling the body.
 Condensation is the process in which a gas or vapour changes into a liquid when cooled.
This occurs when warm air containing water vapour comes into contact with a cooler surface,
causing the vapour to lose energy and turn into tiny water droplets. Unlike evaporation,
condensation releases heat into the surroundings. This process is responsible for various
natural phenomena, such as the formation of clouds, dew and fog.
A simple example of condensation is when water droplets form on the outside of a cold glass
of water. Another example is the mist that appears on a bathroom mirror after taking a hot
shower. In nature, condensation leads to the formation of clouds when water vapour in the air
cools down and turns into tiny water droplets.
4. In order to separate sugar from wheat flour, the sieving method is used. Sieving is a separation
technique that allows fine particles to pass through small holes in a sieve while larger particles
remain on top. Since sugar granules are larger than wheat flour particles, they can be effectively
separated using this method. This process of sieving sugar from wheat flour can be performed
in the following steps.

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 •  Select a Suitable Sieve: A sieve with fine mesh holes is chosen. The holes must be large
enough to let wheat flour pass through but small enough to retain sugar granules.
•  Pour the Mixture into the Sieve: The mixture of sugar and wheat flour is gently placed
into the sieve.
• Shake the Sieve Gently: The sieve is shaken or lightly tapped. The fine wheat flour particles
pass through the mesh and fall into a separate container. The larger sugar granules remain
on the sieve.
•  Collect the Separated Components: The fine wheat flour is collected in a bowl or plate
below the sieve. The sugar granules are left behind in the sieve and can be collected
separately.
•  Check for Leftover Flour in Sugar (Optional): If some wheat flour remains stuck to the
sugar, it can be further separated using a dry cloth or by gently blowing air to remove fine
particles.
5. A mixture of sand and water can be separated using a combination of sedimentation,
decantation and filtration. These methods take advantage of the difference in solubility and
density between sand and water. Since sand is insoluble in water and heavier than water,
it settles down when left undisturbed. This property allows us to separate sand from water
easily. The process of separation of sand from water can be done through three steps.
(i)  Sedimentation: The sand-water mixture is poured into a container and left undisturbed
for some time. Due to gravity, the heavier sand particles settle at the bottom, forming a
sediment layer.
(ii) Decantation: Once the sand settles, the clear water from the top is carefully poured into
another container without disturbing the sand. This method removes most of the sand,
but some fine particles may remain.
(iii)  Filtration: To remove any remaining tiny sand particles, the decanted water is passed
through a filter paper or fine cloth. The filter traps sand and allows clean water to pass
through.
By using sedimentation, decantation and filtration, sand and water can be separated efficiently.
These simple but effective methods are widely used in both household and industrial settings
to purify water and extract useful substances.
If the sand particles are not too heavy, an alternative method of direct filtration is used, and
the mixture can be directly passed through a fine filter paper. The filter paper retains the sand,
and clean water is collected below.
H. 1. Separation of the mixture is important to obtain pure substances from the mixture because
different substances in a mixture may have different properties and uses. Separating them
helps in obtaining pure substances for specific purposes like cooking, medicine and industrial
use.
2. Fine components pass through the sieve, while bigger components remain behind because
sieving is a method based on the difference in particle size between components of a mixture.
A sieve has tiny holes or meshes that allow smaller particles to pass through while blocking
larger particles.
3. The filter paper has tiny pores because it is designed to allow only liquid or very small particles
to pass through while trapping larger, insoluble particles. This helps in separating solid
impurities from liquids during filtration.

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 4. Evaporation is used to extract salt from seawater because when seawater is heated, the water
evaporates, leaving behind salt crystals. This method is widely used in salt production from
seawater.
5. When milk is boiled and covered with a plate, water vapour gets converted into water droplets
on the underside of the plate because the steam rises and touches the cool surface of the
plate, where it condenses into liquid water. This process is called condensation, which is the
conversion of gas (vapour) into a liquid upon cooling.

Skill-based Activities
DIY Filter System (Page 131)
1. Observations drawn from the activity are as follows.
• The dirty water gradually passes through different layers of filtration materials.
• The water collected at the bottom appears clearer than the original contaminated water.
• The filtration process takes time, indicating that the materials effectively remove impurities.
• The filtered water may still contain microscopic bacteria and dissolved contaminants, making
it unsuitable for direct drinking without further purification.
The conclusion from the activity are as follows.
• The multi-layered filtration system effectively removes larger solid particles, dirt and some
harmful substances.
• The filter does not remove all microorganisms and dissolved chemicals; additional purification
methods like boiling or chemical treatment are required.
• This simple filtration method is useful in emergencies or places with limited access to clean
drinking water.
2. The scientific principles behind filtration are as follows.
•  Mechanical Filtration: The process of separating solid impurities from a liquid using a porous
medium.
•  Sedimentation: Heavy particles settle down due to gravity.
•  Adsorption: Activated charcoal absorbs impurities and odours.
•  Physical and Mechanical Trapping: Each layer acts as a barrier to specific contaminants.
The role of each material in removing the contaminants is as follows.
•  Filter Paper: It acts as a base to hold materials and prevents solid contaminants from passing
through.
•  Gravel/Pebbles (Layer 1): It removes larger particles like leaves, debris and coarse sand.
•  Activated Charcoal (Layer 2): It absorbs harmful chemicals, odours and some bacteria.
•  Sand (Layer 3): It filters out smaller particles like fine sand, mud and dust.
• Bottle Cap Control: It allows a controlled flow of filtered water.
3. Modern water filtration systems have significantly evolved with technology, ensuring better
removal of impurities and providing safer drinking water. Some of the latest advancements
include the following.
•  Reverse Osmosis (RO) Filters: Use a semi-permeable membrane to remove dissolved salts,
heavy metals and harmful chemicals from water.

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 •  Ultraviolet (UV) Purifiers: Use UV light to kill bacteria, viruses and other microorganisms,
making the water microbiologically safe.
•  Activated Carbon Filters: Remove chlorine, pesticides and organic compounds that cause
bad taste and odour.
•  Nanotechnology Filters: Use advanced nanomaterials to remove even the smallest
contaminants, including viruses and heavy metals.
•  Smart Water Filters: Equipped with sensors and mobile connectivity, these filters monitor
water quality in real time and provide alerts when maintenance is needed.
These technologies have improved home water filtration, making clean drinking water more
accessible and efficient.
4. Many countries around the world face severe water scarcity and lack access to clean drinking
water due to pollution, poor infrastructure and climate change. Some of these countries are as
follows.
• Sub-Saharan Africa (Ethiopia, Somalia, Chad, Sudan)
• South Asia (India, Pakistan, Bangladesh, Afghanistan)
• Middle East (Yemen, Syria, Iraq)
• South America (Bolivia, Venezuela, Peru)
• Southeast Asia (Cambodia, Myanmar)
Separation Techniques (Page 131)
Students are expected to do this activity on their own.
Hint: Include the following points while making presentation.
• Highlight the role of separation techniques in daily life and industries.
• Include the following separation methods.
 Filtration: Solids from liquids.
 Evaporation: Liquid from solid.
 Winnowing: Wind separation of grains.
 Magnetic Separation: Magnetic particles removal.
 Sedimentation: Settling solids in liquids.
• Use diagrams and minimal text.
• Link each method to real-world examples.
• Add a quiz or discussion on household separation.
Tracing Technique (Page 132)
Students are expected to do this on their own.
Hint: To create a threshing model, cover a cardboard base with brown paper for the floor and blue for
the sky. Use twigs to make stalks and glue grains or beads to the ends. Make a clay farmer with a stick
(flail) to show threshing. Scatter grains around them to show the result. You can also add a small sieve
to show winnowing.
Separation in Action (Page 132)
Students are expected to do this activity on their own.

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Hint: In your group, choose a real-life scenario like oil refining, grain cleaning or water purification.
Research the separation methods used (for example, distillation, filtration or centrifugation). Explain
how these methods work and their importance. Create a presentation with visuals, real-world examples
and any challenges faced in the process.
Separating Substances (Page 132)
Students are expected to do this activity on their own.
Hint
• Handpicking
• Sieving
• Magnetic Separation
• Winnowing
• Threshing

Separation of Solid-Liquid Mixtures

Separation Methods for Mixtures

Separation of Liquid- Separation of Solid-

Liquid Mixtures Solid Mixtures

• Distillation • Sedimentation and Decantation

• Fractional Distillation • Filtration
• Separating Funnel • Centrifugation
• Crystallisation

Crystal Clarity (Page 132)

Threshing and winnowing are crucial post-harvest processes in agriculture that have significantly
evolved. Traditionally, these methods relied on manual labour and simple tools, but modern agriculture
has embraced mechanisation and technological advancements to improve efficiency, sustainability
and productivity.
The traditional and modern threshing method is described below.
• Traditional Threshing Methods
Threshing is the process of separating grains from harvested crops. In traditional agriculture,
farmers used the following methods.
  Beating with Sticks: Farmers manually beat the harvested crops against a hard surface or with
sticks to separate the grains.

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   Animal Trampling: Crops were spread on the ground, and cattle or buffaloes were made to
walk over them to loosen the grains from the husks.
  Hand Threshing: Farmers manually rubbed the grains against rough surfaces to separate
them from the husks.
These methods were labour-intensive, time-consuming and had a high risk of grain loss due to
improper separation.
• Modern Threshing Methods
With technological advancements threshing has become more efficient and mechanised. Some
of them are as follows.
  Threshers: Machines that automatically separate grains from the husk and straw, reducing
manual effort and increasing productivity.
  Combine Harvesters: These machines perform harvesting, threshing and winnowing in a
single process, significantly saving time and labour.
  Mechanical Threshing Drums: Used in large-scale farming, these drums rotate and use friction
to separate the grains efficiently.
The traditional and modern winnowing method is described below.
• Traditional Winnowing Methods
Winnowing is the process of separating lighter chaff (husk) from heavier grains using wind or air
movement. Traditional techniques included the following methods.
  Manual Winnowing: Farmers used a flat basket (called a winnowing tray) to toss grains into
the air, allowing the wind to blow away the lighter husk while the heavier grains fell back into
the basket.
  Natural Wind Method: Farmers threw grains into the wind, relying on natural air movement
for separation.
  Hand Fans and Bamboo Sieves: Farmers manually blew air using large fans to separate husk
and debris from the grains.
These methods required physical effort, were time-consuming, and depended on favourable
weather conditions.
• Modern Winnowing Methods
Technological advancements have led to the use of machinery for winnowing. Some of these
machinery are as follows.
  Mechanical Winnowers: These machines use controlled airflow to separate husks from grains
quickly and efficiently.
  Blower-based Winnowing Machines: Machines equipped with powerful blowers remove
lightweight chaff while collecting clean grains.
  Automated Grain Processing Units: These integrate winnowing with threshing and cleaning,
reducing human intervention.
Factors contributing to the shift from traditional to modern practices are described below.
• Efficiency and Productivity: Traditional methods require more time and labour, while modern
machinery processes larger quantities in less time. Mechanisation allows farmers to harvest and
process grains faster, ensuring food security and market readiness.

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 • Sustainability: Modern techniques reduce post-harvest losses and grain wastage. Mechanised
farming minimises dependency on manual labour, addressing labour shortages in rural areas.
Efficient processing leads to better grain storage, reducing spoilage and food insecurity.
• Technological Advancements: The introduction of threshers, combine harvesters and automated
winnowers has revolutionised grain processing. Smart farming techniques, including sensor-based
machines and AI-driven sorting systems, have improved accuracy and reduced errors. The use of
renewable energy-powered machines makes modern farming more sustainable.
• Economic Benefits: Farmers save costs on labour while increasing their output and revenue.
Mechanised farming allows for large-scale production, making agriculture more profitable.
Government subsidies and policies encourage the adoption of modern agricultural machinery.
• Climate and Weather Adaptability: Traditional winnowing depended on wind conditions, making
it unreliable. Modern machines provide consistent results regardless of weather conditions.
Concern for Globe (Page 132)
The following eco-friendly ways to dispose of tea leaves and fruit pulp can be adopted instead of
treating used tea leaves and fruit pulp as waste so that we can reuse them in eco-friendly ways that
benefit the environment and our daily lives.
• Composting for Organic Fertiliser: Add used tea leaves and fruit pulp to compost bins along with
vegetable peels, dry leaves and kitchen scraps. This method enriches soil with nutrients, improves
soil moisture retention, and reduces kitchen waste that goes to landfills.
• Natural Plant Fertiliser: Directly mix used tea leaves or fruit pulp into the soil or soak them in water
to make a liquid fertiliser. This method provides essential nutrients like nitrogen, potassium and
phosphorus to plants, acts as a natural soil conditioner, and helps grow flowering and vegetable
plants.
• Natural Cleaning Agent: The tea leaves absorb odours and can be placed in refrigerators or shoes,
and they can also be used to scrub greasy utensils.
• Animal Feed: Some fruit pulps (like watermelon, apple and banana) can be used as feed for cattle,
poultry or composting worms.
• Homemade Skincare Products: Mix dried tea leaves with honey or yoghurt, which can be used
as a natural exfoliator. Chilled and used tea bags help reduce puffiness and dark circles. Fruit pulp
(banana, papaya or orange) can be used for a natural glow.
Water Scarcity (Page 132)
Water scarcity affects both arid regions with naturally low rainfall and overpopulated regions with
excessive water demand. There are many regions in the world facing water scarcity, some of these are
as follows.
• Middle East and North Africa (MENA): Countries like Saudi Arabia, UAE and Egypt suffer from
desert climates and low freshwater sources.
• South Asia: India and Pakistan face water shortages due to overuse, pollution and seasonal
droughts.
• Sub-Saharan Africa: Countries like Ethiopia and Sudan struggle with droughts and lack of
infrastructure.
• Western USA: States like California and Arizona face declining groundwater and reduced snowfall.
• Australia: The interior regions suffer from desertification and extreme drought conditions

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Different regions use various methods to separate impurities and obtain clean drinking water, some of
these are as follows.
• Desalination: Used in Middle Eastern countries like Saudi Arabia and UAE, desalination removes
salt from seawater using reverse osmosis or distillation. It provides freshwater in areas where
natural sources are scarce.
• Filtration and Sedimentation: In rural areas of Africa and India, slow sand filters and bio-sand
filtration are used to remove sediments and contaminants from river water.
• Distillation: Used in arid regions, where heat from the sun is utilised to evaporate water, leaving
impurities behind. The vapour is then condensed to produce pure water.
• Reverse Osmosis (RO): Common in urban areas facing water contamination, this method removes
dissolved salts, bacteria and chemicals.
• Boiling and Solar Disinfection (SODIS): In regions with limited access to modern filtration
systems, people boil water or expose it to sunlight in clear plastic bottles to kill pathogens.
• Rainwater Harvesting: Used in countries like India and Australia, rainwater is collected, filtered
and stored for drinking and irrigation.
• Charcoal and Cloth Filtration: In many remote areas, water is filtered through layers of charcoal
and fabric to remove dirt and microorganisms.
Geographical factors leading to water scarcity are as follows.
• Climate and Low Rainfall: Arid and semi-arid regions like the Sahara Desert and the Middle East
receive minimal rainfall, leading to chronic water shortages.
• Geological Conditions: Some regions have rocky or sandy soil that does not retain water well,
causing rapid drainage and loss of groundwater.
• High Population Density: Countries like India and Bangladesh face water shortages due to high
demand from growing populations and industries.
• Overuse and Mismanagement: Excessive groundwater extraction in regions like California and
northern China has depleted underground reserves, leading to a water crisis.
• Pollution and Contamination: Industrial waste and agricultural runoff in South Asia and parts of
Africa have polluted rivers and lakes, making water unsafe for consumption.
• Melting Glaciers and Climate Change: In regions dependent on glacier-fed rivers, such as the
Himalayas, global warming has led to reduced water availability.
• Deforestation and Land Degradation: Cutting down forests in South America and Africa reduces
the ability of the land to retain water, leading to desertification.

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 10. Living Creatures: Exploring their Characteristics

Answer Key

In-text Questions
Diving Deep (Page 134)
Students are expected to do this on their own.
Hint: Things from our surroundings, classified as living and non-living, along with the reasons for their
classification.
Living Things
Tree: It grows, reproduces (produces seeds), responds to stimuli (for example, roots grow toward
1. 
water) and undergoes respiration.
Dog: It moves on its own, eats food for nutrition, grows, reproduces and responds to stimuli
2. 
(for example, barking when it sees a stranger).
Bird: It flies (movement), eats food, grows, reproduces (lays eggs) and responds to stimuli
3. 
(for example, chirping when it senses danger).
Human: Humans grow, eat food, breathe (respiration), reproduce and respond to stimuli
4. 
(for example, moving away from a hot object).
Butterfly: It moves, grows (from a caterpillar to a butterfly), reproduces (lays eggs) and responds
5. 
to stimuli (for example, flying toward flowers).
Grass: It grows, reproduces (spreads through seeds or roots) and responds to stimuli (for example,
6. 
bending toward sunlight).
Fish: It swims (movement), eats food, grows, reproduces (lays eggs) and responds to stimuli
7. 
(for example, swimming away from predators).
Ant: It moves, eats food, grows, reproduces and responds to stimuli (for example, following a trail
8. 
of food).
9. Flower (for example, Rose): It grows, reproduces (produces seeds) and responds to stimuli
(for example, blooming in sunlight).
10. Frog: It moves (hops), eats food, grows, reproduces (lays eggs) and responds to stimuli
(for example, jumping into water when threatened).
Non-Living Things
All the given things do not move on their own, eat, respond to stimuli, eat food or reproduce. Hence,
the given things are non-living.
1. Chair 2. Table
3. Rock 4. Car
5. Computer 6. Book
7. Cloud 8. Television (TV)
9. Bicycle 10. Soil

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Apply Concept in Context (Page 137)
1. The following is the list of things that we ‘as living beings’ can do but a non-living thing such as a
bicycle or a car cannot do.
• Growth: We increase in size and develop over time, whereas a bicycle or a car remains the
same size unless modified externally.
• Reproduction: We can produce offspring, but non-living things cannot reproduce on their
own.
•  Respiration: We inhale oxygen and exhale carbon dioxide, while a bicycle or a car does not
have a respiratory system.
•  Respond to Stimuli: We can react to heat, cold, touch or sound, while a bicycle or a car cannot
respond on its own.
•  Nutrition and Excretion: We consume food to generate energy, but non-living things like a
bicycle or a car need fuel, which does not undergo digestion.
2. The list of ten living things that require food to grow are as follows.
(i) Human beings (ii) Cats
(iii) Dogs (iv) Trees
(v) Cows (vi) Birds
(vii) Insects (viii) Fish
(ix) Grass (x) Mushrooms
3. The things that can move from one place to another are listed below.
• Birds (Living): They fly from one place to another.
• Fish (Living): They swim in the water.
• Humans (Living): They walk or run to different places.
• Cars (Non-living): They move with the help of fuel and external force.
• Bicycles (Non-living): They move when pedalled by a person.
Examine Further (Page 138)
1. A plant is a living thing because it exhibits all the characteristics of life, even though it remains
fixed in one place. These characteristics include the following.
• Growth: Plants increase in size and develop new leaves, branches and flowers over time.
•  Respiration: It takes in oxygen and releases carbon dioxide at night, while during the day, it
carries out photosynthesis to produce oxygen.
•  Nutrition: Plants make their food through photosynthesis using sunlight, water and carbon
dioxide.
•  Response to Stimuli: Plants react to environmental factors such as light, touch and gravity.
For example, sunflower plants turn toward the sun.
•  Reproduction: Plants reproduce through seeds, spores or vegetative propagation, such as
stem cuttings.
•  Excretion: The plants release oxygen, water vapour and other waste products through their
stomata.

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 2. Some plants show a special movement called nyctinasty, where they fold or close their leaves
in response to changes in light. This movement helps protect the plant from cold temperatures,
water loss and herbivores.
One of the examples is the Touch-Me-Not plant (Mimosa pudica). Mimosa pudica folds its leaves
not only when touched but also at night. It happens because of changes in turgor pressure in the
leaf cells. When light levels decrease, the pressure inside the cells reduces, causing the leaves to
close. This helps protect the plant from temperature changes and potential harm from insects or
grazing animals.
Other plants, such as prayer plants (Maranta) and legumes, also show this behaviour by folding
their leaves at night and reopening them in the morning.
Self-assessment (Page 138)
1. The world around us consists of living and non-living things. Everything we see, touch or interact
with can be classified into one of these two categories based on specific characteristics.
Living things are organisms that exhibit life processes such as growth, movement, respiration,
reproduction, excretion, response to stimuli and adaptation. They require food, water and air to
survive. They have a definite life span, meaning they are born, grow, mature and eventually die.
Some examples of living things are as follows.
• Humans: They grow from infants to adults, breathe oxygen and reproduce.
• Animals: Dogs, birds and fish move in search of food, respond to danger and reproduce.
•  Plants: Trees and flowers grow, make their own food through photosynthesis and respond to
light by bending toward it.
Non-living things are objects that do not show any characteristics of life. They do not grow,
breathe, reproduce or respond to their surroundings. Non-living things can be natural, like rocks
and water or man-made, like cars and furniture. Some examples of non-living things are as follows.
•  Natural Non-living Things: Rocks, air, water and mountains do not grow or change on their
own.
•  Man-made Non-living Things: Chairs, mobile phones and books are created by humans and
do not show life processes.
2. The characteristics of living things are discussed below.
• Growth: Living organisms increase in size over time. For example, a seed grows into a plant.
•  Movement: All living beings show movement, though it may not always be visible. Animals
move from one place to another, while plants move their parts, such as bending toward
sunlight.
•  Respiration: Living organisms take in oxygen and release carbon dioxide to produce energy.
Plants respire through tiny openings called stomata.
•  Response to Stimuli: Living things react to changes in their surroundings. For example,
humans blink when exposed to bright light, and the touch-me-not plant folds its leaves when
touched.
•  Reproduction: Living things produce offspring to continue their species. Animals give birth or
lay eggs, while plants produce seeds.
•  Excretion: Living beings remove waste materials from their bodies. Humans excrete sweat
and urine, while plants release oxygen and other waste gases.

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 •  Nutrition: Living things need food for energy and survival. Animals eat plants or other animals,
while plants make their food through photosynthesis.
3. Response to stimuli is a characteristic of living things that allows them to react to changes in their
surroundings. A stimulus is any change in the environment, such as light, temperature, sound,
touch or chemicals that causes a response in a living organism. Some examples that show this
characterstic are as follows.
•  Bright Light as a Stimulus: When we suddenly step into bright sunlight, our eyes squint or
blink to protect them from excessive light.
•  Hot Objects as a Stimulus: If we accidentally touch a hot pan, we immediately pull our hand
away. This is called a reflex action and protects us from burns.
•  Sunlight as a Stimulus: Plants grow toward sunlight. This movement helps them get maximum
light for photosynthesis.
•  Touch as a Stimulus: The touch-me-not plant (Mimosa pudica) closes its leaves when touched.
This protects it from harm.
•  Gravity as a Stimulus: Roots always grow downward into the soil, while stems grow upward.
4. Living and non-living things differ in several ways, primarily based on the presence or absence of
life processes. One major difference is growth. Living things grow over time as a result of internal
biological processes. For example, a child grows into an adult, a puppy becomes a dog and a seed
develops into a tree. In contrast, non-living things do not grow on their own. A rock, for instance,
remains the same size unless broken or shaped by external forces, and a chair does not increase
in size over time.
Another key difference is the response to stimuli. Living things react to changes in their
environment, which helps them survive and adapt. For example, humans shiver when it is cold,
plants bend toward sunlight and a touch-me-not plant closes its leaves when touched. Non-living
things, however, do not show such responses. A table remains unaffected by light or temperature
changes and a book does not react when touched. These differences highlight how living
organisms have essential biological functions that distinguish them from non-living objects.
Creative Insight (Page 138)
Students are expected to do this on their own.
Hint: Roses can reproduce sexually and asexually as discussed below.
• Sexual Reproduction
Roses possess perfect flowers, meaning each flower contains both male (stamens) and female
(pistils) reproductive organs. The male part, the stamen, produces pollen, while the female part,
the pistil, contains the ovary. Pollination occurs when pollen is transferred from the anther (part of
the stamen) to the stigma (part of the pistil), leading to fertilisation and seed development. These
seeds can grow into new rose plants, though the offspring may exhibit variations from the parent
plants due to genetic recombination.
• Asexual Reproduction
It allows for the propagation of roses without the genetic variation introduced by seeds, producing
plants identical to the parent. Some common methods include the following.
  Stem Cuttings: This is a widely used technique where sections of a rose stem are cut and
planted to develop new roots and shoots. The process involves selecting healthy stems,
cutting them into 6- to 8-inch lengths with at least four nodes (points where leaves emerge),

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 and planting them in suitable growing media. With proper care, these cuttings develop into
new plants that are clones of the original.
  Layering: In this method, a flexible stem is bent to the ground and a portion of it is covered
with soil while still attached to the parent plant. Over time, the buried section develops roots,
and once established, it can be severed from the parent to grow independently.
  Division: Some rose species produce suckers, new shoots that emerge from the base of the
plant. These can be dug up and replanted elsewhere to grow as separate plants.
The following observations from this experiment are expected.
Initially, the cut stem remains unchanged for a few days. After a week or more, small leaves or buds
may start appearing. Stem cutting may develop roots beneath the soil if proper care is provided. If
conditions are favourable (adequate water, warmth and sunlight), the plant will continue growing.
The conclusions of the activity are as follows.
The rose plant can reproduce through stem cuttings, a type of vegetative propagation. The slanting
cut increases the surface area for water absorption, promoting root development. Proper watering
and care help the new plant grow without seeds. This method is useful for growing more plants from
a single healthy plant.
Diving Deep (Page 139)
Students are expected to do this on their own.
Hint: With the help of an elder, plant a marigold seeds in a pot. First, select a suitable pot and filled it
with nutrient-rich soil. Then, make a small hole in the soil and placed the seeds inside, covering them
lightly. After that, water the soil gently to keep it moist. Then, place the pot in a sunny spot to ensure
proper growth. Over time, you will observe that the seeds have started sprouting into small plants.
Record each step in a flow chart in my notebook and later discussed the process with your teacher,
explaining the importance of soil, water and sunlight in plant growth.

Apply Concept in Context (Page 140)

1. Although seeds appear dry and inactive, they are alive and are classified as living things because
they contain a living embryo inside. This embryo has the potential to develop into a fully grown
plant when provided with the right conditions. If a seed were non-living, it would not be able to
sprout and grow into a plant. However, under proper conditions (air, water and warmth), a seed
begins to germinate, proving that it is a living organism.
Even in a dormant state, seeds carry out a slow form of respiration called aerobic respiration. This
means they take in oxygen and release carbon dioxide, which is a characteristic of living things.
Seeds respond to external conditions such as moisture, temperature and light, which affect their
germination process. This response to environmental factors is a feature of living organisms.
2. When a seed germinates, it develops two main structures – the root and the shoot. Each grows in
a specific direction due to biological responses to environmental factors. The root always grows
downward into the soil, a phenomenon known as positive geotropism or positive gravitropism.
This downward growth helps the plant anchor itself in the soil and absorb essential water and
minerals needed for survival.
On the other hand, the shoot grows upward toward the sky, exhibiting negative geotropism or
negative gravitropism. This upward growth allows the shoot to reach sunlight, which is necessary

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 for photosynthesis, the process by which plants make their food. Additionally, the shoot also
exhibits positive phototropism, meaning it grows toward the direction of sunlight, ensuring
maximum light absorption for photosynthesis. This directional growth ensures the survival of the
plant by enabling it to access water and nutrients through its roots while positioning its leaves for
optimal sunlight exposure.
Examine Further (Page 140)
1. The additional conditions and factors apart from water, oxygen and warmth affect seed
germination are as follows.
• Soil Quality: Nutrient-rich and well-drained soil supports better germination.
•  Depth of Sowing: Seeds should be planted at the right depth; too deep may prevent sprouting,
while too shallow may dry out.
•  Light: Some seeds require light for germination, for example, lettuce, while others need
darkness, for example, beans.
•  Humidity: Adequate moisture in the air prevents seeds from drying out before germination.
• Seed Viability: Older seeds or damaged seeds may not germinate well.
2. If a plant is placed upside down, its roots and shoot will still grow in their natural directions. This
can be explained as follows.
• The roots will grow downward because of positive geotropism or gravitropism. Roots always
grow in the direction of gravitational pull, so they will bend and move downward into the soil.
• The shoot will grow upward because of negative geotropism and positive phototropism. The
shoot will curve and grow upwards against gravity and toward the light source.
This happens because plants have specialised cells that sense gravity and light, ensuring proper
orientation even when disturbed.
Self-assessment (Page 141)
1. Seed germination is the process by which a seed transforms into a new plant when provided with
suitable conditions. It involves a series of biological changes that activate the embryo inside the
seed, leading to the growth of a seedling. The seeds require water, soil and warmth for germination.
•  Water Absorption: The seed absorbs water, causing it to swell and break open the seed coat.
• Activation of Enzymes: Water triggers enzymes that convert stored food (starch) into energy
for growth.
•  Root Emergence: The radicle (first root) grows downward to absorb water and nutrients from
the soil.
•  Shoot Emergence: The plumule (shoot) grows upward towards light to develop into stems
and leaves.
•  Leaf Development: The seedling forms its first leaves, which start photosynthesis, allowing
the plant to produce its food.
2. The air and the soil both play a crucial role in seed germination and plant growth. Without air and
soil, the seed would not get the essential resources needed for germination and growth.
Air (oxygen) is important because of the following reasons.
• The seeds need oxygen for respiration, which provides energy for cell division and growth.
• In waterlogged or compacted soil, seeds may not get enough oxygen, leading to poor or
failed germination.

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 • The proper airflow around the plant helps prevent fungal infections and diseases in young
seedlings.
Soil is important because of the following reasons.
• It provides essential nutrients such as nitrogen, phosphorus and potassium, which help in
root and shoot development.
• It holds moisture that keeps the seed hydrated for germination.
• It offers support to growing roots, anchoring the plant firmly in place.
• It regulates temperature to protect the seed from extreme heat or cold.
3. If a root receives sunlight from the north direction, its growth will not be affected by the light
because roots are generally not responsive to light. Instead, they grow in response to gravity and
moisture rather than sunlight.
Roots grow away from light. If exposed to sunlight from the north, the root will still grow
downward into the soil which is growth in the direction of gravity. However, if part of the root
is above ground and directly exposed to sunlight, it may slightly bend away from the light while
continuing to move downward.
4. Some seeds need darkness to germinate because exposure to light can inhibit their growth. These
seeds are usually planted deeper in the soil. These seeds rely on darkness to ensure they develop
strong roots before emerging above the soil. Examples of such seeds are as follows.
• Beans: Commonly grown in warm soil and need to be covered well.
• Onions: Their seeds require darkness for sprouting and proper root development.
• Corn (Maise): Prefers dark conditions for sprouting before growing toward the light.
• Peas: Germinate best when planted in dark, moist soil.
• Pumpkin: Requires deep planting to protect the seed from direct sunlight during germination.
Creative Insight (Page 141)
The following factors and conditions are necessary for the germination of a seed.
• Water: It activates enzymes, softens the seed coat and helps in breaking dormancy.
• Oxygen: It is required for cellular respiration to provide energy for growth.
• Suitable Temperature: Most seeds germinate within a specific temperature range, usually
between 20–30°C.
• Proper Light or Darkness: Some seeds require light, while others need darkness for germination.
• Viability of the Seed: The seed must be healthy and capable of germinating.
Observations drawn from this activity is represented in the table below.

Pot Conditions Required Germination of Seed (Yes/No)

Air Sunlight Water
A Yes Yes No No (No water, no germination)
B Yes Yes Too much No (Excess water prevents germination)
C Yes No Moist No (No sunlight, no healthy growth)
D Yes Yes Moist Yes (All necessary conditions met)

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This experiment leads to the following conclusions.
• Water is essential for germination, but excessive water (as in pot B) can prevent proper growth.
• Sunlight is necessary for healthy plant development, as seen in pot C, where the seed did not
grow well in darkness.
• A balance of air, water and sunlight is required for proper seed germination, as demonstrated in
pot D.
• Lack of any one factor (as in pots A, B and C) prevents or hinders seed growth.
Diving Deep (Page 142)
There are many animals which undergo significant transformations as they mature, resulting in adults
that look markedly different from their younger forms. Some examples of such animals are as follows.
• Bald Eagle: Juvenile bald eagles have mottled brown and white plumage, which changes to the
distinctive dark brown body and white head and tail of adults over several years.
• Crown of Thorns Starfish: The young crown of thorns starfish starts as translucent, floating larvae.
As they mature, they develop arms and sharp spikes, eventually becoming the spiny adults known
for feeding on coral.
• Salmon: Salmon undergo significant changes as they age, including alterations in body shape
and colouration.
• Flatfish: Flatfish larvae start life with bilateral symmetry, but as they mature, one eye migrates to
the other side, and they adopt a flattened, asymmetrical adult form suited for life on the seabed.
Apply Concept in Context (Page 145)
1. The standing water is harmful because it becomes a breeding ground for disease-carrying
insects, especially mosquitoes. Mosquitoes lay their eggs in stagnant water, leading to an
increase in their population and the spread of diseases like malaria, dengue and chikungunya.
Additionally, standing water can also harbour bacteria, viruses and fungi, which cause infections
and waterborne diseases such as cholera, typhoid and dysentery.
Moreover, stagnant water leads to bad odour and contamination, making it unsuitable for drinking
or household use. It can also promote the growth of algae and mould, which can cause allergic
reactions and respiratory problems. In urban areas, accumulated water can lead to flooding and
damage to infrastructure. To prevent these problems, it is important to eliminate standing water
by draining it, covering water storage containers, and keeping surroundings clean and dry.
2. Larvae and pupae are two distinct stages in the life cycle of many insects, including mosquitoes.
They differ in their shape, movement, colour, structure and function during development.
Larvae are the active feeding stage of the insect’s life cycle. They have a worm-like, elongated
body and are often called ‘wigglers’ because of their constant movement in water. They appear
darker in colour, usually black or brown, and have a soft body without a protective covering.
Larvae actively swim using tiny hair-like structures. Their main purpose at this stage is growth and
development, and they molt several times before transforming into pupae.
Pupae, on the other hand, are the resting and transformation stage of the insect’s development.
They look quite different from larvae, having a more compact, comma-shaped body that is often
lighter in colour or even translucent. Pupae are also known as ‘tumblers’ because they remain
mostly motionless, floating near the water surface, but they tumble or flip when disturbed. Unlike
larvae, pupae do not feed; instead, their bodies undergo metamorphosis, during which internal

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 changes occur, transforming them into adult insects. They are enclosed in a hard protective casing,
which shelters the developing adult form.
3. Kalyani’s mother advised her to wear a full-sleeved shirt because it was the rainy season, which
increases the risk of mosquito bites. Rainwater often collects in puddles, drains and other places,
creating breeding grounds for mosquitoes. Many mosquito species, including those that spread
malaria and dengue, become more active during this season.
Wearing a full-sleeved shirt helps protect the skin from mosquito bites, reducing the chances
of getting mosquito-borne diseases. Additionally, covering the body also prevents other insect
bites, skin infections and allergies caused by damp and muddy conditions. Apart from wearing
protective clothing, using mosquito repellent, sleeping under a mosquito net and avoiding
stagnant water are also important steps to stay safe during the rainy season.
Examine Further (Page 145)
1. When a fruit is formed in a plant, several significant changes occur, transforming the flower into a
mature fruit. Some of these changes are as follows.
• The ovary of the flower develops into the fruit after fertilisation. This process is called fruit
formation or fruit set.
• The ovules inside the ovary turn into seeds. Each seed contains an embryo that can grow into
a new plant under suitable conditions.
• After fertilisation, the petals, stamens and style of the flower dry up and fall off, leaving only
the ovary to grow into a fruit.
• The ovary enlarges as it stores nutrients and water to support seed development.
• The texture of the fruit changes; some fruits become soft and fleshy, such as mango, apple and
tomato, while others become dry and hard, such as nuts, beans and grains.
• As the fruit ripens, its colour may change due to pigment formation. These colour changes
attract animals and birds, which help in seed dispersal.
2. The mosquito larvae and pupae are aquatic stages of the mosquito life cycle, but they cannot
extract dissolved oxygen from water like fish. Instead, they need to breathe atmospheric oxygen,
which is why they frequently move to the water’s surface.
Unlike fully aquatic organisms like fish and tadpoles, mosquito larvae and pupae do not have gills
to extract oxygen from water. Since the oxygen in water is limited, they must rely on atmospheric
oxygen by frequently surfacing.
Self-assessment (Page 145)
1. A life cycle is the complete sequence of stages that an organism goes through from its birth,
growth, reproduction and eventually death. It describes how living organisms develop, mature
and produce offspring to continue their species. Each species has a unique life cycle, but the
fundamental stages remain the same i.e. birth, growth, reproduction and death.
In simpler terms, the life cycle represents the journey of life. It can vary in duration and complexity
among different organisms.
•  Human Life Cycle: A baby is born, grows into a child, becomes an adult, ages and eventually
dies.
•  Plant Life Cycle: A seed germinates, grows into a plant, produces flowers and fruits, seeds
form and new plants grow.
•  Frog Life Cycle: Eggs hatch into tadpoles, develop legs, lose their tails and become adult frogs.

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 2. The life cycle of a plant involves the following stages.
•  Seed Stage: The plant life begins as a seed. The seed contains an embryo, which grows into a
new plant under suitable conditions.
•  Germination: When the seed gets water, oxygen and the right temperature, it sprouts. The
root grows downward, and the shoot grows upward.
•  Seedling Stage: The young plant (seedling) develops small leaves and starts making its food
through photosynthesis.
•  Growth and Development: The plant continues to grow, producing more leaves, branches
and roots. It prepares to reproduce by developing flowers.
3. Mosquitoes act as vectors for various infectious diseases. They transmit pathogens such as
parasites, viruses and bacteria from infected individuals to healthy ones through their bites.
The female Anopheles mosquito transmits malaria, a life-threatening disease caused by the
Plasmodium parasite.
When this mosquito bites an infected person, it ingests the malaria parasite along with the blood.
Later, when it bites a healthy person, the parasite enters the bloodstream and infects red blood
cells. Malaria causes high fever, chills, sweating, headaches and fatigue and can become severe if
left untreated.
Other diseases that are transmitted by the female mosquitoes are as follows.
•  Dengue Fever: It causes high fever, severe body pain, rashes and bleeding complications.
•  Chikungunya: It leads to fever, joint pain, muscle pain and rash.
4. The four stages of the life cycle of a frog are as follows.
(i)  Egg Stage: The life cycle of a frog begins with eggs. Frogs lay eggs in clusters called spawn,
which appear as jelly-like substances in water. The jelly protects the eggs and provides
moisture.
(ii) Embryo Stage: Inside the egg, the developing frog is called an embryo. The embryo
undergoes changes, and after a few days, it develops into a tadpole. The embryo stage is
crucial for growth and formation before hatching.
(iii) Tadpole Stage: After hatching, the young frog is called a tadpole. It has a long tail, breathes
through gills and swims in water like a fish. As it grows, it develops legs and its lungs start
forming for breathing air.
(iv) Froglet to Adult Frog Stage: The tadpole gradually loses its tail and develops into a froglet,
which looks like a small adult frog but is still growing. Eventually, it becomes a fully developed
adult frog capable of living on land and in water. The adult frog can now reproduce, continuing
the life cycle.
Creative Insight (Page 145)
Many insects undergo complete metamorphosis, experiencing four distinct life stages, which are egg,
larva, pupa and adult. Examples of such animals are as follows.
• Beetles: This group of insects includes ladybugs, weevils and fireflies.
• Butterflies and Moths: They are known for their transformation from caterpillars to winged adults.
• Flies: Including houseflies, mosquitoes and fruit flies.
• Bees, Wasps and Ants: These social insects also follow this developmental pattern.

138
 • Fleas: Parasitic insects that transition through these stages.
• Lacewings and Antlions: Predatory insects beneficial for controlling pest populations.

Learning Quest (Page 146)

A. 1. (c) 2. (c)
3. (d) 4. (a)
5. (b) 6. (a)
B. 1. Venus flytrap
2. increases
3. Respiration
4. Reproduction
5. four
C. 1. True
2. True
3. False
4. True
5. False
D. 1. Mosquito: Egg, embryo and tadpole are stages in the life cycle of a frog, while a mosquito
belongs to a completely different organism.
2. Stem: Egg, seed and leaf are parts of reproduction or growth in plants, but the stem is mainly
responsible for the support and transportation of nutrients.
3. Pressure: Light, air and soil are essential for plant growth, whereas plants do not directly need
pressure.
4. Oxygen: Sweat, carbon dioxide and urine are waste products of the body, while oxygen is
needed for respiration and is not a waste product.
5. Bulb: Cats, dogs and cows are living animals, whereas a bulb is a non-living object.
E. 1. (d) 2. (a)
3. (e) 4. (c)
5. (b)
F. 1. Living things have specific characteristics that differentiate them from non-living things. These
include the following.
• Growth: Living organisms grow by increasing in size or number of cells. For example, a
plant grows taller and a child grows into an adult.
• Movement: Animals move from one place to another, while plants show movement by
bending toward light or closing leaves when touched.
• Respiration: Living things take in oxygen (or other gases) and release energy from food.
• Response to Stimuli: They respond to environmental changes. For example, a sunflower
turns toward sunlight, and humans react when they touch a hot cup.
• Reproduction: Living beings produce offspring to continue their species.

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 • E xcretion: They remove waste materials. For example, humans excrete urine and sweat,
and plants release oxygen as a byproduct of photosynthesis.
•  Nutrition: They need food to survive. Plants make their food through photosynthesis,
while animals eat plants or other animals.
2. Reproduction is a fundamental biological process through which living organisms produce
new individuals of their kind. It ensures the continuation of species and prevents their
extinction.
In plants, reproduction mainly occurs through seeds, which germinate under favourable
conditions to grow into new plants. Some plants also reproduce through other methods, such
as cuttings, spores or budding.
In animals, reproduction can be classified into two main types as follows.
•  Oviparous (Egg-laying animals): Some animals, like frogs and mosquitoes, lay eggs that
hatch into young ones. These young ones undergo different stages of development before
reaching adulthood.
•  Viviparous (Live-birth animals): Some animals, like humans and mammals, give birth to
live young ones, which develop inside the mother’s body before birth.
Reproduction plays a crucial role in maintaining the balance of nature by ensuring the survival
of different species.
3. A stimulus is any change in the environment that causes a response in an organism. Unlike
animals, plants do not have a nervous system, but they can still detect and respond to
environmental stimuli in various ways. This response is called tropism, which is the directional
growth or movement of a plant in reaction to external factors like light, gravity, water or touch.
• Sunflowers turn toward the sun throughout the day, ensuring they receive maximum
sunlight for photosynthesis.
• The roots grow downward into the soil. Meanwhile, the shoots grow upward, away from
the ground.
• Mimosa pudica (Touch-Me-Not plant) folds its leaves when touched.
• Climbing plants like peas and vines develop tendrils that wrap around nearby structures
for support.
4. Movement in plants and animals differs in several ways, primarily due to differences in their
structure, function and response to stimuli.
• Plants show slow, limited and localised movement, usually in response to external stimuli
like light, gravity, touch or water. Meanwhile, the animals exhibit rapid, voluntary and
coordinated movement, allowing them to move their entire body from one place to
another.
• Plant movement is usually growth-related and occurs in specific parts, such as stems
growing towards light or roots growing downward due to gravity. However, animal
movement is more dynamic and involves different body parts working together, such as
walking, running, flying or swimming.
• In plants, movement is controlled by hormones which regulate growth-based movements.
Some movements, like the closing of Mimosa (touch-me-not) leaves, occur due to changes
in water pressure inside the cells. In animals, movement is controlled by the nervous
system and muscles, allowing quick and voluntary movements.

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 5. The four stages of the life cycle of a frog are as follows.
(i) Egg Stage: The life cycle of a frog begins with eggs. Frogs lay eggs in clusters called
spawn, which appear as jelly-like substances in water. The jelly protects the eggs and
provides moisture.
(ii) Embryo Stage: Inside the egg, the developing frog is called an embryo. The embryo
undergoes changes, and after a few days, it develops into a tadpole. The embryo stage
is crucial for growth and formation before hatching.
(iii) Tadpole Stage: After hatching, the young frog is called a tadpole. It has a long tail,
breathes through gills and swims in water like a fish. As it grows, it develops legs and its
lungs start forming for breathing air.
(iv) Froglet to Adult Frog Stage: The tadpole gradually loses its tail and develops into a
froglet, which looks like a small adult frog but is still growing. Eventually, it becomes a
fully developed adult frog capable of living on land and in water. The adult frog can now
reproduce, continuing the life cycle.
G. 1. 
Seed germination is the process by which a seed develops into a new plant. Several essential
conditions are required for germination to occur. When all these conditions are met, the seed
absorbs water, swells and breaks its seed coat. The radicle emerges first, followed by the
plumule, leading to the growth of a new plant.
• Water: Seeds need water as water softens the seed coat, allowing the embryo to expand
and sprout. Water also provides dissolved oxygen for growing embryos. For example, dry
seeds do not sprout, but when soaked in water, they start germinating.
• Oxygen: Seeds require oxygen for respiration, which provides the energy needed for
growth. If a seed is buried too deep in the soil or submerged in water, it may not get
enough oxygen and fail to germinate.
•  Suitable Temperature: The seeds need an appropriate temperature range for proper
growth. Too high or too low temperatures can slow or prevent germination.
•  Proper Soil or Growing Medium: The seeds germinate well in moist, well-drained and
nutrient-rich soil that supports growth. Hard surfaces or compact soil can make it difficult
for the sprout to emerge.
•  Light or Darkness: Some seeds require light to germinate, while others need darkness. For
example, lettuce seeds require light, while bean seeds germinate in darkness.
2. The plant is a living thing, even when it cannot move from one place to another like animals,
but it shows other characteristics of living things, proving that it is alive.
•  Growth: Plants grow from seeds into mature plants, increasing in size and producing new
leaves, stems and roots. For example, a small sapling grows into a large tree over time.
•  Respiration: Plants take in oxygen and release carbon dioxide at night, while during
photosynthesis, they absorb carbon dioxide and release oxygen. For example, leaves have
tiny openings called stomata for gas exchange.
•  Nutrition: Plants make their food using sunlight through photosynthesis. They absorb
water and minerals from the soil to sustain life.
•  Response to Stimuli: Even though they do not walk or run, plants respond to environmental
changes. For example, sunflowers turn toward the sun, and Mimosa pudica (Touch-Me-
Not) closes its leaves when touched.
•  Reproduction: Plants reproduce through seeds, spores, cuttings or vegetative propagation.
For example, mango trees grow from seeds, while roses can be grown from stem cuttings.

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 3. Yashika found her old dress, which was her favourite. But, when she tried to wear it, she
couldn’t. This situation demonstrates the characteristic of growth in living beings. It is one of
the main characteristics of living organisms as they grow in size over time. Yashika has grown
taller and bigger over the years, making her old dress too small for her.
Unlike non-living objects, which do not grow unless something is added to them, living beings
show natural, irreversible growth. For example, a plant seed grows into a sapling and then into
a large tree – it does not shrink back into a seed.
Just as humans grow taller, gain weight and change in appearance over time, all living
organisms experience growth and development. For example, a puppy grows into a dog; a
baby grows into an adult. Thus, Yashika’s inability to fit into her old dress is a clear sign of
growth, which is a characteristic of all living things.
4. Stagnant water serves as an ideal breeding ground for mosquitoes, which are responsible for
transmitting several life-threatening diseases like malaria, dengue and chikungunya. Female
mosquitoes, lay their eggs in standing water bodies such as ponds, clogged drains, water tanks,
discarded tires, flower pots and uncovered containers. The larvae and pupae of mosquitoes
develop in water before emerging as adult mosquitoes. When an infected mosquito bites a
human, it transmits disease-causing parasites or viruses into the person’s bloodstream.
The life cycle of a mosquito consists of four distinct stages – egg, larva, pupa and adult. The
entire cycle takes about 7 to 10 days, depending on temperature and water conditions.
• Egg: The eggs are laid on the surface of stagnant water and they hatch into a larva within
1–2 days.
• Larva: It lives in water and feeds on microorganisms, breathes through tiny tubes at the
water’s surface and it sheds its skin several times as it grows.
• Pupa: It is the resting stage of mosquito’s life cycle which does not eat. It floats near the
water surface before transforming into an adult.
• Adult Mosquito: It emerges from the pupa and flies away. The female mosquitoes feed on
blood to produce eggs, while the males feed on plant nectar.
The diagram below is illustrating the life cycle of a mosquito, including the four stages: egg,
larva, pupa and adult.

Female mosquitoes lay

Pupae live in water.
eggs in containers that
They develop into
hold water.
adult, flying mosquitoes
in 2-3 days.
Adult

Pupa Eggs

Larva Eggs hatch within a few

Larvae live in water. days to months when
They develop into pupae covered with water.
in as few as 5 days.

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 5. Plants exhibit growth throughout their lives, increasing in size, height and mass. Unlike
animals, they grow in specific regions such as in the tips of roots and shoots. Growth in plants
occurs as they absorb water, nutrients and sunlight which helps them develop new leaves,
stems and flowers. For example, a small mango sapling gradually grows into a large mango
tree over the years.
Although plants do not move from one place to another like animals, they show movement in
response to external stimuli. One such movement is phototropism, where plants grow toward
a light source. Another type of movement is seen in climbing plants like peas and money
plants, where their tendrils coil around nearby objects for support.
Additionally, some plants exhibit movements, such as the Mimosa pudica (Touch-Me-Not
plant), which closes its leaves when touched due to changes in water pressure inside its cells.
Thus, even though plants remain rooted in one place, they display growth and movement in
various ways that help them adapt, survive and respond to their surroundings.
H. 1. Breathing is a part of respiration, as respiration is the complete process of breaking down
food to release energy, and breathing is the process of taking in oxygen and releasing carbon
dioxide. Oxygen inhaled during breathing is used in respiration, where glucose is broken
down to produce energy.
2. Living things grow permanently and irreversibly as growth in living organisms occurs due to
cell division, where new cells are continuously formed, which is permanent and irreversible.
For example, a baby grows into an adult, and a seed grows into a tree and these changes
cannot be undone.
3. Growth in non-living things is external and reversible because non-living things do not grow
by cell division but by the addition of external materials. For example, a balloon increases in
size when inflated. However, this type of growth is reversible, as a balloon can deflate and
return to its original size, unlike living organisms.
4. Plants respond to different stimuli as they adjust their growth based on environmental
conditions. The root grows downward because it responds to gravity, while the shoot grows
upward towards sunlight for photosynthesis. Roots also grow toward water to absorb nutrients,
and some seeds require light for germination, like coleus and petunia.
5. Seeds of petunia should be covered with soil because they require darkness for proper
germination. Covering them with soil ensures they get the necessary conditions, including
moisture and protection from external disturbances.

Skill-based Activities
Growth Observation (Page 148)
1. The observation and conclusion from the activity are described below in the table.

Beaker Seedling Position Observations Conclusion

Beaker 1 Seedling is placed The shoot grows Shoots grow towards light
upright in sunlight upward, and the root and roots grow downward
grows downward due to gravity

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 Beaker Seedling Position Observations Conclusion

Beaker 2 Seedling is placed The shoot bends Shoots grow towards the
upright inside a towards the hole light source even in darkness
cardboard box (light source), and and roots always grow
with a hole the root grows downward due to gravity
downward

Beaker 3 Seedling is placed The shoot curves and Shoots always move upward
downward in grows upward, and and roots move downward
sunlight the root bends and despite the initial position
grows downward

2. The shoot will bend towards the hole in the box because plants grow toward a light source,
whereas the root will grow downward because roots always grow in the direction of gravity.
3. If beaker 3 replaces beaker 2 inside the cardboard, the shoot of seedling in beaker 3 will curve
and grow upward towards the hole in the box, and the root will bend and continue growing
downward.
4. The device that can be used to measure the amount of light in the cardboard is a lux meter or
light meter, and a device to measure the amount of moisture is hygrometer or moisture meter.
Soil Monitoring (Page 149)
Artificial Intelligence (AI) has significantly advanced soil monitoring, providing farmers with precise
tools to assess soil health and optimise crop production. Here are some AI-powered soil monitoring
devices and their functionalities.
• Chrysa Labs Soil Analyser: This portable device utilises advanced AI to scan and analyse the soil’s
chemical nature in under 30 seconds. It provides real-time data on soil nutrients, enabling farmers
to make informed decisions about fertilisation and crop management.
• Farmspace Soil Testing Device: Designed as a low-cost, portable solution, Farmspace offers an
AI-powered device that helps farmers assess soil health and fertility on-site in real-time. This tool
aids in optimising soil management practices for sustainable crop production.
• GroGuru’s Strategic Irrigation Management System: GroGuru provides a service that combines
continuous root zone monitoring with an AI-based recommendation engine. It analyses soil
moisture data, offers precise irrigation recommendations and helps farmers manage water
resources efficiently.
• AI-Powered Soil Monitoring Framework: This system integrates drones, advanced sensors and
AI algorithms to conduct soil health assessment. It monitors critical parametres like nitrogen,
phosphorus, potassium (NPK), soil moisture and temperature, providing insights for irrigation
and fertilisation.
These AI-driven devices and systems collect extensive data on various soil parametres through sensors
and imaging technologies. The data is processed using machine learning algorithms to analyse soil
composition, moisture levels, nutrient content and other critical factors. The insights generated enable
farmers to make informed decisions regarding irrigation, fertilisation and crop management, leading
to enhanced productivity and sustainable agricultural practices.

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Park Snapshots (Page 149)
Students are expected to do this on their own.
Hint: For living things, students can click the picture of plants, trees, insects and humans in the park.
For non-living things, students can click the picture of swings, bench, stones, lamp post, dustbin and
pathways.
Sensitisation Drive (Page 149)
It is advised not to allow water to stagnate anywhere in our surroundings because of several reasons,
as discussed below:
• Disease Vector Breeding Ground: Stagnant water serves as an ideal habitat for mosquitoes,
which can transmit diseases such as malaria and dengue fever.
• Bacterial Proliferation: Still water can harbour harmful bacteria, including Legionella and
Pseudomonas aeruginosa, which pose health risks upon exposure.
• Mould Growth: Accumulated water promotes mould development, leading to potential
respiratory issues and structural damage.
The following methods can be performed to prevent stagnant water.
• Regularly Empty and Clean Water Containers: Water stored in buckets, flower pots and air cooler
trays should be emptied and cleaned at least once a week to prevent mosquito breeding.
• Cover Water Storage Tanks and Wells: Always keep water tanks, drums and wells covered with
tight-fitting lids to prevent mosquitoes from laying eggs.
• Proper Drainage System: Ensure that rainwater and wastewater drain properly by maintaining
clean and unclogged drainage systems. Avoid water accumulation in potholes, broken pipes or
low-lying areas.
• Clean Gutters and Drains Regularly: Blocked gutters and drains can cause water to collect and
stagnate, leading to mosquito breeding. Regularly remove leaves, dirt and debris from them.
• Fill Potholes and Depressions: Water can collect in potholes on roads or in open areas. Filling
them with soil or sand prevents water accumulation.
• Dispose of Waste Properly: Plastic bottles, tyres, coconut shells and other waste items that can
collect water should be disposed of properly or recycled.
Ways to clean and disinfect stagnant water are discussed below.
• Chlorination: Adding chlorine to stagnant water kills bacteria, viruses and mosquito larvae. It is
widely used in swimming pools and drinking water purification.
• Boiling: Boiling stagnant water for 10–15 minutes helps kill harmful microorganisms, making it
safe for consumption.
• Use of Bleach: Household bleach (sodium hypochlorite) can be added to stagnant water to
disinfect it and kill germs. However, it should be used in controlled amounts.
• Aeration and Agitation: Stirring or moving water increases oxygen levels, preventing the growth
of harmful bacteria and fungi, which is especially useful for stagnant ponds and lakes.
• Natural Disinfectants: Adding neem leaves, basil leaves or copper coins to stagnant water can
help reduce bacterial growth. Copper has antimicrobial properties that prevent the spread of
germs.

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Characteristics of Life (Page 149)
Students are expected to do this activity on their own.
Hint

Surroundings

Living Things Non-living Things

Characterstics Characterstics
• Growth and • Do not grow
development • Do not reproduce
• Reproduction • No response to stimuli
• Movement • Do not breathe or
• Response to stimuli respire
• Respiration • Do not need food or
• Nutrition water
• Excretion • No excretion process

Examples Examples
• Humans • Rocks
• Animals • Air
• Plants • Water
• Microbes • Cars
• Tables
• Buildings

Life Cycle of a Plant (Page 149)

Students are expected to do this on their own.
Hint: Example of observation table.

Date Observation Remarks

Day 1 Planted the bean seed in moist soil. The soil is moist, and the pot is placed in
sunlight.
Day 7 The seed has sprouted; a small shoot is Germination has started.
visible.

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 Date Observation Remarks
Day 14 The shoot has grown to 5 cm tall. Two small The plant is growing steadily.
leaves have appeared.
Day 30 The plant is 15 cm tall with several leaves. Healthy growth was observed.
Day 45 First, flower buds appeared. Flowers are expected to bloom soon.
Day 50 Flower have bloomed. It took 50 days for the flower to bloom.
Day 60 Some parts of the flower have dried up, but The plant is using nutrients for fruit
the plant continues to grow. formation.
Day 70 The flower has transformed into a small The fruit is growing larger.
green pod (fruit).
Day 90 The pod has dried and turned brown. It The plant has completed its life cycle.
contains 4 bean seeds.

Preventive Steps (Page 150)

During the rainy season, stagnant water provides a breeding ground for mosquitoes, leading to an
increase in mosquito-borne diseases. Some of the most common diseases caused by mosquitoes
include the following.
• Malaria: Caused by the Plasmodium parasite and transmitted by female Anopheles mosquitoes.
• Dengue: Caused by the dengue virus and transmitted by Aedes mosquitoes.
• Chikungunya: Spread by Aedes mosquitoes, causing severe joint pain and fever.
• Zika Virus: This virus is transmitted by Aedes mosquitoes and can cause inborn disabilities if
pregnant women are infected.
• Japanese Encephalitis: A viral infection spread by Culex mosquitoes, affecting the brain.
• Filariasis or Elephantiasis: Caused by parasitic worms and transmitted by Culex mosquitoes.
To stay protected from mosquito-borne diseases, certain precautions should be taken.
• Prevent Mosquito Breeding: Water should not be allowed to stagnate in containers, pots or old
tyres. Water storage tanks must be cleaned and covered regularly, and kerosene or mosquito
larvicides can be added to standing water to prevent mosquito breeding.
• Use Protective Measures: Mesh screens on windows and doors help keep mosquitoes out, while
mosquito repellents, sprays and coils can provide additional protection indoors. Sleeping under
mosquito nets is especially important for babies and young children.
• Maintain Cleanliness: Garbage bins should always be covered and waste should be disposed of
properly. Growing mosquito-repelling plants like neem, citronella and tulsi around the home can
help keep mosquitoes away.
• Personal Protection: In schools, personal protection is equally important. Wearing full-sleeved
shirts, pants and covered shoes can prevent mosquito bites, and applying mosquito repellent on
exposed skin before going outside adds another layer of safety.
• Classroom and School Environment: Stagnant water in playgrounds, flower pots or water
coolers must be eliminated. Regular pest control and fumigation should be conducted by school
authorities and classrooms and common areas must be kept clean and free from waste.
Students are expected to make the poster on their own.

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Forest Cover (Page 150)
Forests are vital ecosystems that support a diverse range of flora and fauna, playing a crucial role in
maintaining earth’s environmental balance. Below is a list of ten significant forests from around the
world, arranged in increasing order of their size.
1. Primorye Forest: Russia
2. Burmese Tropical Rainforest: Myanmar
3. Valdivian Temperate Rainforest: Chile and Argentina
4. Tongass National Forest: United States (Alaska)
5. Sundaland Rainforest: Southeast Asia (Indonesia, Malaysia, Brunei)
6. New Guinea Rainforest: Papua New Guinea and Indonesia
7. Congo Rainforest: Central Africa
8. Amazon Rainforest: South America
9. Australasian Realm: Australia, New Guinea and neighbouring islands
10. Taiga (Boreal Forest): Northern Hemisphere (Russia, Canada, Scandinavia and Alaska)

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 11. Nature’s Treasure

Answer Key

In-text Questions
Diving Deep (Page 132)
Example of a table listing ten materials from our surroundings, classified as natural and man-made are
as follows.

Material Classification
Wood Natural
Plastic Man-made
Water Natural
Glass Man-made
Cotton Natural
Steel Man-made
Sand Natural
Concrete Man-made
Wool Natural
Paper Man-made

Apply Concept in Context (Page 156)

1. Water is one of the most important natural resources that we use in our daily lives. The following
are the daily activities where water is used.
• Drinking
• Bathing
• Brushing teeth
• Cooking food
• Washing hands
• Washing clothes
• Cleaning utensils
In order to reduce the wastage of water, we can follow these wise practices.
• Turn off the tap while brushing your teeth instead of letting the water run continuously.
• Use a bucket for bathing instead of taking a long shower.
• Fix any leaking taps and pipes to prevent unnecessary water loss.
• Use leftover water from washing vegetables to water plants instead of throwing it away.
• Collect rainwater through rainwater harvesting techniques and use it for household chores.
• Avoid using a hose to wash vehicles; instead, use a bucket and sponge.

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 • Do not overuse water while cooking; use only the required amount.
• Encourage people to use water wisely and spread awareness about water conservation.
2. Forests provide us with many valuable resources that are essential for daily life. Some of the useful
products obtained from forests are listed below.
• Wood: It is used for making furniture, doors and paper.
• Rubber: It is used in making tyres, shoes and various industrial products.
• Honey: Honey is collected from beehives in forests and used as a natural sweetener.
• Fruits: Many fruits like mangoes, bananas and berries grow in forests.
• Medicinal Plants: Various herbs like neem and tulsi are used in traditional medicine.
• Gum and Resin: It is used in making adhesives, paints and varnishes.
• Bamboo: It is used for construction, making baskets and furniture.
• Spices: Spices like cardamom, cinnamon and pepper come from forest plants.
• Oxygen: Forests act as the lungs of the earth by producing oxygen through photosynthesis.
• Dyes: Natural dyes used in textiles and paints are obtained from forest plants.
3. The sun is the primary source of energy on earth, and life depends on it in many ways. If the sun
did not rise, it would have severe consequences on life and the environment. There would be
complete darkness on earth, making it difficult for humans and animals to see and carry out their
daily activities. Without sunlight, plants would not be able to perform photosynthesis, the process
by which they make food. This would lead to a shortage of food for herbivores, which in turn
would affect carnivores, leading to the collapse of the food chain.
The absence of sunlight would also cause a drastic drop in temperature. The earth would become
extremely cold, making survival difficult for humans and animals. Water bodies would freeze, and
many living organisms would not be able to adapt to such extreme conditions.
Without the sun’s heat, the water cycle would stop. There would be no evaporation, leading to no
clouds and no rainfall. This would result in droughts and a lack of freshwater. The sun also plays
a crucial role in generating wind and ocean currents. Without it, weather patterns would change
drastically, leading to an imbalance in the climate.
Examine Further (Page 156)
1. Water pollution occurs when harmful substances contaminate water bodies, making them unsafe
for human use and harmful to aquatic life. Several human activities contribute to water pollution,
some of these are as follows.
•  Industrial Waste Disposal: Factories release toxic chemicals, heavy metals and untreated
wastewater into rivers and lakes, making the water harmful to humans and aquatic life.
•  Sewage and Domestic Waste: Untreated sewage and household waste, such as detergents,
soap and human waste, enter water bodies and cause waterborne diseases.
•  Agricultural Runoff: Pesticides, fertilisers and animal waste from farms wash into rivers and
lakes, leading to chemical pollution and excessive growth of algae.
•  Plastic Waste Dumping: Plastics, bottles and polythene bags thrown into water bodies do not
decompose easily and harm aquatic animals.
•  Deforestation and Soil Erosion: Cutting down trees causes soil erosion, which results in excess
mud and sediments entering rivers, making the water dirty and affecting aquatic ecosystems.

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 We can reduce water pollution in the following ways.
•  Avoid Dumping Waste in Water Bodies: Always dispose of garbage, plastic and household
waste in designated places instead of throwing them into rivers or lakes.
•  Use Eco-friendly Products: Reduce the use of chemical-based detergents, pesticides and
fertilisers to prevent harmful substances from reaching water bodies.
•  Promote Proper Sewage Treatment: Ensure that sewage is treated before being released into
rivers or lakes to prevent contamination.
•  Reduce Plastic Usage: Minimise the use of plastics to prevent plastic waste from entering
water bodies.
2. Water harvesting is the practice of collecting and storing rainwater for future use. Many traditional
water harvesting methods have been used in different regions of India for centuries.
The following traditional methods are used for conservation of water.
•  Johads (Earthen Check Dams): These are found in Rajasthan, johads are small, crescent-shaped
earthen embankments built to collect rainwater. These structures help recharge groundwater
and provide water for drinking and irrigation.
•  Baolis (Stepwells): These are common in Gujarat and Rajasthan, baolis are deep wells with
steps leading to the water. They store rainwater and provide easy access to water during dry
seasons.
•  Tanka (Underground Water Tank): In arid regions of Rajasthan, people build underground
tanks called tankas to store rainwater collected from rooftops. The stored water is used for
drinking and cooking purposes.
•  Kunds (Cisterns for Rainwater Storage): Kunds are small, saucer-shaped rainwater collection
systems used in desert areas. They collect rainwater in an underground tank, which is then
used for drinking.
•  Bamboo Drip Irrigation: This is practised in Meghalaya; bamboo pipes are used to transport
water from higher regions to lower agricultural fields. This system is eco-friendly and efficient.
Self-assessment (Page 156)
1. Natural resources are materials or substances that occur naturally in the environment and are
essential for the survival of humans, animals and plants. These resources include air, water, soil,
minerals, forests, sunlight and fossil fuels. They are the foundation of life on earth and play a vital
role in fulfilling the basic needs of living organisms.
Natural resources can be classified into two main types – renewable and non-renewable.
Renewable resources, such as sunlight, wind and water, can be replenished naturally over time,
whereas non-renewable resources, like coal, petroleum and minerals, take millions of years to
form and can be exhausted due to excessive use. The conservation and sustainable management
of natural resources are crucial for maintaining ecological balance and ensuring their availability
for future generations.
2. Renewable sources of energy are those that can be naturally replenished and are available in
abundant supply. These energy sources do not deplete over time and have minimal negative
impact on the environment. Some examples of renewable energy sources include the following.
•  Solar Energy: Energy obtained from the sun’s rays, which can be converted into electricity
using solar panels.
•  Wind Energy: Energy harnessed from moving air using wind turbines to generate electricity.

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 •  Hydropower (Water Energy): Energy derived from the movement of water, usually in dams
and hydroelectric power plants.
•  Biomass Energy: Energy produced from organic materials such as wood, agricultural waste
and animal manure through combustion or fermentation.
3. Solar panels are devices that convert sunlight into electricity. These cells are made of materials,
such as silicon, which generate electric current when exposed to sunlight. The electricity produced
can be used immediately or stored in batteries for later use.
Solar panels are widely used for various applications, such as follows.
• Providing electricity to homes, schools and businesses.
• Powering streetlights and traffic signals.
• Running solar-powered water pumps for irrigation.
• Generating clean energy in remote areas where conventional electricity is unavailable.
4. Van Mahotsav is an annual tree-planting festival celebrated in India to promote awareness about
forest conservation and the importance of trees. It was first initiated in 1950 by K. M. Munshi,
the then Union Minister for Agriculture and Food. The festival is observed in the first week of
July every year, coinciding with the monsoon season, which provides suitable conditions for tree
plantation.
During Van Mahotsav, people, including students, environmentalists and government officials,
participate in tree-planting drives across cities, villages, schools and public spaces. The festival
emphasises the role of trees in maintaining ecological balance, reducing pollution, preventing
soil erosion and providing oxygen. The celebration of Van Mahotsav highlights the need for
sustainable forest management and serves as a reminder of the responsibility to protect and
restore nature for future generations.
Creative Insight (Page 156)
Air can be used as a source of energy through wind energy, which is harnessed using wind turbines to
generate electricity. The process involves converting the energy of moving air (wind) into mechanical
energy and then into electrical energy. Large wind turbines are installed in open areas where wind
flow is strong. These turbines have large blades attached to a rotor.
The following observations can be made from the experiment.
When the spin wheel is placed in front of a table fan or in the direction of the wind, it starts rotating.
The speed of rotation depends on the strength of the wind or the speed of the fan. If the thumb pin is
too tight, the wheel does not spin freely. If it is too loose, it wobbles. The rotation is continuous as long
as there is a flow of air. The spin wheel stops moving when the wind or air supply is turned off.
This experiment leads to the following conclusions.
• Moving air (wind) possesses energy, which can be used to perform mechanical work.
• The experiment demonstrates the principle of wind energy, which is used in wind turbines to
generate electricity.
• Wind energy is a renewable source of energy and can be harnessed using windmills and turbines.
• The faster the wind speed, the greater the force exerted on the spin wheel, causing it to rotate
faster.
• The working principle of the spin wheel is similar to wind turbines, where large blades rotate due
to wind energy and generate electricity through a generator.
• By utilising wind energy effectively, we can reduce dependence on fossil fuels and promote
sustainable energy sources.

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Diving Deep (Page 157)
The Government of India has implemented several campaigns and policies to conserve water and
forests, as mentioned below.
• Jal Shakti Abhiyan (2019): A nationwide campaign focusing on water conservation, rainwater
harvesting, renovation of traditional water bodies and watershed development.
• Pradhan Mantri Krishi Sinchayee Yojana (PMKSY) (2015): Aims to enhance physical access to
water on farms, expand cultivable areas under assured irrigation and promote sustainable water
conservation practices.
• Atal Bhujal Yojana (2020): A community-led groundwater management program designed to
improve rural livelihoods and build resilience in states with high groundwater depletion.
• National Water Mission: Part of the National Action Plan on Climate Change, this mission aims to
conserve water, minimise wastage and ensure equitable distribution across and within states.
• Forest Conservation Act (1980): Enacted to regulate the diversion of forest land for non-forestry
purposes, aiming to reduce deforestation and ensure compensatory afforestation.
• National Forest Policy (1988): Focuses on environmental stability, maintenance of ecological
balance and increasing forest cover to one-third of the country’s land area.
• National Mission for a Green India: One of the eight missions under the National Action Plan on
Climate Change, aiming to protect, restore and enhance India’s diminishing forest cover.
• National Afforestation Programme (NAP): Aims to promote afforestation and eco-development
activities, enhancing forest cover and ecological restoration.
Apply Concept in Context (Page 161)
1. In ancient times, early humans used specific types of rocks for lighting fires and hunting. Flint, a
type of rock, was commonly used to create sparks. When struck against steel or another hard rock,
flint produced sparks that could ignite dry grass or wood shavings, helping early humans to make
fire for cooking, warmth and protection.
For hunting, early humans shaped rocks into sharp tools and weapons. Rocks like obsidian, a
volcanic glass, were used to make cutting tools, spearheads and arrowheads. These tools helped
them hunt animals for food and protection. Additionally, hard stones like granite and basalt were
used to make hand axes and hammer stones for breaking nuts and bones and shaping other
tools.
2. Rocks and minerals are transported from one location to another by natural resources such as
water, wind, glaciers and gravity.
•  Water: Rivers and streams carry small rocks, pebbles and minerals from mountains to plains.
The flowing water erodes rocks and breaks them into smaller pieces, which are transported
downstream and deposited as sediments in riverbeds and deltas.
•  Wind: In desert regions, strong winds lift and carry sand and small rock particles over long
distances. This process, known as wind erosion, shapes the landscape by wearing down rocks
and depositing sediments elsewhere.
•  Glaciers: Large masses of ice, called glaciers, slowly move over land and carry rocks, boulders
and minerals with them. As glaciers melt, they leave behind these materials in new locations,
forming moraines and valleys.
•  Gravity: Landslides and rockfalls move large amounts of rock from high elevations to lower
areas, redistributing minerals and sediments.

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 3. In older times, people used natural fuels such as wood, dried leaves, cow dung cakes and charcoal
for cooking. Wood was the most common fuel, as it was easily available in forests and villages.
People also used animal dung, especially in rural areas, as it burned slowly and provided warmth
for cooking. Charcoal, made from burning wood in a low-oxygen environment, was another
efficient fuel used for cooking.
Nowadays, modern fuels such as liquefied petroleum gas (LPG), piped natural gas (PNG) and
electricity are commonly used for cooking. LPG is widely used in households as it burns efficiently
and produces less smoke. In urban areas, people also use electric stoves and induction cooktops,
which rely on electricity as a source of energy. Additionally, in some places, compressed natural
gas (CNG) is being used as a cleaner alternative fuel. These modern fuels are more convenient,
efficient and eco-friendly compared to traditional fuels.
Examine Further (Page 161)
1. Non-renewable resources such as coal, petroleum, natural gas and minerals play a crucial role in
our daily lives. Some common examples of their usage are as follows.
•  Electricity Generation: Coal is widely used in thermal power plants to generate electricity.
Many countries rely on coal as a primary energy source.
•  Transportation: Petrol and diesel, derived from petroleum, are the most common fuels
used in vehicles such as cars, buses, trucks and motorcycles. Aviation fuel is also made from
petroleum.
•  Industrial Production: Many industries use fossil fuels and minerals for manufacturing
products. For example, steel industries use coal, while petroleum-based chemicals are used in
making plastics, synthetic fabrics and fertilisers.
•  Cooking and Heating: Liquefied Petroleum Gas (LPG) and natural gas are used for cooking in
homes and restaurants. In colder regions, natural gas and coal are also used for heating.
•  Construction: Minerals like iron, copper and aluminium are widely used in building materials,
electrical wiring and household appliances. Cement, an essential construction material, is
produced using limestone, which is a non-renewable resource.
•  Medicine and Healthcare: Some medicines, including painkillers and antiseptics, are made
using petroleum-based chemicals. Medical equipment and packaging also rely on plastic
materials derived from fossil fuels.
•  Agriculture: Petroleum-based fertilisers and pesticides are used to increase crop yield. Tractors
and other farming machinery run on diesel fuel.
2. The burning of fossil fuels, such as coal, petroleum and natural gas, has several negative effects on
the environment, as described below.
•  Air Pollution: Fossil fuels release harmful gases like carbon dioxide (CO2), carbon monoxide
(CO), sulphur dioxide (SO2) and nitrogen oxides (NOX), which contribute to air pollution. These
pollutants can cause respiratory diseases and other health issues in humans and animals.
•  Global Warming: The excessive release of carbon dioxide and other greenhouse gases traps
heat in the earth’s atmosphere, leading to global warming. Rising temperatures cause climate
change, resulting in extreme weather conditions, melting glaciers and rising sea levels.
•  Acid Rain: The burning of coal and petroleum releases sulphur dioxide and nitrogen oxides
into the atmosphere, which mix with water vapour to form acid rain. Acid rain damages crops,
forests, soil and buildings.

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 •  Water Pollution: Oil spills from ships and industrial waste from factories pollute rivers, lakes
and oceans, harming aquatic life and making water unsafe for drinking.
•  Soil Degradation: Fossil fuel extraction, such as coal mining and oil drilling, disturbs the soil,
making the land unsuitable for farming. Leaks from oil wells can contaminate groundwater
and agricultural land.
•  Deforestation: To mine coal and extract petroleum, large areas of forests are cleared, leading
to loss of biodiversity and destruction of animal habitats.
•  Health Hazards: People living near coal mines and oil refineries are exposed to toxic fumes,
increasing their risk of lung diseases, heart problems and other health conditions.
3. Fossil fuel conservation is essential to reduce environmental pollution and ensure sustainable
energy use. Some effective ways to conserve fossil fuels include the following.
•  Use Public Transport and Carpooling: Instead of using private vehicles, travelling by buses,
trains and shared taxis can help reduce fuel consumption. Carpooling with others for daily
commutes also saves fuel.
•  Switch to Alternative Energy Sources: Using renewable energy sources such as solar panels,
wind turbines and hydroelectric power can reduce dependence on fossil fuels. Installing solar
water heaters and solar cookers in homes can help conserve electricity and gas.
•  Reduce, Reuse and Recycle: Recycling plastic, paper and metal products reduces the demand
for new materials made from fossil fuels. Reducing waste also minimises manufacturing energy
consumption.
•  Plant More Trees: Trees absorb carbon dioxide, helping to reduce the impact of greenhouse
gases released by burning fossil fuels. Afforestation and reforestation can help maintain
ecological balance.
•  Avoid Wasting Electricity: Switching off lights, fans and electrical appliances when not in use
saves electricity and reduces fossil fuel consumption in power plants.
Self-assessment (Page 161)
1. Non-renewable resources are natural resources that are limited in quantity and cannot be
replenished within a short period. These resources take millions of years to form, and once they
are consumed, they cannot be regenerated at the same rate as their usage. For example, fossil
fuels (coal, petroleum and natural gas), minerals and certain types of soil and rocks.
Since non-renewable resources are essential for industries, transportation and daily life, their
overuse can lead to depletion, making it necessary to use them wisely and explore alternative
sources of energy.
2. Some of the commonly used non-renewable resources are as follows.
•  Coal: It is used in electricity generation and industrial processes.
•  Petroleum: It is used for making fuels like petrol and diesel, as well as in plastics and chemicals.
•  Natural Gas: It is used for cooking, heating and electricity generation.
•  Minerals (Iron, Copper, Aluminium and Gold): These are used in construction, manufacturing,
and making tools, machinery and electronic devices.
•  Limestone: It is used in cement production and construction.
3. Fossil fuels are naturally occurring energy sources formed from the remains of dead plants and
animals that have decomposed and undergone chemical changes over millions of years. These
fuels are rich in carbon and release energy when burned. Fossil fuels are found in three forms.

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 •  Coal: Coal is a black or brownish solid fossil fuel formed from decayed plant matter. It is
primarily used in power plants to generate electricity. Different types of coal include peat,
lignite, bituminous and anthracite, with varying carbon content and energy output.
•  Petroleum: Petroleum, also called crude oil, is a thick, dark liquid found deep underground. It
is refined into different fuels such as petrol, diesel, kerosene and jet fuel. It is also used to make
plastic, asphalt and synthetic fibres.
•  Natural Gas: Natural gas is a gaseous fossil fuel primarily composed of methane. It is used in
homes for cooking and heating, in industries for power generation, and as a cleaner fuel for
vehicles in the form of Compressed Natural Gas (CNG).
4. Sustainable development refers to the responsible use of natural resources to meet the needs
of the present generation without compromising the ability of future generations to meet their
own needs. It emphasises balancing economic growth, environmental protection and social well-
being. The goals of sustainable development include the following.
• Identifying reasons for resource depletion to reduce excessive consumption.
• Preventing waste and excess usage of natural resources.
• Recycling and reusing materials to reduce dependence on non-renewable resources.
• Reducing pollution caused by industrial and human activities.
• Protecting the environment through conservation efforts.
• Preserving forests and wildlife to maintain biodiversity.
• Using alternative and renewable energy sources such as solar and wind energy.
Creative Insight (Page 161)
The type and colour of soil vary from place to place due to differences in mineral composition, organic
matter, climate and the parent rock from which the soil is formed. The colour of the soil is influenced by
the presence of different minerals, moisture content and the amount of decomposed organic matter.
For example,
• Dark brown or black soil contains a high amount of organic matter and is rich in nutrients, making
it suitable for farming.
• Red soil is rich in iron oxides and is commonly found in regions with high iron content.
• Yellow soil also contains iron but in a hydrated form.
• Sandy soil is light in colour and has large particles, which makes it well-draining but less fertile.
• Clayey soil appears dark and is rich in minerals but retains a lot of water.
The following observations can be made in this experiment.

Texture Observations Under

Location Colour of Soil
(Feel by Touching) Magnifying Glass
School
Light brown Slightly sandy, dry Contains small rocks and sand grains
Ground
Nearby Presence of decomposed leaves,
Dark brown Soft, rich in organic matter
Park small roots
Contains organic matter,
Crop Field Black Moist, sticky, fertile
earthworms
Home
Reddish-brown Fine and smooth Rich in iron, small pebbles present
Garden

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This experiment leads us to the following conclusions.
• The colour and texture of soil samples vary depending on their location.
• The school ground soil is light brown and sandy, indicating a lack of organic matter.
• The park soil is dark brown and rich in organic matter, making it fertile.
• The crop field soil is black, moist and sticky, meaning it has high water retention and is rich in
nutrients.
• The home garden soil is reddish-brown, smooth and contains iron, which affects its fertility.

Learning Quest (Page 162)

A. 1. (d) 2. (a)
3. (c) 4. (b)
5. (d) 6. (d)
B. 1. Compressed Natural Gas (CNG)
2. Rainwater harvesting
3. coal, petroleum, natural gas.
4. natural resources
5. weathering
C. 1. True 2. True
3. False 4. False
5. True
D. 1. ROCK
2. NATURAL RESOURCES
3. MINERALS
4. PETROLEUM
5. FUEL
E. 1. (d) 2. (a)
3. (e) 4. (c)
5. (b)
F. Fossil fuels are naturally occurring energy-rich substances formed from the decomposed
1. 
remains of plants and animals over millions of years. They are found deep within the earth’s
crust and are used as a primary source of energy for various human activities.
The three main types of fossil fuels are coal, petroleum and natural gas.
• Coal is a solid fuel primarily used for electricity generation and industrial processes.
• Petroleum is a liquid fuel used in transportation and manufacturing industries.
• Natural gas is a cleaner-burning fossil fuel widely used for cooking, heating and electricity
generation.
Natural gas is a gaseous fossil fuel that primarily consists of methane. It is formed from the
2. 
decomposition of organic matter buried deep under the earth’s surface over millions of years.
Natural gas is extracted through drilling and is used for various purposes, including cooking,
heating and electricity generation.

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 It is considered a cleaner fuel compared to coal and petroleum because it produces less carbon
dioxide and harmful pollutants when burned. Compressed Natural Gas (CNG) is a widely used
form of natural gas that is used as a fuel for vehicles because it causes less pollution than petrol
and diesel. Liquefied Natural Gas (LNG) is another form used for industrial and commercial
purposes. Despite being a fossil fuel, natural gas is preferred for its efficiency and relatively
lower environmental impact.
3. Renewable resources are natural resources that can be replenished naturally over a short
period and are available in an unlimited supply. The examples of renewable resources include
sunlight, wind, water and biomass. These resources can be used continuously without the risk
of depletion. In contrast, non-renewable resources are those that take millions of years to form
and cannot be replaced once exhausted. The examples of non-renewable resources include
coal, petroleum and natural gas. These resources are limited in quantity and are consumed
faster than they are replenished.
The excessive use of non-renewable resources leads to their depletion and environmental
problems such as pollution and global warming. Therefore, the conservation of non-renewable
resources and the adoption of renewable energy sources are essential for sustainable
development.
4. Soil is formed through a natural process called weathering, where rocks break down into
smaller particles over thousands of years. This process is influenced by natural factors such
as are broken down into smaller fragments due to temperature fluctuations, wind and water.
Chemical weathering happens when minerals in rocks react with water and air, causing them
to dissolve or change in composition. Biological weathering is caused by organisms such as
bacteria, fungi and plant roots that help break down rocks.
Over time, the broken-down rock particles mix with organic matter, air and water to form soil.
Different types of soil are formed depending on the composition of minerals and the climatic
conditions of a region. Soil is an essential resource as it provides a foundation for plant growth,
supports biodiversity and plays a crucial role in agriculture.
Sustainable development is the practice of using natural resources responsibly to meet the
5. 
needs of the present generation without compromising the ability of future generations
to meet their own needs. It aims to balance economic growth, environmental protection
and social well-being. Sustainable development focuses on the conservation of resources,
minimising waste, reducing pollution and promoting renewable energy sources.
Some key principles of sustainable development include reducing the excessive consumption
of resources, recycling materials, and protecting forests and wildlife. Governments and
organisations worldwide promote sustainable practices through policies, awareness
campaigns and technological innovations. The motto of sustainable development includes the
three Rs, reduce, reuse and recycle, to conserve resources. By adopting sustainable practices,
we can ensure a healthier environment and a better quality of life for future generations.
G. 1. The overuse of fossil fuels has severe consequences for both the environment and human life.
One of the major effects is air pollution, as burning fossil fuels releases harmful gases such as
carbon dioxide, sulphur dioxide and nitrogen oxides. These pollutants contribute to smog,
acid rain and respiratory diseases in humans.
Additionally, the excessive use of fossil fuels is a primary cause of global warming, as carbon
dioxide emissions trap heat in the earth’s atmosphere, leading to climate change. Rising
temperatures result in melting glaciers, rising sea levels and extreme weather conditions

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 such as hurricanes, droughts and wildfires. Overuse also leads to resource depletion because
fossil fuels are non-renewable and take millions of years to form. If not managed wisely, future
generations may face an energy crisis.

Furthermore, extracting fossil fuels through mining and drilling causes deforestation,
habitat destruction and soil erosion, disrupting ecosystems and threatening biodiversity.
The dependence on fossil fuels also increases economic instability due to price fluctuations
and geopolitical conflicts over resource control. To solve these problems, alternative energy
sources such as solar, wind and hydroelectric power should be adopted, and conservation
measures should be implemented.
2. Forests are one of the most valuable natural resources, playing a crucial role in maintaining
ecological balance and supporting life on earth. They provide oxygen through the process of
photosynthesis and absorb carbon dioxide, helping to regulate the earth’s climate. Forests act
as carbon sinks, reducing the impact of global warming. They also provide habitat for a wide
variety of plant and animal species, supporting biodiversity.
In addition, forests contribute to soil conservation by preventing erosion and maintaining
soil fertility. They help regulate the water cycle by absorbing rainwater and replenishing
groundwater sources. Economically, forests provide resources such as timber, medicinal
plants, and raw materials for industries like paper and furniture manufacturing.
Additionally, forests have recreational and aesthetic value, providing spaces for tourism, hiking
and relaxation. However, deforestation due to logging, agriculture and urbanisation threatens
these benefits. Sustainable forest management practices, such as afforestation, reforestation
and controlled logging, are essential to preserving forests for future generations.
3. Air, sun and water are renewable resources because they are naturally replenished and do not
get exhausted with use.
Air is essential for all living beings, providing oxygen for respiration and carbon dioxide for
plants. It also plays a crucial role in weather patterns and climate regulation. Moving air or
wind, can be harnessed to generate electricity through wind turbines, making it a valuable
renewable energy source.
The sun is another important renewable resource, providing solar energy that supports life
on earth. It is the primary source of heat and light, influencing weather, climate and plant
growth. Solar energy can be converted into electricity using solar panels, making it a clean
and sustainable alternative to fossil fuels.
Water is essential for drinking, agriculture, industry and electricity generation. It is replenished
through the natural water cycle, which includes evaporation, condensation and precipitation.
Electricity is generated using the energy of moving water, making it an eco-friendly source of
electricity.
4. The conservation of natural resources is essential to ensure their availability for future
generations and to protect the environment. Some of the ways to conserve natural resources
are discussed below.
• One of the most effective ways to conserve resources is through the ‘3R’s’ approach, Reduce,
Reuse and Recycle. Reducing excessive consumption of resources such as water, energy
and raw materials helps in minimising wastage. Reusing materials like glass bottles, cloth
bags and old furniture reduces the need for new production. Recycling paper, plastic and
metals helps conserve resources and reduce pollution.

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 • Sustainable agricultural practices, such as crop rotation and organic farming, help maintain
soil fertility and reduce dependency on chemical fertilisers.
• Afforestation and reforestation are crucial in conserving forests, while controlled logging
ensures that tree cutting is balanced with replanting efforts.
• Water conservation techniques such as rainwater harvesting and wastewater treatment
help preserve freshwater sources.
• Switching to renewable energy sources like solar and wind power reduces dependency on
fossil fuels, preventing environmental degradation.
• Governments can implement policies and laws to regulate resource use, while individuals
can contribute by adopting eco-friendly lifestyles.
• Public awareness campaigns and education also play a vital role in promoting conservation
efforts.
5. Soil is one of the most important natural resources because it supports plant growth, which
in turn sustains life on earth. It provides essential nutrients to plants, enabling them to grow
and produce food for humans and animals. Soil also serves as a habitat for many organisms,
including bacteria, fungi and insects, which play a vital role in maintaining soil health. It
helps in water retention and filtration, preventing floods and ensuring a steady supply of
groundwater.
Soil acts as a foundation for buildings, roads and other infrastructure, making it essential
for construction activities. It also plays a role in carbon storage, helping regulate the earth’s
climate. However, soil degradation due to deforestation, overgrazing and excessive use
of chemical fertilisers threatens its quality and productivity. Soil conservation techniques
such as crop rotation, terrace farming and afforestation help prevent erosion and maintain
soil fertility. Sustainable agricultural practices ensure that soil remains productive for future
generations. Protecting soil is crucial for food security, environmental balance and economic
stability, making it a valuable resource that must be carefully managed.
H. 1. Renewable resources do not get exhausted or depleted due to human activities because they
are naturally replenished over time. Resources like sunlight, wind and water are continuously
available and do not diminish with use. For example, the sun provides energy daily, and the
water cycle ensures the continuous availability of water. However, their overuse or pollution
can reduce their effectiveness.
2. Soil and water are important natural resources because they are essential for the survival of
living organisms. Soil provides nutrients for plant growth, which forms the basis of the food
chain, while water is necessary for drinking, agriculture and industry.
3. Solar power is one of the best known renewable energy sources because it is abundant,
sustainable, and does not cause pollution. Solar energy can be harnessed through solar panels
to generate electricity, reducing dependence on fossil fuels.
4. Air is a mixture of gases as it contains multiple components, including nitrogen (78%), oxygen
(21%), carbon dioxide, argon and other trace gases. Each gas plays a crucial role in supporting
life, such as oxygen for respiration and carbon dioxide for photosynthesis.
5. Soil is a valuable resource that supports biodiversity as it provides a habitat for numerous
organisms, including bacteria, fungi, earthworms and insects. Soil also supports plant growth,
which forms the foundation of ecosystems, sustaining herbivores, carnivores and omnivores
in the food chain.

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Skill-based Activities
Global Fuel Consumption: 2022 (Page 164)
1. The countries with the highest and lowest fossil fuel consumption are as follows.
• Highest: United Arab Emirates (141,325.7 kWh)
• Lowest: Bangladesh (2,890.08 kWh)
2. The possible alternative technologies or fuels to replace fossil fuels are as follows.
Renewable Energy Sources: Solar power, wind energy, hydroelectric power, geothermal
• 
energy and biomass.
• Nuclear Energy: A low-carbon alternative to fossil fuels.
• Hydrogen Fuel Cells: Clean energy sources for transportation and industry.
Energy Efficiency Improvements: Smart grids, energy-efficient appliances and better
• 
insulation.
3. The environmental harm caused by excessive use of fossil fuels are as follows.
Air Pollution: Emission of pollutants like sulphur dioxide (SO2), nitrogen oxides (NOX) and
• 
particulate matter, leading to respiratory diseases.
• Climate Change: Carbon dioxide (CO2) emissions contribute to global warming.
• Water Pollution: Oil spills and coal mining contaminate water sources.
• Habitat Destruction: Mining and drilling disrupt ecosystems.
4. The following bar graph presents countries in ascending order of their fossil fuel consumption per
capita.

161
Fossil Fuel (Page 165)
Students are expected to do this activity on their own.
Hint: Students can include the following headings in their presentation.
Introduction to Fossil Fuels
• Definition and examples (coal, petroleum, natural gas).
• How fossil fuels are formed (millions of years under pressure and heat).
Types of Fossil Fuels
• Coal: Uses in electricity generation.
• Petroleum: Uses in transportation and industries.
• Natural Gas: Uses in cooking and electricity.
Environmental Impact
• Air pollution and greenhouse gas emissions.
• Contribution to global warming and climate change.
Conservation and Alternatives
• Why we need to reduce fossil fuel usage.
• Renewable energy alternatives (solar, wind, hydro).
Poster Making (Page 165)
World Water Day is celebrated every year on March 22.
It is celebrated due to the following reasons.
• Raise Awareness: Highlight the importance of freshwater and advocate for sustainable water
management.
• Address Water Crisis: Focus on issues like water scarcity, pollution and lack of access to clean
drinking water.
• Promote Sustainable Practices: Encourage individuals, communities and governments to
conserve water.
• Support SDG 6: Align with the United Nations Sustainable Development Goal 6 (SDG 6) ensuring
availability and sustainable management of water and sanitation for all.
• Encourage Global Action: Inspire people to take action in tackling water-related challenges.
Students are expected to make the poster on their own.
Nurture Nature (Page 165)
Students are expected to do this on their own.
Hint: Things that can be included in poster are as follows.
• Title: Write ‘Van Mahotsav’ in bold and creative fonts at the top of the poster.
• Slogans: Create catchy and meaningful slogans as follows.
 ‘Plant a Tree, Grow a Life.’
 ‘Green Earth, Clean Earth.’
 ‘One Tree Can Make a Million Dreams.’
• Images: Draw or paste pictures of trees, forests and people planting trees.

162
 • Key Messages: Add short points about the benefits of trees, such as follows.
 Trees provide oxygen and clean the air.
 Trees help in reducing global warming.
• Decorations: Use bright colours, borders and stickers to make the poster attractive.
Mapping Natural Resources (Page 166)
Students are expected to do this on their own.
Hint
Natural Resources

Renewable Non-renewable
Resources Resources

• Water • Fossil fuels

• Solar energy • Minerals
• Wind energy • Nuclear fuels
• Biological resources

Energy Audit (Page 166)

Students are supposed to do this activity on their own.
Hint: This activity will help you analyse energy usage patterns and learn about the importance of
energy conservation.
Green Guardians (Page 166)
Deforestation, the large-scale removal of trees, is driven by various human activities and has profound
environmental consequences as described below.
• Agricultural Expansion: Clearing forests for crop cultivation and livestock grazing is a leading
cause, accounting for more than 70% of deforestation globally.
• Logging and Wood Harvesting: The demand for timber, paper and other wood products leads to
extensive logging, often unsustainable, contributing significantly to forest loss.
• Mining: Extracting minerals and resources requires clearing forested areas, leading to habitat
destruction and increased erosion.
• Urbanisation: Expanding cities and infrastructure necessitate clearing forests for housing, roads
and other urban developments.
• Fuelwood Harvesting: In many developing countries, wood is a primary energy source for cooking
and heating, leading to the removal of trees for fuel.
• Climate Change: Extreme weather events, such as wildfires and droughts, intensified by climate
change, can lead to significant forest loss.

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The following are the major consequences of deforestation.
• Climate Change Acceleration: Deforestation contributes to approximately 10% of global warming,
as trees that absorb carbon dioxide are removed, increasing greenhouse gas concentrations.
• Biodiversity Loss: Forests are home to a significant portion of the world’s biodiversity. Their
destruction leads to habitat loss, threatening numerous plant and animal species.
• Disruption of Water Cycles: Trees play a crucial role in the water cycle, influencing precipitation
patterns and water quality. Their removal can lead to altered weather patterns and water shortages.
• Soil Erosion and Degradation: Without tree roots to stabilise the soil, deforested areas are prone
to erosion, reducing soil fertility and leading to desertification.
• Impact on Indigenous Communities: Many Indigenous populations rely on forests for their
livelihoods and cultural practices. Deforestation can lead to displacement and loss of cultural
heritage.
Resource Mapping (Page 166)
India has significant reserves of coal, petroleum and natural gas, distributed across various states.
Below is a list of states rich in these resources.
1. The following are the coal-producing states in India.
• Jharkhand: Houses the largest coal reserves in India, particularly in the Dhanbad region.
• Odisha: Notable coalfields include Talcher and Ib Valley.
• Chhattisgarh: Features extensive coal deposits in the Korba area.
• West Bengal: The Raniganj coalfield is a prominent source.
• Madhya Pradesh: Significant coalfields are located in Singrauli and Umaria.
• Telangana: The Singareni coalfields are well-known.
• Maharashtra: Key coal mining areas include Chandrapur and Nagpur.
2. The following are the petroleum-producing states in India.
• Assam: Home to major oil fields in Digboi, Duliajan and Sivasagar.
• Gujarat: Significant oil fields are located in Ankleshwar, Cambay and Mehsana.
• Rajasthan: The Mangala area in the Barmer district is notable for oil production.
• Mumbai High (Offshore): A crucial offshore oil field situated off the coast of Maharashtra.
3. The following are the natural gas-producing states of India.
• Assam: Natural gas reserves are found in areas like Duliajan and Sivasagar.
• Gujarat: Significant reserves are present in the Hazira and Ankleshwar regions.
• Tripura: Notable gas fields are located in the Baramura and Rokhia areas.
• Tamil Nadu: The Cauvery basin is a key source of natural gas.
• Andhra Pradesh: The Krishna-Godavari basin is rich in natural gas reserves.
• Mumbai High (Offshore): This offshore field also contributes to natural gas production.

164
 12. Beyond Earth

Answer Key

In-text Questions
Diving Deep (Page 168)
Students are expected to do this on their own.
Hint: Pick 5 different groups of stars and connect them to form shapes, such as follows.
• A group of 3 stars could form a triangle.
• A group of 4 stars could form a square or a kite.
• A group of 5 stars could form a house or a starfish.
• Sketch each pattern in your notebook. Label the stars and the shapes you’ve created.
Look at each pattern and think of an animal, object or character it resembles, such as follows.
• A triangle could look like a mountain or a shark fin.
• A zigzag pattern could resemble a snake.
• A circular pattern could look like a crown or a flower.
• Next to each pattern, write the name of the animal or object it represents.
Apply Concept in Context (Page 170)
1. In ancient times, people observed the night sky and identified patterns formed by stars, known as
constellations. These constellations helped them recognise and locate specific stars. Travelers and
sailors used constellations for navigation, especially at night when landmarks were not visible.
Since the position of constellations remains consistent in the sky, they serve as reliable guides for
direction.
One of the most important stars for navigation was the Pole Star (Dhruva Tara), which appears
stationary in the northern sky. Sailors and travellers in the Northern Hemisphere used the Pole
Star to determine the direction of the north. By recognising constellations such as Ursa Major
and Ursa Minor, they could locate the Pole Star and orient themselves accordingly. This practice
helped sailors navigate long distances across seas and explorers found their way on land.
2. Ursa Major, also known as the Big Dipper or Great Bear, is a constellation that consists of seven
bright stars. Four of these stars form the bowl of a ladle, while the other three form its handle. This
constellation is visible in the northern sky from April to September and is useful for locating the
Pole Star.
To locate the Pole Star using Ursa Major, we can follow these steps.
• Identify the Ursa Major constellation in the sky by looking for its distinctive ladle or spoon
shape.
• Focus on the top two stars of the bowl of Ursa Major.
• Imagine a straight line extending from these two stars upwards.
• Continue following this imaginary line, and you will reach the Pole Star (Dhruva Tara), which
appears stationary in the northern sky.
• Since the Pole Star is part of the Ursa Minor constellation, locating it through Ursa Major helps
in finding the north direction. Travellers and sailors have used this method for centuries to
navigate at night.

165
Examine Further (Page 171)
1. We are unable to see stars in the city primarily due to light pollution, which is the excessive or
misdirected artificial light produced by urban areas. This light scatters into the atmosphere,
creating a bright glow that dims the faint light of stars. Apart from this, some of the other factors
include.
•  Smoke and Dust: Urban areas often have higher levels of air pollution, which scatters light
and reduces the visibility of celestial objects.
•  Tall Buildings and Infrastructure: These block the view of the night sky, especially in densely
populated areas.
•  Artificial Lighting: Streetlights, billboards and residential lighting contribute to the brightening
of the night sky, making it difficult to see stars.
2. Names of the organisations working to reduce light pollution are listed below.
•  International Dark-Sky Association (IDA): A global organisation dedicated to protecting
night skies by promoting responsible outdoor lighting and educating the public about light
pollution.
•  Globe at Night: A citizen-science program that raises awareness about light pollution and
encourages people to measure and report night sky brightness.
•  European Light Pollution Initiative (ELPI): Focuses on reducing light pollution in Europe
through research, education and policy advocacy.
•  National Optical Astronomy Observatory (NOAO): Works to preserve dark skies for
astronomical research and public education.
•  Local Astronomy Clubs and Societies: Many local groups advocate for dark skies and educate
communities about the importance of reducing light pollution.
Several methods can be used to reduce light pollution in our neighbourhood, as described below.
•  Use Shielded Lighting: Install outdoor lights that are fully shielded and direct light downward,
preventing them from scattering into the sky.
•  Switch to Warm-colored LEDs: Use LED lights with a warm colour temperature (below 3000K)
as they produce less blue light, which contributes more to light pollution.
•  Turn Off Unnecessary Lights: Encourage neighbours to turn off outdoor lights when not in
use, especially late at night.
•  Motion Sensor Lights: Install motion-activated lights instead of keeping outdoor lights on all
night.
•  Educate the Community: Organise workshops or campaigns to raise awareness about the
effects of light pollution and how to control it.
By adopting these methods, communities can reduce light pollution, improve the visibility of the
night sky and contribute to environmental conservation.
Self-assessment (Page 171)
1. A star is big ball of burning gases that produces its own heat and light. Stars vary in size,
temperature and brightness. For example, the Sun is a medium-sized star, while other stars like
Sirius and Betelgeuse are much larger and brighter. Stars are scattered throughout the universe
and are the building blocks of galaxies.

166
 A constellation is a group of stars that form a recognisable pattern or shape in the night sky. These
patterns often resemble animals, mythological figures or objects. Constellations have been used
for centuries for navigation, storytelling and cultural significance. For example, Ursa Major (the
Great Bear) and Orion (the Hunter) are well-known constellations. The International Astronomical
Union (IAU) has officially recognised 88 constellations, each occupying a specific region of the sky.
2. The constellation that looks like a hunter is Orion (also known as Vyadha or Mriga in Indian
astronomy). Orion is one of the most prominent and easily recognisable constellations in the
night sky. It is depicted as a hunter holding a shield and a sword, with a belt formed by three
bright stars (Alnitak, Alnilam and Mintaka).
Orion is often associated with mythological stories, such as battling the bull (Taurus) and being
followed by his hunting dogs (Canis Major and Canis Minor). The constellation is visible from both
hemispheres and is most prominent during winter months.
3. A telescope is an optical instrument designed to observe distant objects by collecting and focusing
light. It consists of lenses or mirrors that magnify and enhance the visibility of celestial objects.
Telescopes are primarily used in astronomy to study stars, planets, galaxies and other celestial
phenomena. They allow astronomers to gather detailed information about the universe, such as
the composition of stars, the movement of planets and the structure of galaxies. Telescopes are
also used for educational purposes, enabling students and amateur astronomers to explore the
night sky.
4. Light pollution is the excessive or misdirected artificial light produced by human activities,
particularly in urban areas. It brightens the night sky, making it difficult to observe stars and other
celestial objects. Light pollution is caused by sources such as streetlights, billboards, residential
lighting and industrial facilities.
Light pollution not only hinders stargazing but also has several negative impacts, such as follows.
•  Environmental Impact: It disrupts ecosystems and wildlife, affecting the behaviour of
nocturnal animals, birds and insects.
•  Human Health: Excessive artificial light at night can interfere with sleep patterns and lead to
health issues such as insomnia and stress.
•  Energy Waste: Unnecessary lighting consumes large amounts of energy, contributing to
higher carbon emissions and environmental degradation.
Creative Insight (Page 171)
Names of some popular mobile applications that can help you identify stars, constellations and planets
in the night sky are mentioned below.
• SkyView (iOS/Android): This app uses augmented reality (AR) to overlay constellations, stars, and
planets on your screen as you point your phone at the sky. It provides detailed information about
celestial objects and their positions.
• Star Walk 2 (iOS/Android): Star Walk 2 offers a real-time sky map that helps you identify stars,
constellations, and planets. It also includes a time machine feature to see how the sky changes
over time.
• Stellarium Mobile (iOS/Android): Stellarium Mobile is a portable version of the popular desktop
planetarium software. It provides a highly accurate and detailed sky map, making it easy to locate
stars, constellations, and planets.
• Night Sky (iOS): Night Sky uses AR to help you explore the night sky. It also provides information
about upcoming celestial events, such as meteor showers and planetary alignments.

167
We can use these apps to identify stars by following the steps below.
• Download and Open the App: Install one of the apps mentioned above and open it on your
device.
• Enable Location and Permissions: Allow the app to access your location and camera (for AR
features) to ensure accurate sky mapping.
• Point Your Device at the Sky: Hold your phone or tablet up to the sky, and the app will display a
real-time map of the stars, constellations and planets visible in your area.
• Identify Stars and Constellations: Tap on any object in the app to get detailed information about
it, such as its name, distance and brightness.
• Use the Search Feature: If you’re looking for a specific star or constellation, use the search feature
to locate it quickly.
Students are expected to write their observations and conclusions.
Diving Deep (Page 172)
Students are expected to do this on their own.
Hint: Things we can see during the day and night are as follows.
(i) The Sun
Day: Bright, visible, provides light.
Night: Not seen, it’s on the opposite side of earth.
(ii) Clouds
Day: Clearly visible, white or grey.
Night: Only if the Moon or stars illuminate them faintly.
(iii) Trees
Day: Clearly visible with colours and details.
Night: Only as dark shadows if there’s moonlight.
(iv) Birds
Day: Active, flying, easy to spot.
Night: Most birds sleep; only nocturnal ones (like owls) are visible.
(v) Mountains/Hills
Day: Clear outlines, colours and textures.
Night: Just dark shapes unless moonlight reflects off them.
(vi) Rivers/Lakes
Day: Sparkling water, visible movement.
Night: Only a faint glimmer if moonlight reflects off the surface.
(vii) Roads
Day: Clearly visible with vehicles and people.
Night: Hard to see unless lit by streetlights or the Moon.
(viii) Flowers
Day: Bright colours, easy to identify.
Night: Colours disappear; only shadows remain.

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(ix) People
Day: Easily visible, moving around.
Night: Hard to recognise without light; only shadows or faint movement.
(x) The Moon
Day: Sometimes visible (especially in the morning/evening).
Night: Clearly visible, reflecting sunlight.
Apply Concept in Context (Page 175)
1. Venus appears as the brightest planet on earth due to the following factors.
•  Proximity to Earth: Venus is the closest planet to earth, which makes it appear brighter in the
sky compared to other planets.
•  Reflectivity: Venus has a thick atmosphere composed mainly of carbon dioxide and clouds of
sulfuric acid, which reflect a significant amount of sunlight. This high reflectivity makes Venus
shine brightly.
•  Visibility: Venus is often visible during dawn and dusk, when the sky is relatively dark, making
it stand out more prominently. It is commonly referred to as the ‘Morning Star’ or ‘Evening Star’
because of its bright appearance during these times.
2. Yes, it is possible to identify planets in the night sky, but the process is different from identifying
constellations. Constellations are fixed patterns of stars that form recognisable shapes. They
remain relatively stable over time and can be identified using star maps or apps.
Planets, on the other hand, do not form fixed patterns. They move across the sky along their
orbits and appear as bright, star-like objects. However, they can be identified using the following
methods.
•  Brightness: Planets like Venus, Jupiter and Mars often appear brighter than most stars.
•  Steady Light: Unlike stars, planets do not twinkle because they are closer to earth and reflect
steady light.
•  Position in the Sky: Planets are usually found along the ecliptic (the path the Sun follows
across the sky). Observing their movement over several nights can help confirm their identity.
•  Mobile Apps and Tools: Apps like SkyView or Star Walk can help locate planets by pointing
your device at the sky and identifying the bright objects.
While planets do not form shapes like constellations, their brightness and movement make them
distinguishable with careful observation and the use of tools.
Examine Further (Page 175)
1. The primary unit of measurement for distances within the solar system is the Astronomical Unit (AU).
One AU is defined as the average distance between the earth and the Sun, which is approximately
150 million kilometres. This unit is particularly useful because it provides a manageable scale for
expressing the vast distances between celestial bodies in the solar system.
For even larger distances, such as those between stars, astronomers use light-years (the distance
light travels in one year, approximately 9.46 trillion kilometres).
2. The nearest star to the Sun is Proxima Centauri, which is part of the Alpha Centauri star system.
Proxima Centauri is located approximately 4.24 light-years away from the Sun. In kilometres, this
distance is about 40 trillion kilometres.

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 3. The Sun appears much larger and brighter than other stars from earth because of its proximity to
us. While the Sun is average-sized, it is only about 150 million kilometres (1 AU) away from earth.
This relatively short distance makes the Sun appear as a large, bright disk in the sky. In contrast,
other stars are located light-years away, making them appear as tiny points of light despite their
actual size and brightness. For example, Sirius, the brightest star in the night sky, is about 8.6 light-
years away. Betelgeuse, a red supergiant star, is approximately 642 light-years away.
The Sun’s apparent size and brightness are a result of its closeness, while other stars, though
potentially larger and more luminous, appear smaller and fainter due to their immense distances.
4. Pluto was reclassified as a dwarf planet in 2006 by the International Astronomical Union (IAU).
This decision was made because Pluto did not meet all the criteria required to be classified as a
full-sized planet. The IAU established three criteria for a celestial body to be considered a planet.
• It must orbit the Sun.
• It must have sufficient mass to assume a nearly round shape.
• It must have cleared the neighbourhood around its orbit.
While Pluto meets the first two criteria, it fails the third one. Pluto shares its orbital neighbourhood
with other objects in the Kuiper Belt, a region of icy bodies beyond Neptune. Because it has not
cleared its orbit, Pluto was reclassified as a dwarf planet.
Self-assessment (Page 175)
1. The solar system is a vast collection of celestial bodies that orbit the Sun. It includes the following.
•  The Sun: The central star of the solar system, which is spherical and primarily made up of
hydrogen and helium gases. It is the main source of heat, light and energy for the earth.
•  Eight Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. These planets
revolve around the Sun along fixed paths called orbits.
•  Satellites (Moons): Natural satellites that orbit planets, such as earth’s Moon.
•  Other Celestial Bodies: Comets, meteoroids, meteors, meteorites and asteroids.
The solar system is believed to have formed billions of years ago, and all its objects move around
the Sun in a process called revolution. The branch of science that studies these celestial bodies is
called astronomy, and scientists who study them are called astronomers.
2. The names of the inner planets are as follows.
•  Mercury: The smallest and closest planet to the Sun. It has no satellites and is yellowish-orange
in colour.
•  Venus: The brightest object in the sky after the Sun and Moon. It has no satellites and is called
the ‘Morning Star’ and ‘Evening Star.’
•  Earth: The third planet from the Sun and the only known planet to support life. It has one
natural satellite, the Moon.
•  Mars: Known as the ‘Red Planet’ due to its reddish soil. It has two small natural satellites.
The names of the outer planets are as follows.
• Jupiter: The largest planet in the solar system. It has 95 known satellites and faint rings.
•  Saturn: Known for its prominent rings made of dust, rocks and ice. It has 146 known satellites.
•  Uranus: The seventh planet from the Sun. It has 28 natural satellites and appears green in
colour.
•  Neptune: The eighth planet from the Sun. It has 14 known natural satellites.

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 The names of the dwarf planets are as follows.
• Pluto: Once considered the ninth planet, it was reclassified as a dwarf planet.
•  Ceres: Located in the asteroid belt between Mars and Jupiter.
•  Haumea, Makemake and Eris: Located in the Kuiper Belt.
3. The rings around Saturn are composed of dust particles, rocks and ice. These rings are made up
of countless small particles that orbit Saturn and create its distinctive appearance. Saturn has
9 prominent rings, which are visible from earth with the help of telescopes.
The rings are one of Saturn’s most striking features and are a result of its gravitational influence.
The composition of the rings gives Saturn its unique and beautiful appearance in the night sky.
4. Mars is called the ‘Red Planet’ because its soil has a reddish colour due to the presence of iron
oxide (rust). This gives Mars its characteristic reddish appearance when viewed from earth. The
planet’s surface is covered with fine dust and rocks that contain iron, which has oxidised over
time, creating a red hue.
Mars is the fourth planet from the Sun and is known for its thin atmosphere and extreme surface
conditions. Its reddish colour makes it easily distinguishable in the night sky.
Creative Insight (Page 175)
Earth is called the ‘Blue Planet’ because of the abundance of water on its surface. Approximately 71%
of earth’s surface is covered by water, including oceans, seas, lakes and rivers. When viewed from space,
this vast amount of water reflects sunlight, giving the planet a blue appearance.
Earth is the only planet in the solar system with large amounts of liquid water on its surface. The
oceans and other water bodies reflect blue light, making the planet appear blue from space. Earth’s
atmosphere scatters sunlight, especially the shorter blue wavelengths, which contributes to the blue
appearance.
Diving Deep (Page 177)
Students are expected to do this on their own.
Hint: Students can follow the steps to perform the activity given below.
(i) Search online and look for the following things.
• ‘Orange Harvest Moon’
• ‘Red Blood Moon eclipse’
• ‘Blue Moon (true colour vs rare event)’
• ‘White Moon high in the sky’
(ii) Save or print 4–5 different coloured Moon images.
(iii) Paste and label the pictures.
(iv) Arrange them in your notebook with captions.
• ‘Orange Moon – low horizon, thick atmosphere’
• ‘Red Moon – lunar eclipse’
• ‘Blue Moon – volcanic ash effect’
• ‘White Moon – high in the sky’

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Apply Concept in Context (Page 180)
1. If you were on the Moon, jumping would be easier than walking. This is because the Moon has
very low gravity, about 1/6th of earth’s gravity, due to its smaller mass and size. The lack of strong
gravitational pull makes it difficult to walk normally, as you would feel lighter and less stable.
However, the low gravity allows you to jump much higher and farther than on earth with minimal
effort. For example, astronauts on the Moon were able to perform large, bounding jumps during
the Apollo missions. Additionally, the Moon’s surface is covered in fine dust and lacks air resistance,
making jumping even more effortless.
2. Yes, any object that revolves around a larger object can be called a satellite. Satellites are classified
into two types.
•  Natural Satellites: These are celestial bodies that naturally orbit planets. For example, the
Moon is earth’s natural satellite, and Ganymede is one of Jupiter’s natural satellites.
•  Artificial Satellites: These are human-made objects launched into space to orbit planets or
other celestial bodies. Examples include Sputnik 1 (the first artificial satellite) and Aryabhata
(India’s first satellite).
The term ‘satellite’ comes from the Latin word ‘satelles’, meaning a companion or attendant.
Therefore, any object, whether natural or artificial, that orbits a larger object due to gravitational
attraction can be considered a satellite.
3. The possibility of life elsewhere in the universe is still a mystery, but scientists are actively searching
for evidence in outer space. Scientists have discovered planets orbiting other stars in our galaxy,
known as exoplanets. These planets are the focus of the search for life beyond earth. So far, no
definitive evidence of life has been found on exoplanets or elsewhere in the universe. However,
the search continues, as the universe is vast and contains billions of galaxies, each with billions of
stars and planets.
For life to exist, certain conditions are required, such as the presence of water, a stable atmosphere
and suitable temperatures. While these conditions have not yet been confirmed on other planets,
the possibility remains open. In conclusion, while life elsewhere in the universe has not been
discovered, the ongoing exploration of exoplanets and other celestial bodies keeps hope alive.
Examine Further (Page 180)
1. The first astronaut to land on the Moon was Neil Armstrong, an American astronaut and commander
of the Apollo 11 mission. On July 20, 1969, Neil Armstrong became the first human to set foot on
the Moon, famously declaring, ‘That’s one small step for man, one giant leap for mankind’. He was
accompanied by Buzz Aldrin, who also walked on the Moon, while Michael Collins remained in
the command module orbiting the Moon.
2. India’s Chandrayaan missions are a series of lunar exploration missions conducted by the Indian
Space Research Organisation (ISRO). A brief description of the three Chandrayaan launches to the
Moon is given below.
Chandrayaan-1 (2008)
•  Objective: To map the Moon’s surface and study its mineral composition.
•  Achievements: Discovered water molecules on the Moon’s surface, particularly in the Polar
Regions. It also confirmed the presence of magnesium, aluminium and silicon.
•  End of Mission: The mission ended prematurely in 2009 after communication with the
spacecraft was lost.

172
 Chandrayaan-2 (2019)
•  Objective: To explore the Moon’s South Pole and study its surface for water, ice and other
minerals.
•  Achievements: The orbiter successfully continues to study the Moon’s surface, but the lander’s
attempt to soft-land on the Moon was unsuccessful.
•  Significance: Demonstrated India’s advanced capabilities in space technology.
Chandrayaan-3 (2023)
• Objective: To achieve a successful soft landing on the Moon’s South Pole and conduct
experiments.
•  Achievements: Successfully confirmed the presence of sulphur and other elements near the
lunar South Pole.
•  Significance: India was the fourth country to achieve a soft landing on the Moon and the first
to land near the lunar South Pole.
3. In India, comets are known by various names and are often associated with cultural and
mythological beliefs. Some of the names and beliefs include the following.
Dhumketu ( /kweds rw ): It means ‘Smoke banner’ or ‘smoke comet’. Dhumketu is considered an
• 
omen or a sign of significant events. These are associated with natural disasters or divine
interventions.
Ketu ( ds rw ): It means a shadowy celestial body in Vedic astrology. Ketu is one of the nine planets
• 
(Navagraha) and is associated with spirituality and mysteries. It is often linked to comets and
meteors.
Ulka ( mYdk ): It means ‘Meteor’ or ‘shooting star’. Ulka is sometimes associated with comets
• 
and is considered a harbinger of change or transformation.
Self-assessment (Page 180)
1. A satellite is a small celestial body or human-made object that revolves around a larger celestial
body, such as a planet. The term ‘satellite’ comes from the Latin word ‘satelles,’ meaning a
companion or attendant. Satellites can be natural or artificial and play important roles in
astronomy, communication and exploration.
Types of Satellites
Natural Satellites: These are naturally occurring celestial bodies that orbit planets. Some examples
of these are as follows.
•  Moon: Earth’s only natural satellite.
•  Ganymede: The largest moon of Jupiter and the largest natural satellite in the solar system.
Artificial Satellites: These are human-made machines launched into space to perform specific
tasks. Examples include the following.
• Sputnik 1: The first artificial satellite, launched by the Soviet Union in 1957.
•  Aryabhata: India’s first satellite, launched in 1975.
Artificial satellites are used for communication, weather monitoring, navigation and scientific
research.
2. The Moon is approximately 3.84,400 kilometres away from earth. This distance is measured from
the centre of the earth to the centre of the Moon. The Moon is earth’s only natural satellite and

173
 is relatively large compared to the size of earth, with a diameter about one-fourth that of earth.
The Moon’s distance from earth varies slightly due to its elliptical orbit, but the average distance
remains around 3,84,400 kilometres.
3. One famous comet is Halley’s Comet. It is a periodic comet that appears in the inner solar system
approximately every 76 years. It was last seen in 1986 and is expected to return in 2061.
Halley’s Comet is named after the English astronomer Edmond Halley, who calculated its orbit
and predicted its return. Comets like Halley’s are icy bodies that release gas or dust when they
approach the Sun, creating a glowing coma and a tail that can be seen from earth.
4. The Milky Way Galaxy is a massive spiral structure containing the Sun and several hundred billion
stars. Its name comes from the Milky Way, the wavy, bright band of gas, clouds and stars that
appears in the sky when viewed from earth. The Milky Way Galaxy is estimated to be 13.6 billion
years old and is part of the larger universe.
The Milky Way Galaxy is a vast and complex system that continues to be studied by astronomers
to understand its structure, formation and evolution.
Creative Insight (Page 180)
Students are expected to do this on their own.
Hint:
• Choose a clear month (check weather forecasts to avoid cloudy days).
• Pick a fixed time and location (for example, balcony and terrace) for consistent photos.
• Use a phone/camera with zoom (a tripod helps avoid blurry images).
• Take photos at the same time daily (for example, 7 PM) to track changes.
• Note the Moon’s position, shape and brightness each day.
• Label images with dates and phases (for example, ‘Day 5: Waxing Crescent’).
• Create the PowerPoint presentation.
• Present it in the class.

Learning Quest (Page 181)

A. 1. (d) 2. (d) 3. (c) 4. (a)
5. (d) 6. (b)
B. 1. Ceres
2. Natural, artificial
3. Milky Way Galaxy
4. Sirius
5. orbits
C. 1. False
2. True
3. False
4. True
5. True
D. 1. Mercury
2. Venus

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 3. Earth
4. Mars
5. Saturn
E.
1. (c) 2. (e)
3. (a) 4. (d)
5. (b)
F.
1. The solar system is a collection of celestial bodies that orbit the Sun. It includes the following.
• The Sun: A star at the centre of the solar system, which provides heat, light and energy.
• Eight Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
• Their Satellites (Moons): Natural satellites that orbit planets, such as Earth’s Moon.
• Other Celestial Bodies: Comets, meteoroids, meteors, meteorites and asteroids.
All these objects revolve around the Sun in fixed paths called orbits, and this movement is
known as revolution. The solar system is believed to have formed billions of years ago and is
part of the Milky Way Galaxy.
2. The Pole Star (Polaris or Dhruva Tara) is distinguished from other stars because of the following
reasons.
Unique Stationary Position: The Pole Star appears almost stationary in the northern sky
• 
because it is located nearly in line with earth’s rotational axis.
Navigation: It is used to locate the North direction in the Northern Hemisphere, making it
• 
a crucial reference point for navigation.
Constellation: It is part of the Ursa Minor (Little Dipper) constellation and is the brightest
• 
star in this group.
3. Light pollution refers to the excessive or misdirected artificial light produced by human
activities, particularly in urban areas. It brightens the night sky, making it difficult to observe
stars and other celestial objects.
Streetlights, billboards, residential lighting and industrial facilities contribute to light pollution.
It disrupts ecosystems, affects wildlife behaviour, interferes with human sleep patterns and
wastes energy. Reducing unnecessary lighting, using shielded lights and promoting awareness
can help mitigate light pollution.
4. The earth has one natural satellite, the Moon. The Moon is approximately 3,84,400 kilometres
away from earth. It is about one-fourth the size of earth in diameter. The Moon’s surface is rocky
and covered with circular bowl-like shapes called craters, formed by impacts from asteroids
and meteorites.
The Moon lacks water and atmosphere, resulting in extreme temperature variations (over
100°C during the day and -173°C at night) and no life. Humans have launched numerous
spacecraft to study the Moon, including India’s Chandrayaan missions.
5. The instrument used to see faraway objects in space is a telescope. A telescope collects and
focuses light from distant celestial objects, making them appear larger and clearer.
There are two main types of telescopes are as follows.
• Refracting Telescopes: Use lenses to gather and focus light.
• Reflecting Telescopes: Use mirrors to gather and focus light.

175
 Telescopes are used to study stars, planets, galaxies and other celestial phenomena. They help
astronomers gather information about the universe and observe distant objects. For example,
the Keck telescope in Hawaii is one of the largest telescopes in the world and can detect nearly
a million stars.
G. 1. Planets do not produce their light but appear bright in the night sky because they reflect
sunlight. The Sun, which is a star, emits light and heat. When this sunlight falls on the planets,
their surfaces reflect it, making them visible from earth. This can be explained as follows.
• Venus: Appears as the brightest planet because it reflects a large amount of sunlight due
to its thick, reflective atmosphere.
• Jupiter: Reflects sunlight and appears as a bright object in the night sky.
• Saturn: Reflects sunlight and is visible due to its large size and reflective rings.
• Mars: Reflects sunlight and appears reddish due to its iron-rich soil.
The brightness of a planet depends on its distance from the Sun, its size and the reflectivity of
its surface.
2. A star is a big ball of burning gases. Stars vary in size, temperature and brightness. For example,
the Sun is a medium-sized star, while other stars like Sirius and Betelgeuse are much larger
and brighter.
Some stars cannot be seen with the naked eye because of the following reasons.
• Distance: Many stars are located light-years away, making their light too faint to be seen
without telescopes.
• Brightness: Some stars are dim and do not emit enough light to be visible from earth.
• Light Pollution: Artificial lights in urban areas brighten the night sky, further dim the light
of faint stars.
• Atmospheric Interference: Earth’s atmosphere can scatter and absorb starlight, making
faint stars harder to see.
3. The eight planets in the solar system, in order of their distance from the Sun, are as follows.
(i) Mercury: The smallest and closest planet to the Sun. It has no atmosphere and extreme
temperature variations (over 400°C during the day and -180°C at night). It has no
satellites.
(ii)  Venus: The brightest planet in the sky. It has a thick atmosphere of carbon dioxide,
making it the hottest planet with surface temperatures over 460°C. It has no satellites.
(iii)  Earth: The only planet known to support life. It has water in liquid form, a protective
atmosphere, and one natural satellite, the Moon.
(iv)  Mars: Known as the ‘Red Planet’ due to its reddish soil caused by iron oxide. It has a thin
atmosphere and two small satellites, Phobos and Deimos.
(v)  Jupiter: The largest planet in the solar system. It has a large red spot (a giant storm) and
95 known satellites. It is composed mainly of hydrogen and helium.
(vi)  Saturn: Known for its prominent rings made of dust, rocks and ice. It has 146 known
satellites and is composed mainly of hydrogen and helium.
(vii)  Uranus: A gas giant with a greenish appearance due to methane in its atmosphere. It
has 28 known satellites and rotates on its side.
(viii)  Neptune: The farthest planet from the Sun. It is blue in colour due to methane and 14
known satellites. It is known for its strong winds and storms.

176
 4. A shooting star is not actually a star but a meteor. It is formed when a small solid object
in space, called a meteoroid, enters earth’s atmosphere at an extremely high speed, often
reaching up to 70 kilometres per second (km/s). As the meteoroid travels through the
atmosphere, it encounters air resistance, which creates intense friction. This friction causes
the meteoroid to heat up and burn, producing a bright streak of light in the night sky. This
luminous phenomenon is called a meteor or shooting star.
5. Meteoroids, meteors and meteorites are explained in detail below.
Meteoroids: These are small solid objects in space, typically smaller than asteroids.
• 
Meteoroids can range in size from tiny grains of dust to small boulders, and they travel
through space at high speeds. They are the initial stage of what can eventually become a
meteor or meteorite.
Meteors: When a meteoroid enters earth’s atmosphere at an extremely high speed, it
• 
encounters friction with the air molecules, causing it to heat up and burn. This process
creates a bright streak of light in the sky, which is known as a meteor or shooting star. Most
meteors are visible for only a few seconds as they burn up completely in the atmosphere.
Meteorites: If a meteoroid is large enough to withstand the intense heat and pressure of
• 
atmospheric entry and lands on earth’s surface, it is called a meteorite. Meteorites can vary
in size and composition. Meteorites provide scientists with valuable information about
the early solar system, as they often contain materials that have remained unchanged for
billions of years.
H. 1. The motion of a planet on its axis is called rotation, not revolution. Revolution refers to the
movement of a planet around the Sun along its orbit.
2. Earth is the sole planet supporting life because out of all known planets, only earth has the
right conditions, such as liquid water, a protective atmosphere and a moderate temperature
range. No other planet in the solar system has all these essential conditions for life.
3. The Sun is the main source of heat and light for all the planets because the Sun is a star that
produces its heat and light. It emits energy in the form of sunlight, which reaches all the
planets and sustains their temperatures and processes.
4. Artificial satellites are very important to humans because artificial satellites are used for
communication, weather forecasting, navigation and scientific research. They provide essential
services that improve daily life and advance technology.
5. The Moon has surface craters because the Moon’s surface is bombarded by asteroids and
meteoroids, which create craters upon impact. The Moon lacks an atmosphere, so these
craters remain visible for billions of years.

Skill-based Activities
Craft Cosmos (Page 183)
1. The names of all the planets in Hindi are as follows.
• cq/k (Budha) – Mercury
• 'kqdz (Shukra) – Venus
• i`Foh (Prithvi) – Earth
• eaxy (Mangal) – Mars

177
 • c`gLifr (Brihaspati) – Jupiter
• 'kfu (Shani) – Saturn
• v#.k (Arun) – Uranus
• o#.k (Varun) – Neptune
2. Nearest Planet: cq/k (Mercury) is the closest planet to the Sun, located at an average distance of
about 58 million kilometres (0.39 AU).
Farthest Planet: o#.k (Neptune) is the farthest planet from the Sun, located at an average distance
of about 4.5 billion kilometres (30.07 AU).
3. The primary tool used to view planets in the solar system is a telescope. The five commonly used
telescopes are mentioned below, along with their special features.
(i)  Hubble Space Telescope: Orbiting earth, it provides clear images of planets, stars and
galaxies without atmospheric distortion. It has captured some of the most detailed images
of the solar system.
Keck Telescope (Hawaii): One of the largest optical telescopes in the world, it uses adaptive
(ii) 
optics to reduce atmospheric blurring and provides high-resolution images of planets.
(iii) James Webb Space Telescope (JWST): Designed to observe infrared light, it can study the
atmospheres of exoplanets and provide insights into the formation of planetary systems.
(iv) Very Large Telescope (VLT): Consists of four individual telescopes that can work together to
achieve high resolution. It is used to study planets and their moons in detail.
(v) Chandra X-ray Observatory: Observes X-rays from high-energy regions of the universe, such
as the atmospheres of planets and the remnants of supernovae.
4. A light-year is the distance that light travels in one year in a vacuum. Light travels at a speed
of approximately 300,000 kilometres per second (km/s). To calculate the distance in light-years,
multiply the speed of light by the number of seconds in a year.
Speed of Light = 300,000 km/s
Seconds in a Year = 31,536,000 seconds (60 seconds × 60 minutes × 24 hours × 365 days)
Distance = 300,000 km/s × 31,536,000 s = 9.46 trillion kilometres (one light-year).
For example, if a star is 10 light-years away, it means the light from that star takes 10 years to reach
earth, and the distance is approximately 94.6 trillion kilometres. This unit is used to measure vast
distances in space, such as those between stars and galaxies.
Smart Surveillance (Page 183)
Students are expected to do this on their own.
Hint: AI is used in Mars rovers, its significance in space exploration can be understood as follows.
Mars rovers use AI algorithms to navigate the rugged and unpredictable Martian terrain. These systems
allow the rovers to
• detect and avoid rocks, craters and other hazards in real-time.
• calculate the safest and most efficient paths to reach scientific targets while conserving
energy.
• analyse the terrain and adjust their movements accordingly, such as climbing slopes or
avoiding loose sand.

178
 • r ecognise interesting geological features, such as rocks with unique compositions or signs of
past water activity.
• Select the most scientifically valuable targets for further analysis, such as drilling or taking
high-resolution images.
• optimise communication with earth.
• compress images and scientific data before transmitting them to earth, saving time and
bandwidth.
• use machine learning (a subset of AI) to improve their performance over time.
Starry Night (Page 183)
Students are expected to do this on their own.
Hint: The name of the stars in each constellation is mentioned below.
Ursa Major
• 
This constellation includes seven stars, two top stars in the bowl to help locate the Pole Star
(Dhruva Tara).
• Ursa Minor
It also consists of seven bright stars. It includes the Pole Star (Dhruva Tara), which appears stationary
in the northern sky.
• Orion
It has seven bright stars. Three middle stars form Orion’s belt. The bright star Betelgeuse (Ārdrā in
Indian astronomy) is part of this constellation.
• Cassiopeia
It consists of five bright stars arranged in a W or M shape.
• Canis Major
It contains Sirius, the brightest star in the sky, also called the Dog Star.
• Taurus
It includes Aldebaran (Rohisī in Indian astronomy). The Pleiades star cluster (Ksittikā in Indian
astronomy) is also part of it.
Celestial Journey (Page 184)
Students are expected to do this on their own.
Hint: During your visit to the planetarium, explore the solar system with the guidance of your teacher.
Observe various celestial bodies, including planets, moons, and stars and click pictures of them. After
returning to the classroom, divided into groups of five to prepare a presentation using MS PowerPoint
or LibreOffice Impress. Each group will focus on different celestial bodies, incorporating the images
taken during the visit and providing detailed explanations about their characteristics, features and
significance.

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Planetary Overview (Page 184)
Students are expected to do this on their own.
Hint
• Hottest planet
due to thick CO₂ • Farthest from • Rotates on its
atmosphere • Smallest planet the Sun side (98° tilt)
• Rotates in the • No atmosphere, • Deep blue color • Ice giant
opposite direction extreme due to methane with a cold
• Covered with temperatures • Strongest atmosphere
thick clouds of • Rocky and winds in the • Faint rings and
sulfuric acid cratered surface solar system 27 moons

Mercury Neptune

Venus Uranus

Inner Planets Outer Planets

Earth Planets of the Saturn

Solar System
Mars Jupiter

• Only planet • Reddish due to • Largest planet, • Most beautiful

with liquid iron oxide (rust) mostly gas and largest ring
water and life • Thin • Has a Great Red system
• Has a protective atmosphere, Spot (storm) • Mostly hydrogen
atmosphere mostly CO₂ • More than 75 and helium
with oxygen • Has largest moons, including • Titan (largest
• One moon volcano and Ganymede moon) has a thick
deep canyon (largest moon) atmosphere

Dwarf Planets

Pluto Eris Haumea Makemake

• Once considered the • Slightly smaller • Fastest rotating • One of the

9th planet than Pluto but dwarf planet, largest Kuiper
• Has a thin atmosphere more massive causing it to be Belt objects
and five moons, • Has one oval-shaped • Has a very thin
including Charon known moon, • Has a ring system atmosphere
• Mostly ice and rock Dysnomia and two moons

180
Exploring Space (Page 184)
Students are expected to do this on their own.
Hint: The top five space missions from ISRO are as follows.
(i) Chandrayaan-1
(ii) Mangalyaan (Mars Orbiter Mission)
(iii) Chandrayaan-2
(iv) AstroSat
(v) GSAT-29
The top five space missions from NASA are as follows.
(i) Apollo 11
(ii) Voyager 1
(iii) Hubble Space Telescope
(iv) Mars Science Laboratory (Curiosity Rover)
(v) James Webb Space Telescope (JWST)
UV Radiation Defence (Page 184)
The protective layer that shields the earth from harmful ultraviolet (UV) rays is called the ozone layer. It
is located in the stratosphere, approximately 10 to 50 kilometres above the earth’s surface.
The harmful effects of UV rays on humans are as follows.
• Skin Damage
UV rays can cause sunburn, premature ageing and skin cancer (melanoma).
• Eye Damage
Prolonged exposure to UV rays can lead to cataracts and other eye disorders.
• Weakened Immune System
UV radiation can suppress the immune system, making the body more susceptible to infections.
The harmful effects of UV rays on the environment are as follows.
• Harm to Marine Life
UV rays can penetrate water bodies, harming phytoplankton, which forms the base of the aquatic
food chain. This disrupts marine ecosystems.
• Damage to Plants
UV radiation can reduce crop yields by affecting photosynthesis and plant growth.
• Material Degradation
UV rays can weaken materials like plastics, wood and fabrics, leading to faster deterioration.
To prevent ozone layer depletion following measures can be taken.
Reduce the Use of Ozone-Depleting Substances
• Replace CFCs and halons with eco-friendly alternatives in refrigeration, air conditioning and
industrial processes.
• Avoid using products containing harmful chemicals like methyl bromide.

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Follow International Agreements
• Support and comply with the Montreal Protocol, an international treaty designed to phase out
the production and use of ozone-depleting substances.
Promote Awareness
• Educate people about the harmful effects of UV rays and the importance of protecting the ozone
layer.
• Encourage the use of UV-protective clothing, sunglasses and sunscreen to reduce personal
exposure.
Adopt Sustainable Practices
• Use energy-efficient appliances and reduce emissions that contribute to environmental
degradation.
• Plant trees and support reforestation efforts, as trees absorb carbon dioxide and other pollutants.

Round-trip Run (Page 184)

Students are expected to do this on their own.
Hint: Using the Internet, research about the mythological story behind the constellation Orion.
According to Greek mythology, Orion was a mighty hunter who was placed among the stars by Zeus.
Different cultures interpret Orion’s story in unique ways, with some seeing it as a great warrior or
protector. Your presentation should highlight the significance of this constellation in mythology and
how it has been used for navigation and storytelling across civilisations.

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