Science 7

VP: 1545.
119
Publisher & Printer
© V. Books Ltd. UK
info@vbooks.org.uk
© Vishv Books Private Ltd.
(ISO 9001:2008)
R.O.: B-1/E-7 Mohan Estate, Badarpur, New Delhi-110044, India
Phone: +91-011-41678715
All disputes are subject to Delhi Court Jurisdiction only.
Contact Office:
Ph.: +91-0120-4698888, 4111553, 9910160123
A-36, Site-IV, Sahibabad, Ghaziabad-201010, UP (INDIA)
email: mybook@vishvbook.com; www.vishvbook.com
feedback@vishvbooks.org
All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted by any means, electronic, mechanical,
photocopying, recording or otherwise without the permission of the publisher.
CLASS
7
Everyday
Science
Teacher’s Manual
Dr. Kanchan upreti  Dr. ranjna Gupta  sahil Joseph simon

Contents
Guidelines for Teacher��5
UNIT i: Food�� 6
1. Nutrition in Plants��7
2. Nutrition in Animals��8
UNIT ii: Materials�� 11
3. Fibres to Fabric��12
4. Heat ��14
5. Acids, Bases and Salts ��20
6. Physical and Chemical Changes ��22
UNIT iii: The World of the Living�� 23
7. Weather, Climate and Adaptations ��24
8. Soil ��26
9. Respiration in Living Organisms ��29
10. Transportation of Materials in Animals and Plants��32
11. Reproduction in Plants��36
UNIT iv: Moving Things, People and Ideas�� 39
12. Motion and Time��40
Unit v: How Things Work�� 43
13. Electricity and its Effects��44
UNIT vi: Natural Phenomena�� 47
14. Winds, Storms and Cyclones��48
15. Light��49
UNIT vii: Natural Resources�� 53
16. Water: A Precious Resource��54
17. Forests: Our Lifeline ��55
18. Wastewater Management��59
Guidelines for Teacher
99 Let’s Learn and Evaluate – Learners’ Choice
This section includes – Tick the Right Option, Fill in the Blanks,
True or False, and Match the Columns.
99 Active Learning
Active learning involves – Write in one Word, and Make the
Diagrams.
99 Expression
Expression is the real ‘Pen paper test’ and understanding of concept. It
includes – Short Answer Questions and Higher Order Thinking Skill
Questions (HOTS).
Balance Assessment
In order to better understanding and learning of students, teacher needs to
consider information about the product (creativity) that students create and
tests they take, observational notes, and reflections on the communication
that occurs between trainers and receptors or among students.
5
Teacher’s Manual
Unit i: Food
Guidelines
1. Discussion can be done on the topics like following:
 Differences in food making process of plants and human
beings.
 Why a mushroom is called a non-green plant?
2. Outdoor Interaction
 Visit can be arranged to nearby crop fields, gardens, nurseries
where soil replenishment by adding fertilizers and manures,
etc., is taking place.
 If possible, students can be taken to the places where they can
see heterotrophic plants. Textual discussion can be related here
with the actual sites of plants.
3. Learning by Doing
 Students should be encouraged to make compost in earthen
pots, kitchen garden or in a cardboard box. Ask them to bring
some compost in school and allow them to add with the plants
of school garden.
 Can collect leaves of different shapes.
4. Personality Skills
 A quiz activity can be conducted in the classroom based on the
nutrition in plants. Whole class can be divided into two groups
and each group will prepare questions for another group. Then
both groups can play quiz game with each other.
 Group discussion can be arranged between 4-5 students on
various topics of the lesson.
Note: For the teacher/trainer the Summative Assessment is uniform in
all the chapters in the book and pattern of exercises are same as discussed
in page number 3.
6
Chapter-1. Nutrition in Plants
Objective Type Questions
A. 1. (a) 2. (c) 3. (a) 4. (d) 5. (a) 6. (d)
7. (d) 8. (b) 9. (b) 10. (a)
B. 1. food factories 2. stomata 3. level 4. fertilizers
5. Parasites 6. nitrogen 7. nutrient 8. phloem
9. parasite 10. symbiotic plant 11 Manures 12. Fungus
C. 1. False 2. True 3. False 4. True 5. True 6. True 7. True
D. 1. (c) 2. (e) 3. (d) 4. (b) 5. (a)
Active Learning
A. 1. Leaves 2. Stomata 3. Parasite
4. Lichen 5. Rhizobium 6. Bladderwort plant
Expression
A. Short-Answer Questions
1. Autotrophic nutrition is a kind of nutrition in which the
organisms prepare their own food utilizing only inorganic raw
materials present in the surrounding.
2. The guard cells guard the stomata present on the surface of the
leaves and control the movement of air and water in and out of
the stomata.
3. The raw materials required by the plants to prepare their own
food are:
a) Water b) Carbon dioxide c) Minerals
4. Heterotrophic nutrition is a kind of nutrition in which the
organisms derive energy from the intake and digestion of the
organic substances prepared by autotrophs and other organic
sources.
5. Chlorophyll is the green pigment present in the leaves. It helps
leaves to capture the energy of the sunlight and prepare food by
photosynthesis.
6. The water and minerals are transported to the leaves by the
vessels which run like pipes throughout the roots, stem, branches
and leaves.
7. Iodine test is performed. If the colour changes to blue-black
then it indicates the presence of starch.
7
B. Long-Answer Questions
1. Autotrophic Nutrition: The kind of nutrition in which green
plants make their own food by utilising simple substances from
the environment is called autotrophic nutrition.
Heterotrophic Nutrition: The plants and animals which depend
on others for their food and other requirements are called
heterotrophs and they show heterotrophic nutrition.
2. Refer to Text book, p. 8.
4. Take a bottle and put some caustic potash in it. Insert about half
the length of a leaf of a potted plant into the bottle through a
slit in the cork caustic potash (pottassium hydroxide) absorbs
carbondioxide from the bottle.
Now leave the set up for two days in a place where it gets
sunlight. Then pluck the leaf and test it for starch. The part of
the leaf which was inside the bottle does not turn blue black.
It indicates that the leaf inside the bottle failed to synthesise
food. It had chlorophyll, sunlight, water and mineral but was
deprived of only carbon dioxide. This shows that carbondioxide
is essential for plants to carryout photosynthesis.
5. Refer to Text book, p. 9-10.
6. Manures are decompsed matter of animal and plant wastes.
They are rich in essential nutrients and humus. Manures are
added to enrich the soil with vital nutrients that plants require.
Cattle dung is mostly used by farmers as manure.
Chapter-2. Nutrition in Animals
A. 1. (c) 2. (a) 3. (c) 4. (d) 5. (b)
6. (b) 7. (a) 8. (a) 9. (d) 10. (a)
B. 1. Digestion 2. Holozoic 3. Digestive juices 4. starch
5. four 6. starch 7. bacteria 8. cud
9. egestion 10. Absorption
8
C. 1. False 2. True 3. False 4. True
5. True 6. False 7. True 8. True
D. 1. (c) 2. (d) 3. (e) 4. (b) 5. (a)
Active Learning
A. 1. Assimilation 2. Mastication 3. Tongue 4. Peristalsis
5. Chyme 6. Villi 7. Egestion 8. Rumen
Expression
1. Food after entering the mouth enters different compartments of
the digestive system. Digestive juices are secreted by the inner
wall of the stomach and small intestine, salivary glands, liver and
pancreas. These digestive juices convert complex food molecules
into simplest tiny molecules which are ready to be used by the
body cells.
2. There are four types of teeth in our mouth cavity:
a) Incisors are eight in numbers–four each on the upper and
lower jaws. These are flat, chisel-shaped and are used to
cut and bite the solid food.
b) Canines are four in numbers–one on each side of the
incisors on each jaw. These are roundish, pointed and
sharp to hold, pierce and tear the food.
c) Premolars eight in numbers – two on each side of each jaw.
These teeth have flat surfaces bearing small grooves and
ridges. Premolars are used to crush and grind the food.
d) Molars are twelve in numbers – three on both sides in both
the jaws. They have flat surfaces to grind the food. Molars
are larger than premolars.
3. Peristaltic movements occur in oesophagus. Food is pushed into it
by a series of contractions and expansions. This muscle movement
gives us the ability to eat or drink even when we are even upside-
down. The peristaltic movements help to move both liquid and
solid food along the digestive tract. These movements push food
along the oesophagus, stomach and intestine.
4. Stomach walls contain glands which secrete a digestive juice. This
digestive juice contains HCl (hydrochloric acid) and an enzyme
called pepsin. The food is churned gently in the stomach and mixes
9
well with the digestive juices. The hydrochloric acid in the juice
kills germs and pepsin helps in breakdown of protein components
of food. Stomach is a major site of digestion of food.
5. Nutrition in small intestine occurs in two steps:
a) Semi-digested food from stomach, enters the small
intestine, which is divided into duodenum, jejunum and
ileum. The pancreas secrete pancreatic juice. The liver
secretes bile juice which is stored in gall bladder. Bile helps
in digestion of fats. Thus, the digestion of food starts in
the mouth and completes in the small intestine.
b) The food is now in liquid form and easily absorbed by the
walls of small intestine to be carried to all the cells of body.
The inner wall of small intestine has millions of finger-
like folds called villi. The walls of the villi easily absorb the
liquid food and allow it to enter the blood flowing in the
fine capillaries in the villi. Thus, in small intestine digestion
and absorption both steps of nutrition take place.
6. Liver is a reddish-brown gland, located in the upper part of the
abdomen on the right side. It is the largest gland in the body.
Liver produces a watery greenish fluid called bile. It is stored in
the gall bladder. The bile juice helps in the breaking down of
fats into small molecules.
7. Rumination process is necessary in grass eating animals because
grasses are rich in cellulose. Cellulose is a complex carbohydrate
present in rich amount in grasses. It is digested in the stomach
of ruminants which contains certain bacteria that help in
breakdown of cellulose.
2. Cellulose is a complex carbohydrate present in rich amount in
grasses. It is digested in the stomach of ruminants which contains
certain bacteria and protozoa that help in the breakdown of
cellulose. It is impossible for other animals and humans to
digest cellulose because they lack the bacteria which breakdown
cellulose.
Ruminants chew the cud which later passes to other three
chambers of the stomach for digestion. In the omasum which
10
the smallest chamber of the stomach, the excess water is
absorbed. In the abomasum, gastric juices are secreted that help
in digestion. Here, digestion takes place just as it takes place in
the human stomach.
4. The common disorders of the digestive system are diarrhoea,
constipation and vomiting.
(a) Diarrhoea: In diarrhoea, a patient passes waterystools, more
frequently than in normal conditions. It is generally caused by drinking
impure water of food poisoning. The patient should be taken to the
doctor immediately to prevent dehydration. At home, the patient can
be given boiled waterwith a pinch of salt and sugar dissolved in it.
This is called Oral Rehydration Solution (ORS). To prevent diarrhoea
we should always drink clean and purified water.
(b) Constipation: In constipation, faces become dry, small, hard and
difficult to pass. One should include enough roughage for the proper
functioning of the digestive system. Roughage helps to hold water in
the faeces. Frequent constipation can create many problems later on.
(c) Vomiting: Vomiting occurs when some harmful substances enter our
digestive system. It is an act of emplying the stomach through the
mouth. Vomiting helps to throw toxic substances out of the body.
Unit ii: materials

Guidelines
1. Classroom Interaction
Students may be asked to bring small pieces of different silk fabrics.
Burning test can be done to test the purity of these fabrics. The pure
silk does not produce any strong smell while the artificial silk has
a characteristic odour. The residue of pure silk will be dull black
whereas of artificial silk will be like dark, hard and in the bead form.
Discussion can be done on pure silk and artificial silk which is cheaper
than pure silk.
11
A visit can be arranged to handloom and textile exhibitions. There
may be some stalls displaying real moths of various varieties of silk
and their life histories. This may be a real experience of seeing life
cycles of silk moths.
Students can be taken to the garden area of school where there are
many trees. They can look for eggs of any moth of various varieties.
Few of them can pluck some leaves full of eggs. Some of them can
pluck some more leaves for feeding. Bring them in the classroom and
place the leaves in a cardboard box with the chopped leaves. Gradually
eggs will hatch into caterpillars. The caterpillars will eat leaves very
fast. Some leaves are need to be added everyday to feed caterpillars.
While doing this activity, students can observe:
 Number of days taken for eggs to hatch.
 Number of days taken to reach the cocoon stage.
 Number of days to complete life cycle.
Based on their observations, students can prepare project on it.
A quiz activity or seminar can be organized in the classroom based on
chapter to enhance the personality aspects of students.
in page number 3.
Chapter-3. Fibres to Fabric

A. 1. (d) 2. (a) 3. (a) 4. (b) 5. (b) 6. (b)
7. (b) 8. (c) 9. (a) 10. (a)
B. 1. fleece 2. fibre 3. cashmere wool 4. pupa
5. Reeling 6. wool 7. Mohair 8. Alpaca, Llama
9. selective breeding 10. shearer
C. 1. False 2. True 3. False 4. True 5. False 6. True
D. 1. (d) 2. (e) 3. (a) 4. (b) 5. (c)
12
Active Learning
A. 1. Silk 2. Reeling 3. Scouring 4. Grading 5. Shearing
Expression
1. Selective breeding is done in sheep to get good breeds for good
quality of wool.
2. Scouring, sorting and grading.
3. Cocoons are kept in boiling water to kill the worm and separate
the silk fibres from it easily.
4. Some major wool producing states of our country are Jammu and
Kashmir, Himachal Pradesh, Uttarakhand, Sikkim, Haryana,
Punjab, Rajasthan and Gujarat.
5. Shearing is done by hands using clippers or a pair of scissors.
Machines are also used to shear the sheep as it is easy and fast.
The fleece has to be removed in one single piece. This requires
a very skilled shearer. A good shearer might take less than
5 minutes to do shearing.
6. The silk fibres obtained from cocoons undergo following steps
in the silk processing factories:
a) Sorting cocoons: The cocoons are sorted according to
the colour, size, shape and texture as these affect the final
quality of the silk.
b) Reeling the filament: It is the process of unwinding the
silk filaments from the cocoon. Three to ten strands are
usually reeled at a time to produce the desired thickness
of raw silk which is known as ‘reeled silk’. The length of
reeled filament is 300 to 600 m.
c) Bailing: The reeled silk is packed in small bundles called
books, weighing 2 to 4.5 kg. These books are put into bales
weighing about 60 kg. In this form, raw silk is transported
to the silk mills for making silk fabric.
7. Health hazards related to sericulture are:
a) Burning of skin, blisters and open wound injuries due to
dipping hands in boiling water frequently.
b) Backache, spine disease and eye disorders due to long
hours of standing and focusing on the fine silk.
13
c) Respiratory problems like asthma and bronchitis due to
continuous exposure to boiling water and fumes released
by machines.
d) Hearing problems due to continuous exposure to noisy
machines.
2. The cultivation of silk worms for the purpose of producing
silk is called sericulture. It is a very old occupation in our
country. The healthiest moths are selected for breeding. The
female moth lays many eggs at a time. The first stage of silk
production is the hatching of the silk worm eggs which takes
place in a controlled of environment. Once hatched, they
are placed under a layer of guaze and fed large quantities of
chopped mulbery leaves.
The cocoon stage in the life cycle of silk moth is the desirable
stage for the silk producers.
Chapter-4. Heat
A. 1. (c) 2. (a) 3. (b) 4. (d) 5. (b) 6. (c)
7. (a) 8. (b) 9. (a) 10. (a)
B. 1. Thermometer 2. good conductors of heat 3. radiation
4. lower, higher 5. thermodynamics 6. Temperature
7. celsius, Fahrenheit, kelvin 8. Conduction 9. radiant energy
10. bad conductors
C. 1. True 2. False 3. False 4. True 5. False
D. 1. (c) 2. (e) 3. (a) 4. (b) 5. (d)
Active learning
A. 1. Heat: It is a form of energy which gives the sensation of
warmth.
2. Temperature: Temperature is defined as the degree of hotness
or coldness of a given body or an environment.
14
3. Thermometer: It is a device used to measure the temperature
of an object.
B. 1.
Conductors Insulators
Materials which allow heat to Materials which do not allow
pass through them are known heat to pass through them
as conductors. For example, are known as insulators. For
iron, aluminium, stainless example, brick, air, wood, etc.
steel, etc.
2. Conduction Convection
It is a process in which heat It is the process in which heat
is transferred through solids is transferred through liquids
due to vibrations of atoms/ and gases in which atoms/
molecules about their mean molecules move due to which
positions. For example, when their heat energy is spread.
a metal rod is heated, the For example, land breeze and
heat gets transferred through sea breeze are caused due to
conduction. the process of convection.
Expression
1. This can be explained through an example of hot air balloon, that
is when the gas inside it is heated with the burner, it becomes
hot and rises whereas if the burner is off, the balloon is at the
ground suggesting that the air is comparatively cold and heavy.
2. Kink controls the rise and fall of the expanding liquid in the
thermometer.
3. Vehicles carrying inflammable materials such as petrol and
diesel are covered with materials of bad conductors of heat.
Otherwise, the petrol can get heated up and catch fire.
4. Most commonly, thermometers are either filled with mercury
or alcohol. Mercury thermometer especially should be handled
carefully as mercury is a toxic material.
5. Take two identical metal beakers and paint one of them with
black colour and the other with white colour. Fill both of them
with equal amount of water and keep them in sunlight for about
45 min. to 1 hour. Note temperature of both the beakers with a
15
laboratory thermometer� We will see that temperature recorded
in black beaker is more than the temperature recorded in white
beaker� This concludes that heat absorbed is related to the colour
of the substance�
6� When heat is given out by an object, its temperature reduces and
when heat is absorbed by an object its temperature increases�
7� We experience heat radiations in many ways:
• Heat radiations from sun keep our external atmosphere
warm�
• We also experience heat radiations when we stand in front of
bonfire�
• Electric room heater gives out heat radiations which keep us
warm during winter season�
8� (a) A Clinical Thermometer: It is also called medical
thermometers� They are used for measuring the temperature
of the human body, with the tip of the thermometer being
inserted either into the mouth under the tongue or in the
armpit�
A Mercury Thermometer: Laboratory Thermometer is used for
measuring temperature of all materials� A laboratory thermometer
has a range�10oC to 110oC�
(b) Celsius Scale: On the celsius scale, the freezing point of
pure water is 6oC, and the boiling point of water is 100oC�
Fahrenheit Scale: On the fahrenheit scale, the freezing point of
water is 32oF and the boiling point of water is 212 oF�
9� A thermometer is a very delicate instrument which should be
handled carefully whenever it is used� The following steps must
be taken while using a thermometer:
• Take a thermometer and shake it properly so that the temperature
can be recorded from the least possible value�
• Insert the thermometer properly into the object/body whose

temperature has to be recorded�
16
• While taking the temperature reading, the thermometer should
be held in line with the eye of the observer�
B� Long-Answer Questions
1� No, we cannot tell the temperature of
an object just by touching it� To prove
this argument let us take 3 beakers,
label them as A,B and C� Put ice
cold water in beaker A, hot water in
beaker B and normal water at room
temperature in beaker C� Put your A C B
right hand in beaker A and left hand
in beaker B for about 50-60 seconds�
Next put both your hands in beaker
C� You will notice that right hand
will feel hot and your left hand will
feel comparatively cold in the same
normal water� Thus, we conclude that
we cannot tell the temperature of an A C B
object by merely touching it�
2� Take two glasses, one filled with hot water and the other with
cold water� Note the temperature of both hot and cold water�
Take a fine metal wire and bend it such that one end is dipped in
hot water and the other is in cold water� Set the whole apparatus
in a vacuum container so that there is no contact with the
external environment� After a span of three to five minutes we
will see that the temperature value in both the glasses is almost
17
the same� This leads us to conclude that heat was given by the
body at higher temperature to the one at lower temperature
through the fine metal wire�
3� Convection is the process of heat transfer which takes place in
fluids (liquids and gases)� This process basically occurs as the
result of diffusion in which movement of liquid or gas molecules
occur when they get heated up and subsequently the entire
matter is heated� For example, while heating water in a beaker
which is shown in the figure�
Cold water comes down from

Water becomes hot
sides which eventually become
and rises up
hot on reaching bottom
As the water in the vessel is heated, the molecules of the water

at the bottom become hot and rises up� The cold/unheated
water molecules at the top slip down by the sides of the vessel
and get heated on reaching the bottom of the vessel� Thus, the
entire water in the vessel gets heated up� The above process
demonstrates the process of convection in water�
Applications of convection:
• The air, which we breathe out, is warmer and lighter. It
moves up in the room to go out of the ventilators, near the
top of side walls� The fresh air comes through the windows
and doors� It is cool and takes the place of exhaled air rising
upward�
• In winter, hotels and other buildings are heated centrally on
the principle of convection�
• Land and sea breezes are caused due to convection.
4� Applications of conductors and insulators:
• Cooking utensils are made from good conductors of heat.
Such utensils get heated up quickly� Food can be cooked
18
efficiently in shorter time� The utensils are generally made of
copper, brass, steel, aluminium, etc�
• The base of electric iron conducts heat which in turn helps

in ironing the clothes effectively� Had the base be made of
insulators, the clothes wouldn’t have been ironed due to lack
of conduction of heat�
• The handles of kettles and utensils are made of insulators of

heat such as wood, plastic, ebonite, etc� They help in holding
them comfortably�
• Woollen clothes are bad conductors. They do not allow heat

to transfer from our body to the external environment and
thus keep our body warm�
• Building materials like brick, asbestos, mud, grass, etc., are
insulators of heat� They do not permit heat and cold to pass
through the walls of bricks� They keep the houses warm in
winter and cool in summer� Roof sheds are made of asbestos
for the same reason�
• Hair and the fur of animals are bad conductors of heat. They
protect them from cold�
• Vehicles carrying inﬂammable materials such as petrol are
covered with materials of bad conductors of heat� Otherwise,
the petrol can get heated up and catch fire�
19
Chapter-5. Acids, Bases and Salts
A. 1. (b) 2. (a) 3. (c) 4. (d) 5. (c) 6. (c)
7. (a) 8. (d) 9. (d) 10. (a)
B. 1. lactic 2. vitamin C 3. soluble
4. natural 5. Sulphuric acid 6. acidic substances
7. red, blue 8. delite, concentrated 9. Vinegar
10. acid rain 11. moist, magnesium chloride
12. Silver bromide, silver nitrate 13. soap
C. 1. True 2. False 3. False 4. True 5. True 6. False.
D. 1. (f ) 2. (d) 3. (a) 4. (b) 5. (e) 6. (c)
Active Learning
A. 1. Citric acid 2. Acetic acid (Vinegar) 3. Milk of Magnesia
4. Sodium hydroxide 5. Salt, water
Expression
1. Acids: Nitric acid, sulphuric acid.
Bases: Sodium hydroxide, potassium hydroxide.
2. Uses of calcium hydroxide: For white washing, for making
cement.
Uses of sodium hydroxide: For making soap, in the manufacture
of paper.
3. Extra release of hydrochloric acid in stomach is called indigestion
or acidity. It is corrected by neutralizing extra acid using base i.e.
antacid like magnesium hydroxide.
4. When acid reacts with base, salt and water are formed. For example,
sodium hydroxide + hydrochloric acid → sodium chloride + water
5. Dissolve turmeric powder in warm water or alcohol. Allow it to
settle. Filter. Solution obtained is used as turmeric indicator.
6. Carbon dioxide gas turns lime water milky. When it reacts with
lime water, calcium carbonate is formed which is insoluble in
water and makes it milky.
20
Ca(OH)2 + CO2 CaCO3 + H2O
Calcium hydroxide Carbon dioxide Calcium carbonate Water
7� Indicators are the substances when reacted with acid or base
show a change in colour� Extract of flowers of China rose, roots
of beetroot, stem of turmeric, onion are some of the examples of
noteral indicators� Phenolphthalein and methyle orange are the
examples of artificial indicators�
8� Sulphuric acid (H2SO4 ) is called the king of chemicals because
it is used in manufacture of many chemicals� It is used in cars,
invertor batteries, in the manufacture of paints, drugs, dyes�
9� The bases which are completely soluble in water are called
alkalis� For example, sodium hydroxide (NaOH) and Pottasium
hydroxide (KOH)�
10� Refer to Text book, p� 62�
11� Refer to Text book, p� 66�
1� (a) Sodium Carbonate (Na2CO3) is used as washing soda to
wash clothes and is added to detergents also� It is also
used to make glass�
(b) Sodium bicarbonate (NaHCO3) is used to make baking
powder by mixing it with sodium potassium tartarate in
dry condition and is used in bakery�
(c) Zinc phosphide is used to kill rats�
(d) Copper sulphate is used as fungicide and in electroplating�
(e) Sodium chloride is used as table salt for cooking and eating�
2� Refer p� 64 of the book
3� (a) We should make ficticious use of fossil fuels�
(b) Use public transport, car pooling or simply wall wherever
possible� It will also save your money�
4� The waste gases released from the factories should be first
treated to remove sulphur and nitrogen oxides�
5� The substances which taste sour are called acids�
Properties of Acids�
(a) They are sour in taste� (b) They are soluble in water�
(c) They are colourless� (d) They are corrosive in nature�
21
Chapter-6. Physical and Chemical Changes
A. 1. (a) 2. (b) 3. (d) 4. (c) 5. (d) 6. (a) 7. (a)
8. (a) 9. (b)
B. 1. white 2. lime water 3. effervescence 4. magnesium oxide
5. corrosion 6. physical change 7. reactants 8. rusting
9. hydrogen, oxygen 10. exothermic
C. 1. (e) 2. (f ) 3. (a) 4. (b) 5. (c) 6. (d)
D. 1. False 2. True 3. True 4. False 5. False
Active Learning
A. 1. Magnesium oxide 2. Copper oxide 3. Exothermic
4. Physical change 5. Water
Expression
1. The property of paper does not change.
2. Due to formation of iron sulphate.
3. It breaks to give hydrogen gas and oxygen gas.
4. Because they are not soluble in water.
5. The change in which heat is evolved is called exothermic
change.
6. When iron is exposed to moist air, iron reacts with moist air to
form iron oxide and iron hydroxide. They are brown in colour.
7. The water pipes are galvanized to protect from rusting.
10. When the teacher writes on the blackboard with a chalk, some
chalk powder falls down. Collect this powder and mix some
water in it to make a paste. Then roll it to make a stick and dry.
We can get stick again. So, it is physical change.
1. Refer to Text book, pp. 72-73.
22
2. In rainy season, our bicycle also produces sound. The chain and
the rim develop brown layer. To decrease this sound, we apply
grease or oil on them. This is called greasing. The grills, railings
are protected by doing coating them with a layer of zinc metal.
Zinc forms the upper layer and iron is protected.
3. In a chemical reaction, substances which react are called reactants
and the substances which are formed are called products.
Unit iii: The World of the living

Guidelines
Discussion can be done:
 On the conditions which make the earth an ideal home for
living organisms.
 On the difference of human adaptation and animal adaptation
to severe climates.
A picnic can be arranged to any zoo or nearby forest according to the
convenience. Students can make list of animals seen there and write
their characteristic features.
Students should be encouraged to make the models of weather element
measuring instruments like rain gauge, wind vane, anemometer, etc.
Information can be collected from various activity books, internet,
etc. Their principle and uses can be discussed in the classroom.
Oral skills and team management can be enhanced in students by
organizing the activities like seminar, quiz and group discussion. Let
students select their own topics and partners for group discussion.
in page number 3.
23
Chapter-7. Weather, Climate and Adaptations
A. 1. (d) 2. (b) 3. (d) 4. (b) 5. (d) 6. (a) 7. (a) 8. (a)
9. (b) 10. (a) 11. (b) 12. (b) 13. (c) 14. (b) 15. (a)
B. 1. Temperature 2. snow 3. rain 4. altitude 5. less
6. rainforests 7. Penguins 8. Arctic, Antarctica
9. Hibernation 10. Pressure 11. meteorologist
12. strong sense of smell 13. uric acid 14. Jaguars
C. 1. False 2. True 3. True 4. False 5. False 6. True 7. False
D. 1. (d) 2. (e) 3. (b) 4. (a) 5. (c)
Active Learning
A. 1. Anemometer 2. Altitude 3. Climate 4. Polar region
5. Penguins 6. Adaptation
Expression
1. Weather is the average condition of air of a day. It is mainly
affected by humidity, latitude and physical features of land
(coastal region or hilly region).
All these factors together influence the day to day weather and
in long term climate of that place.
2. The average weather pattern taken over a long time, say 25 years,
is called the climate of the place. If we come to know that the
temperature at a place is high most of the time, then we say that
the climate of that place is hot. Also, if there is heavy rainfall on
most of the days at the same place, then we say that the climate
of that place is hot and wet.
3. Rats and snakes avoid high temperature of day as they remain
in burrows during day and become active at night. They also
aestivate (reduce their body activities to avoid heat).
4. Climate of tropical rainforests is tolerable as it has hot and
humid climate. So, a large variety of animals and plants are
found there.
5. Trunk is helpful to elephants in following ways:
• It helps them to spray water on their back to keep them
clean and cool.
24
• It helps them breathe when they are under water.
• It helps them uproot grasses to clear the way.
6. Monsoon winds blow from Arabian Sea and Bay of Bengal to
Indian landmass. These winds carry water vapours with them so
they cause rainfall in India.
7. Equatorial region has hot and wet climate which is good for
growth of various types of plants and animals.
8. The climate of a region depends on:
• The presence or absence of water (rainfall).
• The amount of sunshine the region gets.
• The ability to transfer water to the atmosphere
(evaporation).
• Relief features i.e. whether it is a hilly or a plain region
9. Refer to the Text book, p. 85.
10. A place away from sea will have less humidity as compared to
coastal areas.
11. (1) Temperature (2) Humidity (3) Rainfall (4) Wind
1. Weather is the condition of the atmosphere at a given place
for a short period of time. It is influenced by temperature,
precipitation (moisture from the sky), humidity, wind, etc.
Climate is the characteristics weather that indicates atmospheric
condition from season to season and year to year.
4. The location of a place is determined by its angle of latitude
(distance from the equator). As the earth revolves around the
sun, its titled axes causes a change in angle which affect the sun’s
rays falling on the earth. This causes changes in the day light
hours. Regions become colder with the increasing latitude. This
25
is the reason why places near the equator (0 degree) are hot
and it is colder near the poles (90°).
5. (1) They have a long trunk which is used for picking food.
(2) The strong tusk are used to tear barks of the tree for
eating.
(3) Their large ears help them to release heat and work like
a fan.
Chapter-8. Soil
A. 1 (a) 2 (d) 3 (b) 4 (c) 5 (d) 6 (a) 7 (c) 8 (c)
B. 1. Saline and alkaline 2. soil erosion 3. eutrophication
4. d) topsoil 5. soil pollution 6. soil profite 7. humus 8. regur
9. loamy soil 10. colour 11. plants 12. percolation rate
C. a) False b) True c) True d) False e) True
D. 1. (e) 2. (f ) 3. (a) 4. (b) 5. (c) 6. (d)
Active Learning
A. 1. topsoil 2. deforestation 3. Red soil 4. soil
Expression
1. Rocks have cavities which contain water. In winter it becomes
cold and solidifies to form ice. On formation of ice its volume
increases. Due to this it creates pressure on rocks. Rocks break
into small pieces and flow with high speed water. This breaks
stones into very small pieces called soil.
2. Clayey Soil: The particle size is small and fine. These particles
pack tightly together, leaving small spaces for air. It has water
holding capacity. Due to this it has maximum water retention
capacity.
3. A vertical section that shows the distinct layers of soil when
we cut straight down in the soil is known as soil profile.
26
4. Laterite soil is found in typical monsoon conditions i.e., high
teperature and heavy rainfall with alternate wet and dry periods.
5. Soil temperature is maintained by direct radiation from sun,
heat generated by decomposition of organic matter and the heat
from the earth’s interior.
6. Removal of the upper layer of soil by running water, wind or
human activities is called soil erosion.
7. (a) When heavy rain falls on top soil, rain water loosens the
soil particles which get carried from one place to other.
(b) When drought occurs, vegetation gets depleted. Wind
blows away the fine particles of soil during drought.
(c) On steep slopes, water flows fosta, soil creeps, slips or
slumps down the hill.
8. Soil erosion can be prevented by planting more and more treees
and plants. The roots of plants and trees bind soil with them
and stop soil erosion. Plants also slow down the speed of flowing
water and wind.
9. It is a type of farming on hill slopes. The slope of hill is cut into steps.
Crops are grown on these steps. When it rains, the soil washed off
from one step settles on the next one, thus preventing soil erosion.
1. Soil is composed of a thin layer of mineral particles and dead,
decaying remains of plants and animals called humus.
Physical Weathering: In this process, rocks disintergrate to
form smaller pieces by the action of water, ice, frost, penetrating
roots of trees and temperature differences.
Chemical Weathering: Sometimes, water acts on minerals present
in rocks and that changes the chemical nature of the rock.
2. (a) Horizon or top soil is the uppermost layer. It consists of
fine particles. It contains humus so it is dark in colour. It is
softy porous and can hold water. Plants grow in this layer.
Humus is the decomposed dead organic matter which
makes the soil fertile.
(b) Horizon or subsoil does not have much humus so it is
lighter in colour. It has more minerals and pieces of rocks.
It has oxides of iron and other minerals. It is a hard layer.
27
(c) Horizon or parent rock consists of small pieces of rocks
with cracks and devices. This particles of rock found in soil
come from this layer.
(d) Horizon or bedrock is the lower most layer, which is very hard
and non-porous.The properties of this rock help in determining
the properties of the soil. This layer is very difficult to dig.
4. (a) Colour of the soil: Each soil has a different colour and
texture. Texture is how soil feels to touch. The colour of the
soil depends on the chemicals present in a soil.
(b) Moisture in the soil: Soil has spaces or pores. When one
third of the pores or spaces are filled by air and two thirds
of it by water, this ratio constitutes the most favourable
condition for the growth of the plants.
(c) Soil temperature: It affects seed germination, root growth
and microbial activity. Direct radiation from the sun, the
heat generated by the decomposition of organic matter in
the soil and the heat from the earth’s interior affect the soil
temperature. The temperature of soil is also influenced by
its colour, texture, slope and water content. Dark-coloured
soil absorbs more heat than light-coloured soil.
(d) Presence of organic matter: Organic matter is present in the
soil in different amounts. Decomposition of organic matter
provides nutirients to growing plants. Organic matter
decomposed by micro-organism is a source of food to them.
It improves the soil texture, soil tilth and pore spaces.
(e) Water retention capacity of soil: Sandy soil has less water
retention capacity because the size of sand particle is large. It
has maximum air spaces. This soil does not have nutrients so it
is not good for plants. This soil allows more water to reach water
table.
Clayey soil has maximum water retention capacity among
the three but it absorbs the water slowly. It has very fine
particles and less number of pores. Loamy soil has medium
retention capacity of water. It has a large amount of minerals
and humus in it, so it is most fertile soil.
28
Chapter-9. Respiration in Living Organisms
A. 1. (d) 2. (c) 3. (d) 4. (b) 5. (a) 6. (d) 7. (a)
8. (d) 9. (a) 10. (c) 11. (c) 12. (d)
B. 1. cell 2. breathing 3. Lactic acid 4. larynx 5. bronchi
6. two 7. pair 8. pore 9. aerobic respiration
10. Breathing, external respiration 11. oxygen-rich
12. carbon dioxide-rich 13. breathing rate 14. Cell 15. alveoli
16. earthworm, leech, hydra 17. tracheal system
C. 1. False 2. False 3. False 4. True 5. False 6. True 7. False
D. 1. (d) 2. (a) 3. (b) 4. (e) 5. (c)
Active Learning
A. 1. Respiration 2. Oxyhaemoglobin 3. Anaerobic respiration
4. Epiglottis 5. Tracheae 6. Frog
Expression
1. During exhalation, the diaphragm moves up, decreasing the
space in the chest cavity. This forces the air out of the lungs.
2. When muscle cells respire anaerobically, lactic acid is produced,
which gets deposited in muscles causing muscle cramps.
3. In humans, anaerobic respiration can be carried on only for
a short time. It occurs in our muscle cells when there is not
enough oxygen supply. This happens when we are doing heavy
work or exercise, running fast, etc.
4. Fish respire through gills. Water having dissolved oxygen passes
through the gills which are supplied with rich blood capillaries
where exchange of gases takes place.
5.
Exhalation Inhalation
a. It is giving out of air. a. It is taking in of air.
29
b. Air is carbon dioxide- b. Air is oxygen-rich.
rich.
c. Diaphragm goes up and c. Diaphragm moves down
ribs contract. and ribs relax.
6. The air we inhale is transported to each cell of the body. The
haemoglobin present in the blood combines with oxygen from
the air to form oxyhaemoglobin in the alveoli. In the cells, the
oxygen carried by the blood combines with glucose molecules
and produces energy.
7.
Aerobic respiration Anaerobic respiration
a. Oxidation of food occurs a. Oxidation of food occurs
in the presence of air. in the absence of oxygen.
b. More energy is released. b. Less energy is released.
c. By products are carbon c. By products are alcohol

dioxide and water. in yeast and lactic acid in
muscle cells.
8. The trachea or windpipe (a soft muscular tube) extends
downward from the base of the larynx. The trachea is lined
with cilia which sweep fluids and foreign particles out of the
airway so that they stay out of the lungs.
9. Trachea divides into the left and right air tubes called bronchi,
which connect to the lungs. Within the lungs, the bronchi
branch into smaller bronchi and even smaller tubes called
bronchioles. Bronchioles end in tiny air sacs called alveoli
into the lungs.
10. Our body needs more energy and more oxygen while owrking
hard. Oxygen is essential to burn food to release energy. This is
called oxidation of food.
11. Human respiratory system is made up of a number of organe.
These are nasal cavity, larynx, trachea, bronchi and langs.
30
13.
Breathing Respiration
1. It is a physical process in 1. It is a chemical process
which oxygen is taken in in which glucose is oxi-
and carbon dioxide is given dised and carbon dioxide
out. is released.
2. It occurs outside the 2. It occurs in side the
cells. cells.
3. There is no release of 3. Energy is released.
energy.
4. Enzymes are not in- 4. Enzymes are involved
volved in these process. in this process.
15. When we are running, our body produces so much lactic acid
that it cannot be removed from the muscles quickey. This lactic
acid deposits in the cells and causes muscular cramps.
16. Refer to Text book, p. 115-116.
1. Some multicellular organisms like hydra, leeches and earth
worms breathe through their moist skin. The oxygen from the
environment passes through the moist skin of the earthworm
and it is carried by the circulatory system to the cells. Similarly,
carbon dioxide from the cells is carried by the circulatory system
and is given out through the moist skin.
2. When we inhale air, the diaphragm moves downward towards
the abdomen. The intercostal muscles, present between ribs
and diaphragm, movedown and the ribs moveout. This process
makes space in our chest cavity and air flows into the lungs
through the nose.
During exhalation, the diaphragm and the ribs move back
(opposite to inhalation). Due to this, the chest cavity reduces in
size and air flows out from the lungs through the nose.
3. Air enters the nose through the nostrils and reaches the nasal
cavity. As we inhale air, small particles of dirt are trapped by
the tiny hair in our nose. The hair trap the dirt and stop it from
going further inside our body. The nosal cavity is divided into a
31
right and left passage way. The air is warmed and moist and in
nosal cavity before it reaches the lungs.
5. Spiracles are tiny openings on the body surface of an insects.
These lead to tracheae that further branch into smaller tubes
known as tracheoles. Tracheae are the tubes that carry air directly
to cells for gas exchange.
6. Respiration is the process of taking in oxygen and using it for
the release of energy by breaking down of food and producing
waste products like carbon dioxide and water.
Glucose (food) + oxygen = carbon dioxide + water + energy
The process of respiration occurs in two steps.
a. Breathing or External respiration.
b. Cellular or internal respiration.
a. Breathing: The process of taking in oxygen-rich air into
the lungs and giving out carbon dioxide-rich air is called
breathing or external respiration.
b. Cellular Respiration: The process of break down of food in
cells with the release of energy is called cellular respiration.
Chapter-10. Transportation of
Materials in Animals and Plants
A. 1. (c) 2. (a) 3. (b) 4. (b) 5. (d) 6. (a) 7. (d)
8. (c) 9. (a) 10. (d) 11.(b) 12.(a) 13.(b) 14.(b)
B. 1. blood cells 2. blood 3. thick 4. cardiac
5. left auricle 6. excretion 7. water 8. excretory system
9. heart, blood vessels, blood 10. Blood 11. haemoglobin
12. Plasma 13. septum 14. kidneys, ureter, urinary bladder, urethra
15. superior vena cava, inferior vena cava 16. excretory organs
17. phloem, xylem 18. transpiration
32
C. 1. False 2. True 3. False 4. True
5. False 6. True 7. True 8. False
D. 1. (e) 2. (c) 3. (d) 4. (b) 5. (a)
Active Learning
A. 1. Ascent of sap 2. Gum 3. Excretory organs
4. Pulmonary vein 5. Arteries 6. Blood vessels
7. Plasma 8. Haemoglobin
Expression
1. The circulatory system is responsible for the transportation of
digested food, gases and waste materials to all cells of the body.
It consists of the blood, blood vessels and heart.
2. Functions of blood:
a) It helps in elimination of waste products away from the
cells.
b) Blood is a medium to transport oxygen and carbon dioxide
throughout the body.
c) It helps to maintain body temperature.
3. Differences between arteries and veins:
Arteries Veins
a. Transport blood away a. Transport blood towards
from the heart. the heart.
b. Carry oxygenated blood b. Carry de-oxygenated
(except in the case of the blood (except in the case
Pulmonary artery). of the Pulmonary vein).
c. Have relatively more c. Have relatively less elastic
elastic tissue. tissue.
d. Transport blood under d. Transport blood under
higher pressure. lower pressure.
4. a) Between the lungs in chest cavity.
b) About the size of your fist.
c) Four
d) Pulmonary vein
33
5. The carbon dioxide-rich blood from all over the body (except
lungs) is collected by two major veins and enters the right auricle.
The right auricle contracts and passes the blood into the right
ventricle. Then it is pumped into the lungs by the pulmonary
artery. Blood in lungs gets oxygenated and enters the left auricle
by pulmonary vein. From left auricle, oxygenated blood passes
to the left ventricle. This oxygen-rich blood is then pumped to
all parts of the body.
6. Although urinary system is responsible for the excretion of
wastes formed in our body, kidneys of urinary system filter the
blood to form urine, which is excess water, salt, urea and uric
acid. Some other organs which help in the excretion of different
kinds of wastes are:
 Lungs: Remove excess carbon dioxide.
 Liver: Produces urea and uric acid as a by-product of the
breakdown of proteins.
 Skin: Removes excess of water, salt, urea and uric acid in
the form of sweat. There are between 2 and 4 million sweat
glands found across the human body. These are found in
the lower part of the skin. They produce a watery secretion
and open on to the skin to help control body temperature.
During sweating, the moisture on your body evaporates
and provides a cooling effect for the body.
7. Nephrons are small filtering units of the kidney. Water and
wastes like urea and salt filter from the blood in the nephrons.
The useful substances are reabsorbed in nephrons and the
harmful substances are removed along with water in the form of
urine. The urine from the kidneys comes down through a pair
of long tubes called the ureter.
8. Plants absorb water through their roots. Roots have many tiny
and thin root hairs that help to absorb water from the soil. The
amount of water absorbed is related to the number of root hairs.
As the number of root hair increases, the area for absorption of
water and nutrients also increases. Water enters through the root
hairs and then moves across into the xylem tissue in the centre of
the root. Then this water and minerals transport upwards from
the roots through the stem to the leaves. This upward movement
of water and minerals is also termed as ascent of sap.
34
9. In kidney failure, the waste products remain in the blood. When
blood is not filtered, survival becomes difficult. In such case,
an artificial kidney is used to remove waste products from the
blood. This process is called dialysis.
10. 1. Tannin 2. Latex 3. Oils
11. Transpiration is the evaporation of water from plants.
13. Both the heartbeat and pulse rate are equal in number.
2. Heart is a powerful muscular organ. It lies between the lungs in
the chest cavity of our body with lower part tilted towards the left.
It is four chambered—two atria (right and left) and two verticles
(right and left). The heart is made of specialised muscle cells
called cardiac muscles which contract and relax all the time
without getting tired. The heart pumps blood throughout our
body. Its size is about the size of your fist.
The partition between the two chambers, outside and ventride
is called the septon. There are valves present in the ventricles
of heart to prevent the backward flow of the blood. Blood rich
in oxygen is pumped out from the left ventricle to all parts of
the body. The pulmonary vein is the only vein in the body that
carries oxygen rich blood from the lungs to heart. The muscles
of the heart contract and relax which constitutes heartbeat.
3. Food synthesised in the leaves is transported to other parts of
the plant through the phloem tissue. Sieve tubes are living cells
of the phloem which transport food. Transport of food material
from leaves to other parts of the plant is called translocation.
4. Refer to Taxt book, p. 133.
5. Plants take in water through their roots. Roots have many tiny
and thin root hair that help to absorb water from the soil. The
amount of water absorbed is related to number of root hair. As
the number of root hair increases the area also increases and
plants absorb more water and minerals. Water enters through
the root hair and then moves across into the xylem tissue in
the centre of the root. The xylem transports water and minerals
from the roots through the stem to the leaves.
6. Refer to text book, p. 132.
35
Chapter-11. Reproduction in Plants
A. 1. (a) 2. (c) 3. (c) 4. (b) 5. (c) 6. (c)
7. (a) 8. (d) 9. (d) 10. (a) 11. (d) 12. (b)
13. (a) 14. (d) 15. (b) 16. (d) 17. (a)
B. 1. asexual 2. seeds 3. yeast 4. leaves 5. stamen
6. seed 7. matured 8. wind 9. Reproduction
10. fragments 11. stock 12. callus 13. flament
14 cross pollination 15. insects 16. tufts
C. 1. True 2. False 3. False 4. True
5. True 6. False 7. False 8. True
D. 1 (c) 2 (a) 3 (f ) 4 (b) 5. (d) 6. (e)
Active Learning
A. 1. Sexual reproduction 2. Vegetative propagation
3. Gynoecium 4. Bisexual
5. Fertilization 6. Seed coat
Expression
1. Method of grafting in plants:
a) A small part of one plant called scion is inserted into the
stem or root system of another plant fixed into the soil. The
scion contains several buds.
b) The part of another plant which is fixed in the soil and in
which scion is inserted is called stock.
c) The scion and stock are then firmly tied together.
d) After some days, their tissues join with each other and
develop as new variety of plant.
2. Insects pollinate flowers which are large, showy or inclusters
making them prominent. These flowers produce fragrance to
invite insects and produce nector as food for them. The pollens of
insect pollinated flowers are sticky or spiny which stick or cling
to the body of insects. Their stigma is sticky, flat or club-shaped.
Examples of insect pollinated flowers are China rose, salvia.
36
3. Dispersal of seeds by wind: Seeds dispersed by wind are small and
light. These seeds and fruits have following features which help
them to be carried easily by the wind to distant places:
a) Some seeds have wings which help them in their dispersal.
For example, seeds of drumstick and maple.
b) The seeds of madar (aak) have tufts of hair that can be
carried away easily by the wind.
c) Fruits of some trees like sheesham and siris become flattened
and light to be blown by air.
d) Some seeds disperse by wind by censer mechanism. Their
fruits become perforated to release seeds by swinging in the
air. Examples are seeds of Luffa (tori) and datura.
4. Refer to Text book p. 140.
5. (a) Reproductive part: Flowers
(b) Vegetative Part: Stem
7. When a seed gets suitable temperature, air and water, it
germinates and grows into a newplant.
8. It is type of reproduction which occurs from the vegetative parts
of a plant such as the stem, the root and leaf. This method of
reproduction is commonly used in agriculture and hotriculture
for the production of vegetables and fruits.
9. Some small plants like mushroom, moulds, mosses and ferns
reproduce by spore formation.
10. A sexual reproduction is the type of reproduction in which
only one parent organism is required for the multiplication and
formation of new organism. It occurs without seeds.
In sexual reproduction, both male and female gametes unit to
form a new organism.
11. Refer to Text book, p. 146
12. (a) Cutting: This method is used to grow plants like rose,
grapes, sugarcane and box gain villea. A healthy branch
of a plant having leaf buds is cut off and planted in moist
soil. After sometime when conditions are favourable, the
branch develops into a new plant.
(b) Layering: This method of artificial vegetative propagation
is used to grow plants like jasmine, grapevine, cherry etc. A
37
young branch is bent towards the ground and covered with
moist soil. This covered part which is in contact with soil
produces new roots. The branch is then separated from
the parent plant and allowed to grow into a new plant.
This process is known as layering.
1. Various methods of asexual reproduction with examples are:
a) Fragmentation – Spirogyra, oscillatoria
b) Spore formation – Fungi and ferns
c) Budding – Yeast and hydra
d) Vegetative propagation:
i) Natural methods: Potato, onion, ginger, banana, etc.
ii) Artificial methods: Rose, mango, jasmine, orchids, etc.
2. Methods of natural ways of vegetative propagation are:
Plants multiply naturally by roots, stem, sub-aerial stems and
leaves.
a) By Roots: Roots of sweet potato, dahlia, carrot, turnip and
radish multiply by their fleshy roots and give rise to new
plants. Their roots have buds and when these bud-bearing
roots are planted in the soil, new plants are produced.
b) By Stems: Some stems grow underground and store food
in them. These are tuber, bulb, rhizome and corm which
help in the multiplication of plants.
c) By Sub-aerial stems: Stems of some plants such as
strawberry, mint, chrysanthemum, raspberry and grasses
grow horizontally on the soil surface or just below it
(sub-aerial).
d) By Leaves: Leaves of Bryophyllum (Kalonchoe) and
Begonia can multiply by the buds present in the margins
of their leaves. These buds fall on the ground and grow
into new plants.
3. a) Tuber: Potato, artichoke
b) Bulb: Onion, garlic
c) Rhizome: Ginger, turmeric
d) Corm: Gladiolus, colocasia
38
4. Fertilization in plants:
a) Pollen grain falls and sticks to the stigma and starts
germination.
b) It starts developing pollen tube which grows downwards
into the style.
c) The pollen tube carries the male gamete through the style,
into the ovary.
d) The male gamete then enters an ovule which contains the
female gamete or egg.
e) These male and female gametes fuse together and form
the fertilized egg or the zygote. This fusion of male and
female egg cells in ovary is called fertilization.
6. Once the seeds are produced, it becomes necessary that they
should be dispressed to different places to produce new plants.
If all the seeds fall off underneath the parent plant, these would
be competition for food, water, minerals, light and space. As a
result, seeds may not grow as healthy plants or they may die due
to scarcity of essential conditions for germination wind, water,
animals are some agents of dispersal of seeds.
Unit iv: Moving Things, People and Ideas

Guidelines
1 Classroom Interaction
The students may be asked to:
 Compare the speed of different objects by measuring the
distance travelled in a given interval of time.
 Convert any distance, time and speed units to Standard
international units.
 Represent distance and time graphically by taking time on the
X-axis and distance on Y-axis.
39
 Students can be taken to sundials and explore the actual ways
and means to measure time.
 Students can be taken to National Physical Laboratory to check
the appropriateness of various standards.
3. Pragmatic Approach
 Students can check whether the motion of simple pendulum can
be classified as periodic motion by calculating the total number
of oscillations in the same time intervals.
4. Personality Development
 Students can comment on different processes which take place in
time interval which is less than a second and ways in which these
time intervals are evaluated.
 Visually compare different distance- time graphs and comment
about the speed of the objects using these graphs.
in page number 3.
Chapter-12. Motion and Time

A. 1. (c) 2. (a) 3. (b) 4. (b) 5. (b) 6. (b) 7. (a)
8. (c) 9. (c) 10. (b) 11. (d) 12. (d)
B. 1. distance 2. second, minutes, hours and days. 3. metre
4. graph 5. periodic 6. motion 7. uniform motion
8. physical quantities 9. time period 10. Uniform motion
C. 1. False 2. True 3. False
D. 1. (d) 2. (e) 3. (b) 4. (c) 5. (a)
Active learning
A. 1. Distance: It is defined as the actual length of the path traversed
by the body.
1545\1
40
2. Speed: It is defined as the distance travelled by an object/body
per unit time.
3. Time period of simple pendulum: It is defined as the time
taken by the pendulum to complete one oscillation.
B. 1. Uniform Motion Non-Uniform Motion
a. When a body travels equal a. When a body travels
distances in equal intervals unequal distances in equal
of time. intervals of time.
b. In uniform motion body b. In non-uniform motion
travels with a constant body travels with a non-
speed. constant speed.
2. Speedometer Odometer
It is a device which measures It is a device which measures
the speed of an object/body. the distance travelled by an
object/body.
Expression
1. When an object is in motion, distance travelled by an object can
be calculated by using an attached odometer. Speed of an object
can also be calculated if the time taken to cover the previous
mentioned distance is known.
2. The parameter of speed helps us to decide whether an object is
moving fast or slow i.e. if a given distance is travelled in less time
then object is moving fast and if the same distance is travelled in
more time then we say that the object is moving slow.
3. The three time measuring devices are water clock, sand clock
and sundial.
4. Speed of an object is 25 km/hr
= (25 × 1000/3600)
= 6.9 m/s
Time taken by an object
= 5 min
= 5 × 60
= 300s
41
Distance travelled by an object
= speed x time = 6.9 × 300 = 2070 m
5. Time period of simple pendulum is defined as the time taken by
a pendulum to complete one oscillation.
40 oscillations are taken in 60s
1 oscillation
= 60/40 = 1.5s
6. Distance travelled by the jet plane = 7200 km
Time taken by the jet = 18 hrs
Speed of the jet plane = (Distance/Time)
= (7200/18) = 400 km/hr
= 111 m/s approx.
7. Time taken to complete one oscillation is known as the time
period of the pendulum.
1. In the figure, A is the mean position and B and C are the extreme
positions. When the bob moves from A to B, B to C and then
comes back to A, it has said to complete one oscillation.
S
Rigid support
C B
A
Extreme position Extreme position
Mean position
2. Distance travelled by an object is 30 km.

Speed of an object is 60 km/hr.
Time taken by an object = (Distance/Speed)
= 30/60
42
= 0.5 hr
= 30 minutes
3. a) The graph should be plotted using sharp pencil and ruler.
b) The scale of the graph should be taken appropriately
according to the minimum and maximum observation.
c) Kink should be mentioned in the starting if the 1st unit
distance i.e. after the origin on either axis is not equal to the
other units in the graph.
4. Aim: To measure the speed of a moving ball.
Materials required: A ball, measuring tape, stopwatch
Procedure
a) Make two markings A and B on the floor separated by a
finite distance.
b) Move a ball from point A to B and start the stopwatch
instantly at A and stop it instantly as it reaches point B.
c) Note the time recorded by the stopwatch and measure the
distance A B.
Calculations
Suppose the length between the path A and B is X m and time
taken is Y seconds. Therefore, the speed of the ball is = (X/Y) m/s
5. Refer to text book, p. 162.
Unit V: How Things Work
Guidelines
The students may be asked to:
 List all the devices and equipments present in home which work
on electricity.
 Comment about those equipments in which large amount of
heat is generated as the result of electric current being utilized
for various purposes.
 Write a note on all the equipments which utilize the magnetic
effect of electric current and ways in which these instruments
are utilized in daily life.
43
 Students can visit a power station house to have an idea about
the electrical supply network in the city.
 Students can be taken to the physics laboratory to have
an idea about the various electronic equipments and their
symbol.
3. Pragmatic Approach
 Student can make a simple electric circuit containing bulb,
battery and key with on and off position and identify when the
electric circuit is open or closed.
 Students can make an electric circuit incorporating a fuse wire
of low melting point which melts when we give high amount of
electric current to generate sufficient heat to melt the wire and
break the circuit.
4. Personality Development
 A power point presentation can be conducted on positive and
negative effects of electricity in our daily life.
Note: For the teacher/trainer the Summative Assessment is uniform
in all the chapters in the book and pattern of exercises are same as
discussed in page number 3.
Chapter-13. Electricity and its Effects

A. 1. (a) 2. (b) 3. (b) 4. (c) 5. (b) 6. (b) 7. (c) 8. (b)
9. (a) 10. (a)
B. 1. closed 2. fire 3. switch 4. electromagnet
5. Miniature circuits 6. Nichrome 7. Coil of insulated wire
8. low melting point 9. conductor 10. magnet
C. 1. False 2. True 3. False 4. False 5. False
D. 1. (c) 2. (a) 3. (d) 4. (e) 5. (b)
44
Active Learning
A. 1. Electromagnetism: The phenomenon in which current passing
through a conductor generates a magnetic field in it is termed as
electromagnetism.
2. Battery: Battery is defined as the combination of cells.
3. Electric fuse: It a safety wire installed in the circuit which melts
when high current passes through the circuit thereby preventing
any electrical mishap.
4. Solenoid: A coil of wire wrapped around a soft iron core in
the form of cylinder is termed as solenoid. It behaves like an
electromagnet when current passes through it.
B.
Open circuit Closed circuit
a. Switch is in off position. a. Switch is in on position.
b. Current does not flow in b. Current flows through
open circuit. closed circuit.
C. Give the electrical symbols for cell, battery, open switch, bulb.
+ – + – + –
Cell Battery
Open switch Bulb
Expression
1. Open circuit is an incomplete loop and current flows through a
complete (closed) loop.
2. A switch is responsible for opening and closing of circuit.
3. Condition when wires comes in contact with each other leading
to high current flow which can cause electrical fire is termed as
short circuit.
45
4�
5� a) Electric motors produce motion from electromagnetism�

b) Many toys have electromagnets inside them�
c) Electromagnets are used in lifting heavy iron scraps in
junkyards�
6� A loop through which an electricity flows�
7� Refer to Text book, p� 171
8� When current passes through a coil, it behaves like an
electromagnet and produces deflection in the compass kept in it
vicinity�
9� When current exceeds beyond its certain limit, it heats the fuse
wire which melts due to its low melting point and the flow of
electric current stops as the circuit breaks�
10� (a) Electric fuse: A wire of low melting point installed in a
circuit which melts and prevents a fire by breaking the
circuit�
(b) Electromagnet: A conductor which behaves like a magnet
when current flows through it�
1� An electric current produces heat as it passes through a
conductor� This effect of electric current is known as Heating
Effect� For example, when current passes through the filament
of the bulb, it heats the filament as the result of which it starts
glowing� The amount of heat in a wire depends on its thickness,
length and the material (metal) of the wire�
2� Merits: This effect is applied in working of various electronic
appliances like heater, iron, microwave and bulb�
Demerit: It can lead to fire in the circuit if level of electric
current is not managed� If high current passes through circuit,
fuse wire or MCB is installed which melt or drips when high
current passes through a circuit�
46
3. When high current passes through electric fuse, it melts and
stops current whereas when high current passes through the
circuit which has MCB, the MCB drips and the current stops
flowing. The fuse has to be replaced once it melts whereas the
MCB is just put “on” and the current flows again.
4. When current passes through a conductor, the conductor starts
behaving like a magnet. This is termed as magnetic effect of current.
Strength of the electromagnet depends on the length of the wire
(no. of turns in the coil) and magnitude of electric current.
5. Refar to Text book, p. 173.
Unit VI: natural phenomena

Guidelines
Students should be given knowledge of wind, storm and cyclone.
They should be taught about the precautions taken during storm and
cyclone.
You may show the small movies based on the chapter to your students.
Since audiovisual aids are great help in learning.
You can make wind vane and anemometer by simple things and show
them to your students, how they work.
Note: For the teacher/trainer the Summative Assessment is uniform
in all the chapters in the book and pattern of exercises are same as
discussed in page number 3.
47
Chapter-14. Winds, Storms and Cyclones
A. 1. (b) 2. (c) 3. (b) 4. (d) 5. (c) 6. (b) 7. (a) 8. (b)
9. (b) 10. (d)
B. 1. wind 2. maximum 3. rain 4. cyclone
5. Atmospheric pressure 6. storm 7. wind vane
8. convection currents 9. cyclone 10. cyclone alert
C. 1. False 2. True 3. False 4. False
D. 1. (a) 2. (b) 3. (c) 4. (d)
Active Learning
A. 1. They are deflected by the spinning of earth
4. Ice storm, snow storm, dust devils, blizzard, gale......
5 10-30 km.
Expression
1 Cyclone alert is the warning given 48 hours before the expected
time of cyclone and cyclone warning is issued 24 hours before
the expected time of cyclone.
2. Storms are created when a centre of low pressure develops with
a system of high pressure surrounding it.
3. Because there are conditions of high humidity and temperature
alongwith atmospheric instability.
4. Seawater reaches into agricultural land by cyclone and makes it
infertile.
7. The air expands on heating and hot air is lighter than cold air,
so it rises up.
8. Wind has two characteristics
(i) Direction (ii) Speed
9. The storms blowing off rooftops and uproot trees. This is
because during storms, wind blows at a very high speed.
1545\2
48
1. The high speed winds of tropical cyclones are accompanied of
heavy rains and huge sea waves. The sea waves are several meters
high. They move towards the coast with very high speed and
cause floods. Flood with heavy rains cause large damage to life.
As the waves hit the coast, trees get uprooted, houses collapse
and many other destructions occur. If there is a forest near the
coast, it can reduce the destructive impact of the cyclone.
2. There are a number of structural characteristics common to all
cyclones. As they are low pressure areas, their centre is the area
of lowest atmospheric pressure in the region. This is called eye
of cyclone. The diameter of the eye varies from 10-30 km.
3. (a) People should be alert in cyclone prone area.
(b) They should hear warnings given by government and
follow them truthfully.
(c) There should be rapid communication of warning.
(d) Cyclone shelters should be constructed in cyclone prone
area to move people immediately.
Chapter-15. Light
A. 1. (c) 2. (b) 3. (d) 4. (a) 5. (c) 6. (a) 7. (a) 8. (a)
9. (b) 10. (d)
B. 1. reflection 2. shering mirrors, makeup mirrors 3. beam
4. inner 5. disperse 6. white 7. straight line 8. A plane mirror
9. image, object 10. virtual images 11. real images 12. Lens
13. convex lens 14. concave lens
C. 1. (c) 2. (a) 3. (b) 4. (e) 5. (d)
D. 1. False 2. False 3. True 4. True 5. False
Active learning
A. 1. Reflection of light: The process in which light rays change
their direction when they fall on a mirror or any shiny object is
termed as reflection of light.
2. Dispersion: This process of splitting of sunlight into seven
colours is termed as dispersion.
49
3� Lens: A lens is a transparent medium which is bounded by at
least one curved surface�
4� Lateral inversion: The phenomenon in which left of an object
appears to be right in the mirror and right of an object appears
to be left in the mirror is called lateral inversion�
B� Refer to long-answer 4
Real Image virtual Image

The image which can be The image which cannot be
obtained on the screen� For obtained on the screen� For
example, image formed by example, image formed by
concave mirror� plane mirror�
C� Aim: To show that light travels in a straight line�

Materials required: A paper strip, torch, straight tube, bent tube�
A straight tube
Fig� A
A bent tube
Fig� B
Procedure
Cut out a hole in the center of the paper� Let the hole be of the same
diameter as the tube� In a dark room, shine the torch at one end of the tube
(Fig� A)� Keep the tube straight and point the other end towards a wall� The
light passes through the tube and falls on the wall� Now bend the tube at one
end as shown in Fig� B� Does the light still fall on the wall? Why not?
Observation
Light falls on the wall through straight tube� Light does not fall on the
wall through bent tube�
Result
This shows that light travels in a straight line�
50
Expression
1. a) Size of the image is equal to the size of the object
b) Distance between object and mirror and image and mirror
is the same.
2. It converges all the rays which pass through the lens.
Convex lens converging light

3. It diverges all the rays which pass through the lens.
Concave lens diverging light

4. The image in the convex mirror is always erect and comparatively
smaller than the size of the object. Thus, it covers a wide range
of area. Hence, it is used as rear view mirror in cars.
5. a) When an object is close to the concave mirror, its image is
erect and comparatively larger than the size of the object.
b) When the object is moved away from the concave
mirror, its image in the mirror becomes inverted and is
comparatively smaller than the size of the object.
6. Real Image Vertical Image
• Can be taken on the screen • Cannot be taken on the screen
• It is always inverted. • It is always erect but laterelly
inverted.
7. Light travels in a straight line.
9. The process in which light ray changes its direction when it falls
on a mirror or any shiny object is termed as reflection of light. The
light gets reflected when it strikes a shiny or polished surface.
51
10. Refer to text book p. 198
11. The images which can be obtained on the screen are called real
images.
1 The phenomenon in which left of an object appears to be right
in the mirror and right of an object appears to be left in the
mirror is called lateral inversion. This phenomenon is used in
writing the word ambulance on the van so that it appears in the
correct form in the rear view mirror of the vehicles and driver
can allow it to pass without blocking its way.
2. This process of splitting of sunlight into seven colours is termed
as dispersion. A prism is a glass pyramid bounded by four
triangular transparent glass surfaces. The colours by the prism
split in the sequence of VIBGYOR–Violet, indigo, blue, green,
yellow, orange and red. In the case of rainbow, the raindrops act
like tiny prisms and the sunlight after passing through these
prisms splits the sunlight into seven colours.
3. A Newton’s disc is a disc with segments in rainbow colours. When
the disc is rotated, the colours fade to white. In this way Isaac
Newton demonstrated that white light is a combination of the
seven different colours found in a rainbow. The dispersed light
having seven colours which appeared from the sunlight, mix and
form a white light. Thus, the sunlight is regarded as white light.
4. a) Concave mirror
 In solar cooker, so that they can concentrate the heat of the
sun at one point.
 As reflectors in torch and headlights of vehicles to produce
high intensity beam.
 They are used as shaving mirror or make-up mirror.
 Used by dentist for examining the teeth.
b) Convex mirror
 As a rear view mirror in cars to have a wide view of the
traffic coming from behind.
 In supermarkets and to look out for thieves and
shoplifters.
52
c) Convex lens
 Convex lens is used in magnifying (increasing in size)
objects which can be text or small parts of machinery while
repairing, etc.
 Used in spectacles to correct vision for people who cannot
see near objects clearly.
 Used in telescopes and microscopes.
d) Concave lens
 Used in spectacles to correct vision for people who cannot
see distant objects clearly.
 Used in peep holes which are fitted in doors of house to see
through the door.
 Used in binoculars and telescopes.
5. Refer to Text book, page 197.
Unit Vii: natural resources

Guidelines
Students may be asked to make a list of activities in which they use
water. They may be asked to write the amount of water used in each
activity. If they think the amount used is more, then ask them to write
how much water can be sufficient to perform each activity.
A picnic can be arranged to visit rainy well or sewage plant of your city.
You can make teams of students and assign different areas of school.
Ask them to observe and make a list where and how water is wasted.
You can arrange debate, poster making competition, etc., to create
awareness in the students about water.
in page number 3.
53
Chapter-16. Water–A Precious Resource
A. 1. (a) 2. (c) 3. (d) 4. (a) 5. (a) 6. (d)
7. (c) 8. (d) 9. (d) 10. (b)
B. 1. 68.7% 2. infiltration 3. photosynthesis 4. 100°C
5. Flood 6. water cycle 7. Transpiration 8. Drip irrigation
9. surface water 10. Groundwater
C. 1. True 2. False 3. False 4. False 5. True
D. 1. (e) 2. (d) 3. (a) 4. (b) 5. (c)
Expression
1. Water trapped between layers of hard rock below the water
table is called aquifer.
2. By seepage of rainwater.
3. The upper layer of groundwater is called water table.
4. Increasing population, increasing industries, increasing
agricultural activities.
5. The three states of water are solid (ice), liquid (water) and gas
(water vapour). These states are interconvertible. For example, if
the temperature of liquid water is reduced to 0°C, ice is formed
and if its temperature is increased to 100°C, water vapours are
formed.
ice > 0°C water water >100°C vapour

(solid) 0°C (liquid) below 100°C (gas)
6. Refer to Text Book, pp. 207, 208

7. Drip Irrigation: In this method, narrowpipes are used to supply
water drop by drop to the roots of the plants and water is not
wasted.
54
1. Almost three fourth of the earth’s surface is covered water.
About 97% of the total water on the earth is present in the seas
and oceans. This water is too salty to be used by humans. The
rest 3% is fresh water, but all of it is not available for direct use.
68.7% of the total fresh water is frozen in glaciers and polar
caps. Although this is pure water, it is not available for human
consumption. 30% water of the freshwater lies under the ground
as ground water. Out of the remaining 1.2%, 0.9% occurs as
moisture in soil and air. The rest 0.3% is present as surface
water in lakes and rivers. Thus, only 0.01% of the total water is
available for human use.
3. Indira Gandhi Canal in Rajasthan, this part of our country gets very
little rainfall and the rivers have water only during rains. Eighteen
check dams on Rukmavati river were made. This collected water
started percolating down into the soil so that ground water level
increased. Due to this water appeared in wells and ponds which
is easily used by the villagers. Another instance can be drawn out
in the Alwar district in Rajasthan. The people of that area revived
five dried up rivers Arveri, Rupasel, Sarsa, Bhagani and Jahanz
wali. This effort made the district green. How the people of that
area do not depend on rains for water.
Chapter-17. Forests: Our Lifeline

A. 1. (a) 2. (c) 3. (d) 4. (a) 5. (c) 6. (d) 7. (d) 8. (a)
9. (d) 10. (c) 11. (d) 12. (b)
B. 1. oxygen 2. humus 3. transpiration 4. pollination
5. deforestation 6. network. 7. trees 8. understory
9. gran luck 10. producers 11. food web 12. discouraged
C. 1. True 2. True 3. True 4. False 5. False 6. True 7. True
D. 1. (c) 2. (d) 3. (e) 4. (b) 5. (a)
55
Active Learning
A. 1. forests Conservation 2. offerestation 3. Food web
4. dynamic living entity 5. Canopy
Expression
1. Forests help purify the air by absorbing air pollutants like carbon
monoxide, sulfur dioxide and nitrogen dioxide. They remove
this air pollution by lowering air temperature, through releasing
oxygen by respiration.
2. Forests produce oxygen by the process of photosynthesis. They
also maintain the balance of carbon dioxide and oxygen in the
atmosphere. It is like the process of gas exchange so they are
called as green lungs of nature.
3. Three reasons of deforestation:
a) Increase in human population.
b) Modernization of society.
c) More requirement of forest products.
4. Earthworms loosen the soil particles, make burrows and help
the soil to become airy. The burrows help quick exit of rainwater
from the base of the roots, enabling the plants to grow more
rapidly. The faeces of worm add minerals and humus to the soil
and thus increase the fertility of soil and growth of plants.
5. A food chain is a series of living things, linked together because
each is the food for other in the chain.
6. Many food chains interlink with each other to form a food web.
For example, grasses can be food for grasshoppers as well as for
cows, goat, deer, rabbit and horses. These are herbivores and
can be eaten by carnivores like eagle, snake, frogs, tiger, lion, etc.
Thus, there is a network of many food chains which form a web
like structure and is called a food web.
7. Forests are called dynamic living entity. This means they have
various plants, animals and micro organism. They are self
sustained, full of life and vitality.
8. Increasing human population and modernisation has resulted in the
cutting down of forests on a large scale. This is called deforestation.
9. Afforestation is the planting of trees in large numbers.
1545\3
56
10. The Chipko Movement took place in April 1973 in the village of
Mandal of the Himalayas in Uttarakhand. The women of the area,
under the leadership of an activist Sunder Lal Bahugana went into
the forest and formed a circle around the trees preventing men
from cutting. them down. The success of the Chipko Movement
in the hills saved thousands of trees from being felled.
1. A forest contains different layers of plants. These layers can
be divided on the basis of their heights as crown, canopy,
understorey and forest floor.
Crown: The tall trees with branch at the top, form the crown
layer of the forest. The branchy part of a tall tree above the stem
is called the crown of the tree.
Canopy: The branches of the tall trees form a shady, protective
umbrella over the rest of the plants in the forest. This is called a
canopy. Many animals like snakes, toucans and tree frogs live in
this layer, since food is in abundant.
Understorey: The understorey is made up of herbs, shrubs and
young trees that have adapted themselves to living in the shade
of the canopy. Many animals like jaguars, red-eyed tree frogs,
leopards and many insects live here.
Forest floor: This layer comprises dead leaves, animal droppings,
dead trees and animals. In the forest floor, ferns, grasses, much
rooms and seedling grow. Giant anteaters live in this layer.
2. Forests are important and valuable resources, necessary for our
existence on the earth. Early man lived in forests and depended
on them for their food, clothing and shelter. In modern times,
we have cleared forests to make homes and agricultural land
but we still depend on forests for many things. We depend on
forests for the following reasons.
(a) Forest Products: Trees like pine, sal, teak, sheesham etc.
are the source of timber. Timber is used to make buildings,
furniture, boats, ships, sports items etc. They also provide
useful raw materials for making paper.
(b) Purify the Air: Forests help purify the air by absorbing
carbon dioxide and air pollutants like carbon monoxide,
sulphur dioxide and nitrogen dioxide and by releasing
oxygen which is an end product of photosynthesis.
57
(c) Control floods: Roots of the trees absorb much of the
rainwater that seeps under the earth. They reduce the speed
of flowing water and help in controlling floods.
(d) Reduce Global Warming: Trees absorb carbon dioxide
during photosynthesis carbon dioxide is a greenhouse gas
which contributes to global warming.
3. Animals depend on Plants for the following things
(a) Food and oxygen: All animals get food from plants directly
or indirectly. Herbivores like cow, deer, goat, etc. eat plants,
carnivores like lion, wolf, tiger eat herbivores. So they
depend indirectly on plants. Omnivores like humans, dogs,
etc. both plants and animals.
(b) Shelter: Trees are home to many animals. Many birds make
nests on trees. Monkeys, gorillas, apes, bats, leopards are
some common animals which live on trees. Trees provide
protection from rain and heat of the sun to animals.
Plants also depend on animals for the following things:
(c) Provide carbon dioxide: Green plants take in carbon dioxide
gas from the air during photosynthesis which is given out
by animals during respiration. Plants give out oxygen as
an end product of photosynthesis. This oxygen is used by
animals to respire. In this way, the carbon dioxide oxygen
balance is maintained in the atmosphere.
(d) Help in pollination: Many insects like bees, buterflies, ants,
etc. visit flowers for collecting nector. The sticky pollengrains
produced in the male parts of the flower stick on their legs,
wings and other body parts. When they visit another flower,
the pollen grains stick on the sticky surface of the stigma.
Thus, in this way, insects help plants in pollination.
4. Increasing human population and modernisation has resulted
in the cutting down of forests on a large scale. This is called
deforestation. The harmful effects of deforestation are:
a. If carbon dioxide gas increases in the atmosphere, it will
lead to global warming, since their would be no trees to
absorb this gas for photosynthesis.
b. We will not be able to get various valuable forest products.
c. Soil erosion, floods and changes in climate may occur.
58
d. As the forest cover decreases, the animals decrease in
number. They do not reproduce in the absence of their
natural habitat. Many die do not reproduce in the absence
of their nature of habitat. Many die due to absence of food.
This disturbs the food chains and food webs.
5. The maintenance and use of forest products in a way that the
forest are not destroyed is called forests conservation.
We should follow these methods to conserve our forests:
a. Indiscriminate deforestation should be prohibited.
b. Wastage of timber and fuel wood should be avoided.
c. Alternative sources of energy such as biogas should be used
to supplement fuel wood.
d. Forest fires should be prevented.
e. Pests and diseases of the forests trees should be controlled.
f. Grazing of cattle in forests should be discouraged.
g. For every tree cut, at least three young plants should be planted.
h. Large scale afforestation should be done in areas unfit for
agriculture.
Chapter-18. Wastewater Management

A. 1. (d) 2. (d) 3. (a) 4. (b) 5. (d) 6. (c)
7. (a) 8. (d) 9. (b) 10. (d)
B. 1. sewers 2. sewage 3. bar screens 4. biogas
5. chemical 6. bacteria 7. contaminated 8. contaminants
9. sewage treatment 10. clarifier 11. Ganga Action plan
12. Septic tank 13. biological processes
C. 1. True 2. False 3. True 4. False 5. True 6. True
D. 1. (f ) 2. (e) 3. (a) 4. (b) 5. (c) 6. (d)
59
Active Learning
A. 1. Pollutants 2. Sewer system 3. Clarified water
4. sludge 5. Septic tank 6. Sulabh International
Expression
1. The wastewater sources which contribute to city’s sewer
system are agricultural lands, factories, industrial units, mines,
construction sites, hospitals, marketing complexes, offices,
schools and our homes.
2. The organic impurities in sewage are human faeces, animal waste,
urea, pesticides, herbicides, fruit and vegetable waste, etc.
3. Sewer system or wastewater system contains a network of big
and small pipes called sewers. This network of sewer pipes is
called sewerage.
4. The steps of sewage treatment plant are primary treatment,
secondary treatment and tertiary treatment.
6. The amount of fresh water is declining day by day. The demand
of water has increased due to steeprise in the population. Due
to this, extreme scarcity of water occurs and many people in our
country do not even get sufficient drinking water. In villages,
sometimes villagers have to collect water from long distances to
fulfill their needs. Many people drawout undergrounds water by
digging bore wells. Due to continuous use, underground water
is also not easily available. One has to dig deep borewells to
reach the water table. This is because the groundwater is not
sufficiently replenished with rainwater because of excessive
construction of roads, buildings and pavements. Therefore,
there is a need to make wastewater or sewage fit for reuse.
7. River Ganga runs its course of over 2500 kms from Gangotri
in the Himalayas to Ganga Sagar in the Bay of Bengal through
many cities. During the course, it becomes polluted due to
sewage disposal and other human activities. The Ganga Action
Plan was launched by Mr. Rajiv Gandhi, the then Prime
Minister of India in 14th January 1986.
The main aim of GAP is diversion and treatment of sewage,
60
prior to its disposal into the Ganga. The plan also includes
active participation and awareness in public about the cleaning
of the Ganga.
8. Wastewater is also generated from the agricultural land, factories,
industrial units, mines, construction sites, hospitals, marketing
complexes, offices, schools and households. It also includes the
rainwater that flows down the streets, lanes, roads, rooftops of
our houses and industrial buildings after heavy rain. It carries
many harmful chemicals, dirt and pollutants.
1. There are three stages involved in treating wastewater in a
sewage treatment plant:
1. Primary Treatment
2. Secondary Treatment
3. Tertiary Treatment
(1) Primary Treatment: Sewage from all sources first enters the
primary treatment site. The wastewater is passed through
bar screens. The large objects like sticks, cans, lags, plastic
cans and packets, napkins, etc. are removed by these bar
screens.
Water is then allowed to pass slowly through agrit and sand
removal tank. The sand and pebbles settle down. Still some
impurities can remain there. So a clarifier is used. A clarifier
is a tank with its control part inclined downwards so as to
allow impurities to settle down. The inclined waste is then
removed using a scraper. This waste is termed as sludge. The
sludge is used as manure in agriculture fields. It can also be
used to produce biogas to generate electricity or to be used as
fuel. The light materials that float on the surface of water are
called scum. The scum is removed with the help of a skimmer.
The wastewater at this stage is called clarified water. The
clarified water is than carried for secondary treatment.
(2) Secondary Treatment: The secondary treatment involves
biological processes. Air is pumped into the clarified water
to help acrobic bacteria grow. The bacteria decompose
human waste, food waste, detergents and other undesirable
matter which still remain in clarified water. The decomposed
61
materials setles down at the bottom of the tank after several
hours. This is called activated sludge. The water at the top
is then removed. The activated sludge is about 97% water.
It is then passed through sand drying beds to remove solid
materials. This solid waste is left for drying and then used
as manure for recycling organic nutrients to the soil.
(3) Tertiary Treatment: The tertiary treatment involves
chemical processes. The water after secondary treatment
contains very less organic materials and suspended matter.
It is discharged into the water bodies like rivers and sea or
into the ground. The natural cleaning process takes place in
water bodies. Sometimes, it is disinfected with chemicals
like chlorine, ozone gas or ultraviolet rays to kill the disease
causing organisms. After disinfection, treated water is
discharged into the distribution system.
3. As a responsible citizen of the country, you can follow one
practices and contribute to the sanitation of public places.
Always remember that waste generation is a natural human
activity. But we should not forget that waste management
is also our responsibility.
1. Do not throw litter anywhere. Look for the dustbin or carry
the litter home and throw it in the dustbin.
2. If there is a leakage in sewer pipes at public places,
immediately inform the municipality or Gram Panchayat
of that area.
3. Ask the local authorities to cover the open drains.
4. Discourage people to urinate in open places.
5. Motivate others to maintain sanitation in public places.
6. Write to the local newspaper about the condition of
sanitation in your area.
62
63

Science 7

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Science 7

Загружено:

Авторское право:

Доступные форматы

VP: 1545.

All rights reserved. No part of this publication may be reproduced, stored in

Dr. Kanchan upreti  Dr. ranjna Gupta  sahil Joseph simon

Unit ii: materials

Chapter-3. Fibres to Fabric

• Insert the thermometer properly into the object/body whose

Cold water comes down from

As the water in the vessel is heated, the molecules of the water

• The base of electric iron conducts heat which in turn helps

• The handles of kettles and utensils are made of insulators of

• Woollen clothes are bad conductors. They do not allow heat

Unit iii: The World of the living

b. More energy is released. b. Less energy is released.

c. By products are carbon c. By products are alcohol

Unit iv: Moving Things, People and Ideas

Chapter-12. Motion and Time

2. Distance travelled by an object is 30 km.

Unit V: How Things Work

Chapter-13. Electricity and its Effects

Open switch Bulb

5� a) Electric motors produce motion from electromagnetism�

Unit VI: natural phenomena

Real Image virtual Image

C� Aim: To show that light travels in a straight line�

Convex lens converging light

Concave lens diverging light

Unit Vii: natural resources

ice > 0°C water water >100°C vapour

6. Refer to Text Book, pp. 207, 208

Chapter-17. Forests: Our Lifeline

Chapter-18. Wastewater Management

Вам также может понравиться