SCIENCE IN ACTION

M. A. PARASNIS
BOOK 2

PREFACE

Doing an experiment is fun

And is the best way to learn
 The series ‘Science in Action’ is written specially to help children in the
age group eight to thirteen years to have first hand experience in science. It
is designed so as to help the classroom teacher make the learning of science
an enjoyable and rewarding experience for herself/himself as well as for
her/his class. Interested parents could also easily use the series to help their
children to do science at home. Enthusiastic children could even use it on
their own at home and school.
The series consists of five books: Book I for class four (age 8-9 years),
Book II for class five (age 9-10 years), Book III for class six (age 10-11
years), Book IV for class seven (age 11-12 years) and Book V for class eight
(age 12-13 years). It is not designed to cover the syllabus of any particular
school system or state but, rather, to uncover a little part of the fascinating
world of science, taking into consideration the average mental and physical
capabilities of the respective age groups.
Essentially these are books of science activities. These typical activities,
selected from various areas of science, use readily available and Inexpensive
materials like jam and milk bottles, coffee tins, paper cartons, thread, string,
wire, paper clips and pins, rubber bands, balloons, drinking straws, etc.
Many classic experiments, described in text books unchanged for
generations, have been performed more interestingly and instructively.
Many more have been added. Each activity has been tried and tested out, so
to say, in the field. They all involve experimentation resulting in experience
with important scientific principles. The involvement is qualitative and thus
maintains a high level of interest.
These books are the culmination of a decade of involvement in school
education (on the campus of the Indian Institute of Technology Kanpur) into
which I was initiated and inducted by the Institute’s first Director, Dr P K
Kelkar. It was his faith in the tremendous potential of children and his keen
insight into the way they learn which 1 made him start a school on the
campus under IIT/K Administration. The School had complete freedom to
try out new methods in teaching and learning. It was at the IIT/K Campus
School that many of the seeds of the present series were sown. It was the
encouraging response from children and teachers of that school that gave me
the enthusiasm to complete the work.
Thanks are due to the Education Development Centre, IIT/K, funded by
NCSE/NCERT, for grants which have supported this venture and have made
it possible for each and every activity in this series to be actually tested out.
 For books such as these good illustrations are essential. They save many
words of description and are a special attraction for the children. I would
like to record my appreciation for the patient and painstaking work done on
illustrations by Mr. A C Joshi of the Department of Electrical Engineering,
IIT, Kanpur.
My husband, Dr Arawind S Parasnis, Professor of Physics, IIT, Kanpur,
has read the manuscript critically and made innumerable valuable
suggestions. He and my sons, Kaushik and Gautam, have provided that
understanding cooperation without which I could not have enjoyed writing
the series. My sons were often the guinea pigs for testing out these activities.
The series is dedicated to children—the mini-scientists—and their
teachers. If you have enjoyed the books, do let me know along with
corrections and comments, if any.
Meera A. Parasnis
618 IIT Campus
Kanpur 208 016

INTRODUCTION
Science today plays a significant and ever-increasing role in the social and
economic life of ordinary man. The impact of scientific and technological
progress not only has permeated urban and suburban life but also is fast
penetrating into remote villages. New varieties of seeds, the tractor, the
transistor radio and the antibiotics have reached the farthest corners of our
country. Many villages have been electrified. Satellite Instruction Television
Experiment (SITE) has already taken television to a number of villages.
Training in science is essential to the improvement of health and living
conditions of our people and to the promotion of agriculture and industry. It
is, therefore, increasingly important for everybody to be literate in science.
This need embraces all age-levels, alt socio-economic levels and all
intelligence levels. However, it is for the children of today, the arbiters of
our fate tomorrow, that the need is the greatest. Unless we give our children
scientific schooling we cannot hope for a bright future for our country.
Till very recently, no one studied science unless one entered middle/high
school. Some schools did teach a few lessons about birds and flowers. All
that was available was a few books of nature stories and study.
Since Independence the field of science education has undergone a big
change. Most of the changes stem from a dual attempt. First, there has been
an increase in the quantity of subject matter taught. Second, there has been
an attempt at re-establishing the class levels at which various topics would
be taught: a part of what was done in high school is now sought to be done
in the middle school and, in the same way, a part of what was done in the
middle school is sought to be handed over to the primary school.
However, students are doing more reading in science. They are reading
about science but not doing science. This is like attempting to teach a person
to swim by having him read the best books on swimming rather than plunge
into water.
In short, the science programme in our schools is still around the text
books. Science is viewed by teachers (and consequently by children) as a
body of facts and a set of answers, absolute and immutable, which explain
the universe. Often these explanations come in the form of one word or
phrase taught by the teacher and learnt by heart by the taught. When a
phenomenon is demonstrated, the children simply associate the questions
about the phenomenon with the word or phrase without understanding
conceptually the interactions involved. Natural phenomena are used not as
stimuli to regenerative thinking and to the spirit of discovery but merely as
examples of or adjuncts to facts already presented. Thus a bug floating on
water is an example of surface tension. A ship, though made of steel,
floating on the sea is an example of Archimedes’ principle. The horse
pulling the cart and the cart pulling the horse is an example of Newton’s law
of reaction. Can we blame the child?
This inevitably helps erect a barrier between the child and science. This
barrier must be broken. When such barriers are broken science becomes not
only interesting but also a part of the child’s thinking. This requires a child’s
active involvement in his own learning. Experimenting is an excellent
chance to stimulate thinking. There is joy and excitement in working with
one’s own hands for man is basically a builder. Children need to work with
their own hands and talk and argue about their work. They should get
involved with science and discover its principles for themselves. As far as
possible, even demonstrations by teachers should give place to
investigations by children. Children should work like little scientists busy
exploring the rich world around them. It was a very wise Chinese sage who
said
I hear and I forget
I see and I remember
I do and I understand
 Performing experiments and learning to make close observations requires
some facilities. These are lacking in most of the schools of our country—
especially at the primary and middle school levels. As a result, science
teaching (if it is attempted at all) suffers from a severe handicap especially at
these levels. It is often believed, though erroneously, that to introduce
science experience even in primary and middle schools requires elaborate
equipment made by commercial manufacturers and hence needs a big
budget.
The series ‘Science in Action’ is an attempt to use simple, easily
available, low cost materials to set up experiments which illustrate a large
variety of sophisticated scientific principles. For example, experiments are
so designed that the child does not need to use wooden planks, hammer and
nails; the same work is done by cardboard, bark cork and drawing pins. The
experiments are not hard to set up even if you have not done much
experimentation before. The series is meant for classes’ four to eight and
consists of five books. These are essentially books of science activities
written in a simple style so as to provide teachers, teachers-in-training and
children with a variety of experiments that can be used as teacher-
demonstrations, children’s class room activities, demonstrations at science
fairs, class projects or any related science study. The activities are interesting
and instructive in practical and exciting ways.
From this year the 10 + 2 + 3 pattern of education is being introduced and
science and work experience courses are compulsory up to class 10. The
activities in these books involve both science and work experience. A good
deal of the material needed has to be built with tins, cardboard and string.
Screw driver, hammer, hacksaw, cork-borers, files and planers have to be
used, depending upon the level. The contents of each book can be covered
during a one year period by allotting special ‘activity periods’ during which
children will work with their own hands to produce materials with which
they will learn science. Book I has 25 very simple activities which could
easily be handled by children of class 4 with two periods a week. This could
be increased to four periods a week for classes 5 and 6 (Books II and III
which have 30 and 40 activities respectively) and six periods a week for
classes 7 and 8 (Books IV and V, having 45 and 50 activities respectively).
Many concepts have been repeated from book to book so that a concept can
grow to a greater degree of sophistication as a child goes to higher classes.
Each activity has five parts:
(i) An attractive title
 (ii) Materials: the things and the equipment needed to perform the activity
(iii) Procedure: Step by step utilization of the materials. The expected
observation is usually indicated as a part of the procedure
(iv) Drawings and diagrams: for ease of assembling
(v) The ‘why’ of the activities is given sequentially at the end of each
book. This gives scope to the child to think for herself/himself. In case
she/he needs help it is readily available. This also acts as a check.
Believing that the method of science should play a significant role in any
modern educational scheme, this series is offered in the hope that it will
assist science teachers and students in their co-operative quest for science.

FOREWORD
It is a matter of great pleasure and honour to have this opportunity of
writing a Foreword to the rather unique series of books entitled ‘Science in
Action’ meant for children below thirteen years of age written by (Mrs)
Meera A Parasnis, The time of its publication could not have been more
appropriate for there seems to be a new awareness in the country of the need
to make science education meaningful from the earliest level of schooling
right up to the tenth standard.
Modern technology is revolutionising our entire social structure in a
variety of ways. The pace of change poses challenges in every direction. It is
possible neither to go back nor to advance in a systematic manner without a
proper understanding of the way technological forces affect society. It is
necessary to appreciate that if the fruits of technology enter the lives of men;
its roots are in science. In this context understanding of science and the
scientific method is as necessary for those who are going to be professional
scientists as for the rest.
The essential objective of the teaching of science to children must be not
so much the imparting of scientific information as creating a lively interest
in the scientific method and developing a scientific attitude of mind by
actual involvement in “scientific activity”. This is precisely what this series
of five books makes possible.
In this approach the material expenses involved are very modest, but it
draws heavily on the motivation of the teachers and the taught. To observe,
to ask questions, to use Imagination, to make intelligent guesses about the
possible answers, are all attributes of a lively scientific attitude of mind.
 There is little doubt that, if children are exposed to these activities as
detailed in these books over a sufficient period of time, they will not only be
familiar with the scientific method but will develop a scientific attitude of
mind. Children successfully taught in this fashion will in fact begin to show
the scientific approach in all their learning.
Mrs Parasnis has taken enormous pains in writing these manuals based on
ten years of her direct involvement with children in the age group of 8- 13
yrs, in exposing them to real scientific activity. The material incorporated
has been as though tested ‘in life’ and that is perhaps its greatest merit. In
my view, Mrs Parasnis not only deserves congratulations but our gratitude
for this timely publication.

If the experiment involved in using these manuals succeeds, as it should,

then no time may be lost in making these available in various Indian
languages.
P K KELKAR
“Chhaya”
H R. Mahajani Marg
BOMBAY 400 019

CONTENTS
1 Make a Spirometer and measure your Lung Capacity
2 Lift a Tumbler with a Balloon
3 Magic Finger stops Water Flow
4 Water Fountain
5 Glue Tins together without Glue
6 Pin-Fan spins without Blowing
7 Bumping Balls
8 Autogyro
9 Floating Candle
10 Why Boats float
11 Salt Water is more buoyant than Fresh Water
12 Find Centre of Gravity by trial and error
13 Centre of Gravity remains nearest to Earth
14 Do Equally Heavy Things fall equally fast in Air?
15 Straw Balance
16 Heat expands metals
17 Warm Air weighs less
18 Hear through Wood
19 Sympathetic Bottles
20 Multiply your Money
21 Cage a Lion
22 Boat runs on Magnetic Power
23 Control a Car from a Distance
24 Paper Clip hangs in Mid-Air
25 Dancing Paper Dolls
26 Electricity attracts Water
27 The Siphon
28 Why Roofs are corrugated
29 Rolling reduces Friction
30 Respiration Model

1 Make a Spirometer and measure your Lung Capacity

Materials
Large glass jar, about 3 litres, with lid Cello tape
Flask 0.5 litre (say, milk bottle)
Glass marking pencil (lipstick or wax crayon works well)
Large Basin (or trough)
Water
Three small wooden blocks
Long rubber tube (burner tubing)
Short glass tube, 8-10 cm in length, to fit in the rubber tube
 TO MAKE THE SPIROMETER
Stick a strip of cello tape from the bottom to the top of a big glass jar on
the outside. Using a 500 cc. (0.5 litre) flask, pour into the jar measures of
water and mark lines (with glass marking pencil) across the strip to indicate
500 cc, 1000 cc, 1500 cc, etc, till the jar is completely filled with water.
Screw the lid on tightly.
Pour some water into a large basin. Invert the jar of water and with the lid
on insert the mouth of the jar under water. Unscrew the lid carefully and
place the mouth on three wooden blocks.
Insert one end of a long rubber tube into the mouth of the jar. Attach the
glass tube (mouthpiece) to the other end of the rubber tube.
The spirometer is now ready for use (Fig I).

TO USE THE SPIROMETER

Exhale normally into the mouthpiece. The exhaled air bubbles through the
water into the jar displacing an equal amount of water.
Why?
Read the tape marking of the water level and note it down.
This gives the amount of air exhaled with a normal breath.
 NOW take a deep breath and exhale into the mouthpiece. Note the new
level of water. The difference between the second and the first readings
gives you the volume of air exhaled in a deep breath. Is it the same as that in
a normal breath?
If not, why?
Compare the air exhaled by different children.
Compare the air exhaled before and after running.
Compare the air exhaled at the beginning of the year with that at the end
of the year to check how much bigger your lungs have become.

2 Lift a Tumbler with a Balloon

Materials
Balloon
Tumbler (preferably transparent plastic)

Hold a balloon inside a tumbler. Blow into it well (Fig 2.1) and pinch its
neck between the thumb and the first finger so that the air does not escape.
 Lift the balloon up.
What do you see?
The tumbler is also lifted (Fig 2.2).
Why?
Allow the air to escape slowly.
What happens?
The tumbler falls off (Fig 2.3).
Why?

3 Magic Finger stops Water Flow

Materials
Empty tin with lid (coffee, bournvita or similar)
Sharp thick needle
Water

With a sharp thick needle, make one hole in the lid of a tin and a number
of holes in the bottom of the tin.
 Fill the tin with water and put the lid on it.
Hold the tin up with one hand.
Water flows out of the bottom holes (Fig 3.1).
Close the hole in the lid firmly with the tip of your finger.
The water stops flowing out (Fig 3.2).
Take away your ‘magic finger’ from the top hole. The water starts
flowing out again (Fig 3.1).
Bring your magic finger back on the lid-hole; the water stops flowing (Fig
3.2).
You can control the flow of water by your finger.
Why?
Is there magic in your finger?

4 Water Fountain
Materials
Empty bottle (coco cola or squash)
Rubber stopper to fit the bottle
Glass tube
Water
 Take an empty bottle. Find a rubber stopper that fits the bottle well.
Make a hole in the stopper so that the glass tube fits into it.
Fill the bottle about half with water.
Pass the glass tube through the hole in the rubber stopper and close the
bottle tightly with the stopper.
Now blow hard into the tube. Bubbles of air come out of the bottom of
the tube (Ftg4.l).
Blow as hard as you can and move back.
What do you see?
Water shoots out of the tube like a fountain (Fig 4.2).
Why?
Blow again, harder than before. The water now shoots higher.
Why?

5 Glue Tins together without Glue

Materials
Two tins (or glasses or bottles) of the same size
Drawing paper
 Scissors
Water
Box of matches

Take two tins of the same size.

Draw two concentric circles on a piece of drawing paper, one with a
radius of about I cm greater and the other with a radius I cm smaller than the
radius of the mouth of the tins. Cut along the circles (Fig 5.1).
Dip this piece in water so that it is nicely wet and place it on the top of
one of the tins. Light two or three match sticks and put them inside the tin.
Quickly place the second tin on the first so that the mouths of the two tins
are one above the other and the paper piece is in between the mouths (Fig
5.2).
Soon the matches burn out (stop burning). Now pick up the upper tin.
What do you see?
The lower tin lifts along with the upper! (Fig 5.3).
The two tins are glued together without glue.
Why?
 6 Pin-Fan spins without Blowing
Materials
Metal foil (aluminium or tin) Pencil
Scissors (preferably tin-shears) Nail
Thick wire Candle Box of matches
Cut out from a metal foil a circle of radius 5-6 cm.
Make a small circle (5 mm) around the centre of the circle.
Divide the circle into eight equal parts.

Cut along the eight radii from the outer edge to the inner circle. Bend
upwards one long edge of each of the eight triangles (Fig 6.1).
With a sharp nail (2.5 cm long) make a light dent exactly at the centre; do
not pierce.
Bend a piece of wire into a spiral. Balance the metal circle on the upper
end of the wire (Fig 6.2).
Your pin-fan is ready.
Bring a lighted candle under the pin-fan.
What do you see?
The fan spins round and round.
 Why?
Inside cover of coffee or tea tin works well.

7 Bumping Balls
Materials
Two ping pong balls (or apples or oranges or round balloons)
String
Any horizontal support, e.g. a scale resting on the backs of two chairs

Hang by pieces of string the two baits of the same size from the horizontal
support.
Adjust the strings so that the balls are at the same height and about 3-4 cm
apart.
Blow hard between the balls.
What do you expect?
What do you see?
The balls do not move apart but bump together (Fig 7).
Are you surprised?
Blow harder than before.
 The balls now bump with greater force.
Repeat a number of times.
Do you know the reason why this happens?

8 Autogyro
Materials
Piece of paper
Pair of scissors
Two paper clips

Take a piece of paper 10 cm x 20 cm. Cut the paper in half lengthwise up

to 10 cm (Fig 8.1). Fold the two flaps (wings) in opposite direction.
Make 3 or 4 folds in the uncut part and hold the folds together with a
paper clip at each end (Figs 8.2-3).
Autogyro is ready.
 Stand as high as you can (preferably, in the balcony of a higher floor) and
release the autogyro.
What do you observe?
It spins down to a soft landing.
Why?

9 Floating Candle
Materials
Candle
Pins (or nails)
Glass of water
Match box

Place a candle on the surface of water and watch. The candle floats on its
length (Fig 9.1). Why?
Load the lower end of the candle with pins such that the candle will float
in water with its top just above the surface of water.
Light the candle. Watch it (Fig 9.2).
The candle continues to float and burn until it is nearly finished.
Why?

10 Why Boats Float

Materials
Thin metal foil (aluminium or tin)
Large vessel of water

Cut out two equal squares from aluminium foil (Fig I0.I).
Make a boat out of one (Fig I0.2a).
Carefully fold the other into a tight disc (Fig I0.2b).
Place both in a large vessel of water.
The boat floats, the disc sinks (Fig 10.3).
Why?
Do you now know why ships made of steel are able to float on the sea?

11 Salt Water is more buoyant than Fresh Water

Materials
Two glasses (or wide mouthed jars)
 Water
Salt
Pencil
Plasticine

Fill two glasses about three fourths full with tap water.
Add two or three spoonfuls of salt to one glass and stir so that the salt
dissolves completely.
Place a pencil in the glass containing ordinary water. Load the pencil at
the bottom with plasticine so that it just sinks vertically (Fig 11.1).
Now shift it to the glass of salt water.
What do you observe?
The pencil floats in salt water (Fig 11.2).
Why?
Can you now guess why you float more easily in sea-water than in river
water?
 12 Find Centre of Gravity by trial and error
Materials
Cardboard
Pin (or needle)
Pencil
Stick of soft wood

Cut out a circle from a piece of cardboard. Attach a pin to a stick of soft
wood.
By trial and error find the point at which you can balance this circular
disc on a pencil point. This point will be at or near the centre of the circle.
Pass the pin through this point and spin the disc (Fig 12.1).
Observe how it turns.
The disc spins without a jerk and stops in any position.
Why?
Now pass the pin through the cardboard circle 2-3 cm away from the
point (Fig 12.2),
Spin the disc again. What do you see?
 The disc does not spin as nicely and stops always in the some position
with the point directly below the pin.
Why?
Repeat for a square (Fig 12.3).
a cardboard star (Fig 12.4).
a cardboard car (Fig 12.5).
a cardboard child (Fig 12.6).
The point about which a flat object spins without a jerk is called the centre
of gravity of the object.

13 Centre of Gravity remains nearest to the Earth

Materials
Scale
Circular disc (cardboard or metal)
Pencil

Throw a scale into the air.

How does it usually come to rest on the floor?
Mostly as in Fig 13.1 c.
 Rarely as in Fig I3.lb, but hardly as in Fig 13.1 a.
Why?
Drop a circular disc. How does it come to rest on the floor? As in fig/3.2a
or /3.2b? As in the latter, does it not?
Why?
Throw a pencil. How does it land? As in Fig I3.3a or 13.3b?
Why?

14 Do Equally Heavy Things fall equally fast in Air?

Material
Aluminium or tin sheet

Cut out two squares of the same size from aluminium sheet.
Hold the two squares at the same level and as high as you can. Drop them
at the some time.
Watch when they hit the ground. Both will hit the ground at almost the
same time (Fig 14.1).
 Now, roll one of the squares into a small ball. Leave the other square as it
is. Now hold the two at the same level and as high as possible. Drop them as
before (Fig 14.2).
Again watch them when they hit the ground.
What do you find?
The small ball hits the ground first.
Why?
Repeat several times.

15 Straw Balance
Materials
Staples
Empty bottle (or tin)*
Cello tape
Pin
Drinking straw
Aluminium foil
Sewing thread
Plasticine
 Take 10-15 staples that are stuck together. With cello tape, fix the staples
on the top of the cap of a bottle.
Pass a pin through the centre of a drinking straw. Place the straw on the
staples (Fig I5).
Use cello tape to make two small open boxes from aluminium foil. Tie
with strands of thread these two boxes near the ends of the straw.
If necessary, use plasticine to get exact balance. Your straw balance is
ready. It is a very sensitive balance. Use it often.
Use your straw balance to find the fraction of water in leaves by weighing
a number of leaves before and after drying. You can use staples as your
weights.
Fraction of water = (n1—n2) / n1, where n1 is the number of staples
required to balance the leaves before drying and n2 is the number required
after drying.
* Bottle or tin with high neck e.g. oil bottle, powder tin, etc.

16 Heat expands Metals

Materials
Two supports
 Two hooks (or eyes) with screw ends
Copper (or steel) wire
Weight (e.g. pen-knife, nut, bolt, etc.)
Candle
Box of matches.

Take any two similar sturdy supports (tables, chairs, etc.). Screw in two
hooks one to each support.
Take a wire about a metre long and stretch it between the two hooks.
Make sure the wire is taut i.e. tightly stretched.
You may have to load the supports so that they do not topple.
Attach a weight; say a pen-knife, to the mid-point of the wire. Measure
the distance of the tip of the pen-knife from the floor.
Move a lighted candle along the wire so as to heat the wire. Do this for a
couple of minutes.
What do you observe?
The wire sags in the middle (Fig 16).
Measure the distance of the tip from the floor again.
What do you find?
The distance is smaller than before.
Why?
Allow the wire to cool. The sag disappears. The wire becomes straight
again and the weight rises to the original position.
 Why?

17 Warm Air weighs less

Materials
Metre scale (or long strip of wood)
Thread
Hook
Two empty tins
Plasticine
Candle

Balance a metre scale on your finger. It will balance near or at the 50 cm

mark.
Make a hole at this point. Pass a piece of thread through the hole. You can
now support the scale from a hook by the thread.
Make two holes one near each end and at the same distance from it.
Hang an inverted tin from each end. *
Use plasticine to adjust till the whole thing balances.
Hold a lighted candle below one of the tins.
 What do you see?
The tin over the candle goes up (Fig 17).
Why?
Move the candle to be below the other tin. Now this one goes up, as
surely you expected.
Remove the candle. In a few seconds the tins again gain balance. Why?
*You could use your Straw Balance made in Activity 15.Invert the
aluminium foil boxes.

18 Hear through Wood

Material
Metre scale (or wooden rod)

Hold a metre scale close to the opening of your ear.

Let a friend strike with his finger at the other end of the scale (Fig 18).
You can hear the click very clearly.
Repeat with the scale at various distances from the ear.
What do you find?
Whenever the scale is close to the ear, the sound is heard clearly. The
farther away the scale is from the ear the less audible is the sound heard by
you. At a few cm the sound is not heard at all.
Why?
You could try scratching with a pin instead of striking.
You could hold a watch in contact with the scale and you will hear the
‘tick-tick’ clearly.
 19 Sympathetic Bottles
Material
Two identical bottles (milk, jam etc.)

Take two identical milk bottles.

Let a friend hold the mouth of one milk bottle close to his ear without
obstructing the opening.
Blow strongly across the mouth of the other milk bottle until you produce
a strong clear note.
Your friend will hear the note clearly (Fig 19).
Now let your friend take the bottle away from his ear.
Blow across your bottle again.
Can your friend hear the sound now?
He does, but it is not as strong.
What does the second bottle do?
Try the experiment with two bottles of different sizes. Do you get the
same results?

20 Multiply your Money

Materials
 Two plane mirrors (e.g. pocket mirrors without frame)
Cello tape (any gummed tape)
Table
Sheet of white paper
Coin (say, 25 paise)

Place two plane mirrors edge to edge, with the mirrored surfaces away
from you. With cello tape join the two adjoining edges. The two mirrors are
now joined together with the tape acting as a hinge and the angle between
the mirrors can be changed at will.
Have a fairly large angle between the mirrors and place them on a sheet of
white paper on the table.
Place a coin between the mirrors.
You will be able to see not only the original coin but some more coins
also.
Slowly bring the free ends of the mirrors close together, thus decreasing
the angle between them.
What do you see?
More coins appear!
 The smaller the angle between the mirrors, the larger the number of
‘coins’ (images) you see. Your money is multiplied!
Next, place the hinged mirrors so that the angle between them is 120°, and
count the number of coins.
You will have three coins (the original one and two images) (Fig 20.1).
Repeat for 90°: you will see four coins (three images) (Fig 20.2);
For 60°: you will see six coins (five images) (Fig 20.3).
And now remove the tape and place the mirrors parallel. You have a
parade of coins (a very large number of images) (Fig 20.4).
Place a candle between the parallel mirrors and you have a festival of
lights.
Can you tell how this happens?
Can you use your fortune?
Surely you have seen this before: in the barber shop when you had a
haircut.

21 Cage a Lion
Materials
Card board
Plain white paper
Pencil
Glue
Twine (or rubber band)
Water colours (or crayons)
 Cut out from cardboard a circle of radius about 5 cm. Cut out from plain
white paper two circles of the same radius. Use glue to paste the two paper
circles on the two sides of the cardboard circle.
Take two lengths of twine and tie them as loops near the opposite ends of
a diameter of the circular disc (Fig 21.1).
Draw a picture of a lion on one side and that of a cage on the other and
colour them. They should be of proper size and the top of one should be
behind the bottom of the other.
Hold the two twine loops between the thumb and index finger of your
hand, one loop in each hand. Turn the disc round and round winding up the
twine (Fig 21.2).
Now steady your hands and stretch the twine loops.
The twine unwinds and the disc turns round and round rapidly.
And the lion gets into the cage.
Can you tell why?
You could similarly get a fish into a bowl or a sparrow into a nest.

22 Boat runs on Magnetic Power

Materials
 Toy tin-boat (or soft wood and drawing pins)
Large dish (glass or plastic)
Wooden blocks
Water
Magnet (horseshoe or bar)

Take a toy tin-boat (Fig 22.1). Or

Carve out a boat from soft wood and fix a number of drawing pins on the
sides and bottom of the boat.
Keep a large glass dish of water on three or four wooden blocks so that
your hand can freely move under it.
Float the boat on the surface of water.
 Hold a magnet under the dish and near to the floating boat and move the
magnet slowly.
What happens?
Move the magnet around the sides of the dish and close to the boat (Fig
22.2).
What do you see?
The boat follows the movement of the magnet.
Why?

23 Control a Car from a Distance

Materials
Two toy cars
Two bar (or horseshoe) magnets
Cello tape

Take two toy cars, say A and B.

Tape two bar magnets one to the front of car A, and the other to the back
of car B such that the North Pole (N) of the two magnets is on the same side
(Fig 23).
 Bring car A slowly towards car B. Let it come closer and closer. What do
you observe?
Even when car A is not actually touching car B, the latter runs away from
the former.
Why?
Turn one of the magnets end-to-end (the North Pole now takes the place
of the South Pole).
Observe again.
What difference do you see?
Now before the car A touches the car B the car B jumps towards the car
A.
Why?

24 Paper Clip hangs in Mid-Air

Materials
Books (or wooden blocks)
Magnet (bar or horseshoe)
Cello tape
Paper clip
Thread
 Pile a number of books about 25 cm high.
Rest a bar magnet on this pile such that one end of it projects over the
edge of the pile. Tape it to top book (Fig 24).
Tie a paper clip to one end of a piece of thread. Hold the thread vertical so
that the paper clip is close to the projecting pole of the magnet but does not
touch ft. Tape the thread to the table top and leave the clip to itself.
What do you see?
The paper clip stands up against gravity.
Why?
Reduce the length of the thread and find out at which point the clip
refuses to stand up.

25 Dancing Paper Dolls*

Materials
Four bricks
Cardboard
Piece of window glass (or thin sheet of plastic)
Tissue paper Handkerchief (or piece of paper)
 Arrange four bricks and a sheet of glass as in Fig 25. In order not to
scratch the glass or break it, place pieces of cardboard under the ends of the
glass sheet.
Cut dolls out of tissue paper and place them on the table under the glass
sheet.
Rub the glass briskly with a dry handkerchief or crumpled piece of paper
(Fig 25).
What do you see?
The dolls dance. Some may attach themselves to the glass.
Do you know why?
*The experiment works well only on a cool and dry day.

26 Electricity attracts Water*

Materials
Water tap
Rubber comb
Hair on your head (or a plastic bag)
 Open a water tap so as to get a thin and steady stream of water.
Comb you hair vigorously with a rubber comb (or rub a rubber comb
vigorously against an ordinary plastic bag).
Hold the comb near the stream of water.
What happens?
The stream of water bends towards the comb (Fig 26).
Why?
*Do this activity on a cold dry day.

27 The Siphon
Materials
Two large bottles
Long rubber (or plastic) tube
Water
Table (or stool)
 Fill a large bottle with water and keep it on a table. Keep an empty bottle
on the floor.
Take a rubber tube about 100 cm long and fill it with water. Pinch one end
of the tube tightly with the thumb and index finger of the right hand and put
the tip of the index finger of the left hand on the other end. Put the left end
of the tube into the water in the full bottle and the right one into the empty
bottle and take your hands off.
What do you see?
Water flows from the full bottle to the empty bottle (Fig 27.1).
You have siphoned the water from one bottle to the other bottle.
Raise the bottle on the floor higher than the bottle on the table.
What do you find?
Water now flows the other way round (Fig 27.2).
Find out how you can stop the flow of water.
Can you think of some practical uses of the siphon?

28 Why Roofs are corrugated

 Materials
Paper
Two books Coins

Place a rectangular piece of paper across two books (Fig 28.1). Find the
number of coins required to make the paper sag.
Usually one single coin will be enough. The paper may even sag due to its
own weight.
Now make a fan out of an identical piece of paper. Spread the fan out a
little and lay it across the two books (Fig 28.2).
Again find the number of coins required for the fanned paper to sag.
What do you find?
Many more coins will be needed to make the fanned paper sag.
Why?
Use identical coins and find out how much stronger fanned (i.e.
corrugated) paper is than plane paper.
Repeat for different types of paper like drawing paper, chart paper,
blotting paper, etc.
Do you now know why roofs are corrugated?
 29 Rolling reduces Friction
Materials
String
Rubber band
Heavy book
Three or four round pencils

Take a thin rubber band and pass a piece of string through it. Tie the
string around a heavy book. Place the book on a table.
Put your index finger into the rubber band and try to move the book along
the table (Fig 29.1).
What do you see and feel?
The rubber band stretches and it is not easy to pull the book.
Why?
Now put three or four round pencils under the book.
Again pull on the rubber band (Fig 29.2).
What do you find?
 The rubber band does not stretch as much as it did before, and it is much
easier to pull the book.
Why?

30 Respiration Model*
Materials
Large bell jar (or any large glass or transparent plastic jar with an open
bottom)
Rubber cork to fit the mouth of the jar
Y-tube (glass, plastic or metal)
Two balloons
Polythene bag

Take a large bell jar and assemble the Respiration Model as shown in Fig
30.1.
Use rubber balloons for lungs, Y-tube for the wind pipe, the open bottom
of the jar for the thoracic cavity and the polythene bag for the diaphragm at
the bottom that separates the chest from the abdomen.
 Push the polythene bag into the jar and tie the open end of the bag to the
open end of the jar.
Pull out the polythene bag, the balloons blow up (Fig 30.2).
Push in the polythene bag, the balloons collapse (Fig 30.1).
Can you tell why?
Repeat several times.
*How lungs work

Explanations of Activities
1 Breath is real and needs space. When you breathe out into the tube an
equal amount of water has to come out of the jar so that the gases of the
breath can take that space.
2 The compressed air presses the skin of the balloon against the sides of
the tumbler and the friction between the two stops the tumbler from falling
off. This is just like pressing a book against a wall so as to stop it from
falling.
3 When your finger closes the top hole, air pressure from below holds
the water back in the tin. When the finger is taken away, air can enter the tin
through the upper hole and the water is pulled down by the force of gravity.
4 By blowing into the tube the air above the water is compressed. When
Wowing is stopped, the compressed air pushes the water out through the
tube.
5 The burning matches use up a good deal of oxygen in the air inside the
tins. The pressure of air inside is thus reduced. The wet paper acts as a seal
and does not allow the outside air to enter the tins. The outside air tries to get
in and keeps the tins glued together.
6 The warm air rising from the candle flame makes the fan spin.
7 Blowing causes a fast moving stream of air to pass between the balls.
The pressure of this moving air is smaller than that of air at rest. The outside
air pressure is thus greater and the balls are pressed together.
8 The wings make an autogyro spin. The potential energy of the gyro is
used in spinning and pushing away the air through which it falls. It,
therefore, lands softly on the ground.
9 Wax is lighter than water. Hence a wax candle floats on water. It floats
flat because that position is more stable. By loading the candle with pins, the
density of the candle-pins-combination is effectively increased. You can
make it float with the wick as close to the surface as you may wish by
increasing the number of pins. Pins, being denser than wax, help in making
the candle stand erect. As its weight decreases on burning it comes up and
up all the time.
10 Though the weights of the boat and the disc are the same the volume of
water displaced by the boat is much greater and hence the upward push
(thrust) is also greater. The boat is thus able to float.
For the same reason, ships made of steel are able to float on the sea.
11 The denser the liquid, the greater the buoyancy (upward push). Thus,
salt water is more buoyant than fresh water. Hence the pencil which sinks in
plain water floats in salt water.
This is also the reason why it is easier to float in sea water than in river
water. For the same reason, a ship rides higher in ocean water than in fresh
water.
12 Any flat object spins without a jerk about its centre of gravity.
Spinning is an experimental way of finding the C G of fiat objects. Objects
such as circles, triangles, squares etc., have their C G located at or near their
geometric centre.
13 The centre of gravity always tries to be as near to the ground (earth) as
possible because then the object is more stable.
14 The two pieces have the same weight and the earth puffs them with the
same force. However, the flat piece has much more air to push out of its
way while the rolled piece has less air to push. So the rolled one falls faster
and hits the ground first. A parachute works on the same idea (Activity 6
Book I).
15 The wire is made of metal. Metals expand when heated and contract
when cooled. Its length increases when heated by the candle but the distance
between the ends is the same as before. So it sags.
16 The air in the tin above the candle is heated. It expands and becomes
lighter. The tin, therefore, weighs less than the other tin. So the tin with hot
air goes up.
17 Wood carries sound better than does air. The spreading of sound
energy is much less in wood.
18 Every time you blow and produce a clear note, sympathetic vibrations
are set up in the second bottle because the two bottles are identical. The
rattling sounds in a bus are due to sympathetic vibrations of loose bus parts
caused by the engine at particular speeds (Resonance).
19 Each mirror forms an image of the coin and also forms images of the
images in the other mirror. The smaller the angle between the mirrors the
greater is the number of images.
20 The images of the lion and the cage alternate rapidly on the retina of
the eye. Vision lasts for a short time (about 1/16th sec) in the eye even after
the object goes away from view. This small persistence of vision makes us
feel as if the lion is in the cage. Without it movies will be impossible to see.
21 The magnetic field of the magnet penetrates through the glass dish and
water attracts the tin boat. Therefore it can control the movement of the boat.
A ‘tin’ boat is really made of steel sheet and coated on the outside with tin
to avoid rusting. Tin itself is not magnetic. In case of the wooden boat it is
the steel of the pins that is attracted.
If the dish were also made of steel sheet, it would shield the boat from the
magnetism of the magnet. Try to do the experiment with such a dish.
22 Around every magnet is its magnetic field, though we cannot see it.
The fields of the two magnets influence each other. Like magnetic poles
repel, unlike magnetic poles attract one another.
23 A magnet can attract a magnetic substance without touching it because
of its magnetic field. Gravity pulls the clip down and the magnet pulls it up.
When the two pulls are equal the clip hangs in mid-air.
24 Static electricity is produced by rubbing on glass. Rubbing can remove
electrons from glass which thus becomes positively charged, and attracts the
neutral paper dolls. Under the combined action of electric force and gravity
the dolls dance up and down.
25 The comb is electrified by rubbing and gets a negative charge.
Running water has a positive charge. Unlike charges attract.
26 Water stops flowing when the level of water in the two bottles is the
same.
A siphon can be useful in emptying large heavy vessels like water tanks,
aquaria, etc.
27 When a material is given a suitable shape, it can bear much greater
load than when it is flat. This is the reason why roofs of houses and sheds
are made of corrugated steel or corrugated cement asbestos sheets.
 28 Pencils act as rollers and make it easier to pull the book. Rolling
friction is less than sliding friction. This is the principle used in ball bearings
and roller bearings. Your bicycle has ball bearings. Find out where they are.
More than 2000 years ago the Egyptians, while building pyramids, used
round big logs of wood under huge boulders to drag the boulders where the
pyramids were being built.
29 When you pull the polythene bag out the air pressure in the jar
decreases and the outside air rushes in through the tube and the balloons fill
up (Inhalation). When you push the polythene bag in, the air pressure in the
jar increases and the air in the balloons rushes out (Exhalation).

END